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Phonics lessons


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Hi,

 

I was wondering how people organise their phonics lessons.

 

At the moment my class is divided into four groups based on ability (we use Letters and Sounds). 2 groups start the lesson working with an adult (teacher and TA) while the other 2 groups work independently. Then, after about 15/20 minutes, the groups swap so that all of the children will have worked with an adult.

 

This normally works well but I was wondering if anyone had any other suggestions. I worry that sometimes the children working independently aren't always 'making progress'

 

Thanks,

Beccy

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Can you start with a whole class input? Make sure your independent groups have something that they can access....apply... and that you rotate the independent/ taught groups so that the starting independent groups are not always first, and then come together again for a plenary. If you keep your whole session to about 30 mins that should give your independent activities less time to go astray and create a focus.

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Hi.

 

We have a daily 20 minute session of Phonics. My class is split in half. One group works with the teacher and one group works my Nursery Nurse. We keep the same groups for 2 weeks and then swap over to ensure they are taught equally by both of us. Phonics based activities are set out during their free flow activity time - some they choose independently and sometimes we call them over in smaller groups to complete an activity to see if they are applying what has been taught through the adult led sessions.

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  • 3 weeks later...

I do 20 minutes whole class and then straight afterwards I work with those that were finding it difficult. If they are regularly behind I would put a regular intervention I with them with a TA (or me if I can schedule it!)

 

I sit the less able along the front a down one side so that my TA or I can get to them easily to support.

 

I sit them on the carpet with the more able at the back so that if they finish the writing quickly I can extend them easily but saying 'back row now try writing this'

 

When we are reading words with our new sound I will always have a few more challenging words to extend the HA and sometimes a challenge sentence (this happens more often later in the year) that they have to read while others are finishing their writing.

 

I hope this helps!

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Hi at the moment we do whole class introduction of a new sound. We pretend we are on a magic carpet on a journey, each day we have a silly suitcase packed with items to take with us beginning with the sound of the day (they love this!) whilst flying on the magic carpet, we pretend to spot things beginning with yesterday's letter. Then we land in a country and I spin a story with lots of words beginning with that letter linked to a jolly phonics action. We then split off into small groups according to ability to use our sound with TA and me.

Have to say though I've been criticised recently for doing whole class teaching in phonics even though this way works so well for us. (Can never win!)

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