Assuring high quality phonic work (DOC) by chenboying

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									Name of product: Get Reading Right

Is this a full, stand alone phonics teaching programme? Yes

Is this a resource or group of resources which can be paired with a full
programme? It is a complete programme.


                                                  Please tick as appropriate
Does this product:                                        Fully Not
                                                          meet meet
present high quality systematic phonic work, as
defined by the Independent review of teaching of
early reading and now encapsulated in the Primary          Yes
Framework, as the prime approach to decoding print
(see Note 1)

enable children to start learning phonic knowledge
and skills systematically by the age of five with the
expectation that they will be fluent readers having        Yes
secured word recognition skills by the end of key
stage one (see Note 2)

Is this product designed for the teaching of discrete,
daily sessions progressing from simple to more
complex phonic knowledge and skills and covering           Yes
the major grapheme phoneme correspondences (see
note 3)

enable children‟s progress to be assessed (see note
4)                                                        Yes

use a multi-sensory approach so that children learn
variously from simultaneous visual, auditory and          Yes
kinaesthetic activities which are designed to secure
essential phonic knowledge and skills (see note 5)

demonstrate that phonemes should be blended, in
order, from left to right, „all through the word‟ for     Yes
reading

demonstrate how words can be segmented into their
constituent phonemes for spelling and that this is the    Yes
reverse of blending phonemes to read words

ensure children apply phonic knowledge and skills as
their first approach to reading and spelling even if a    Yes
word is not completely phonically regular
ensure that children are taught high frequency words
that do not conform completely to                        Yes
grapheme/phoneme correspondence rules



ensure that, as early as possible, children have
opportunities to read texts (and spell words) that are   Yes
within the reach of their phonic knowledge and skills
even though every single word in the text may not be
entirely decodable by the children unaided



Please explain how your product meets the core criteria above:

Get Reading Right is a systematic, synthetic phonics programme that fully
meets the core criteria.

Our products:
   Our programme (the Synthetic Phonics Toolkit) provides daily lesson
      plans, multi-sensory activities, ongoing formative and summative
      assessment for both the Basic and the Advanced code
   Teach the English phonemes in a logical and systematic way
   Has blending and segmenting at its core and practises them daily as a
      reversible process
   Supports teachers in the teaching of irregular, high frequency words
   Supports guided reading and home reading with lesson plans
   Adopts a variety of multi-sensory activities designed to make learning
      enjoyable
   Include a series of fully decodable books that allow children to read
      words by blending and to spell them by segmenting from the first day
      of phonics teaching
   Include “Camera” books that teach irregular, high frequency words
   Encourages active parent participation by giving parents clear
      instructions in each book
   Builds vocabulary through the use of fully decodable readers and
      carefully selected content

   Both the programme and the decodable books can be used as a stand
   alone programme or complementary to existing "Letters and Sounds"
   resources



Please provide a brief explanation of what your product provides, e.g.
resources, training etc
Get Reading Right provides:
   The Synthetic Phonics Toolkit
        o Part one covers the Basic code
        o Part two covers the Advanced code
   A series of highly attractive, fully decodable readers
   Camera books that cover the high frequency, irregular words listed in
     the "Letters and Sounds" guidance
   Training to schools

Contact details

Only contact/ further information details can be added to this box.

Jo-Anne Dooner Director and joint author of Get Reading Right‟s The
Synthetic Phonics Toolkit jdooner@getreadingright.com

Michael Wood Director and Education Consultant at Get Reading Right
mwood@getreadingright.com
Assuring high quality phonic work – Detailed self-assessment form

This 2nd self assessment form gives schools and settings detailed and
expanded information about this product set against each core criterion. For
the snapshot version please click here.

Name of product: Get Reading Right

Is this a full, stand alone phonics teaching programme? Yes

Is this a resource or group of resources which can be paired with a full
programme? Yes and it is also a complete programme.

Please explain how your product meets the following core criteria:

This product presents high quality systematic phonic work, as defined by the
Independent review of teaching of early reading and now encapsulated in the
Primary Framework, as the prime approach to decoding print (see Note 1) by:
    Teaching the grapheme-phoneme correspondences in a systematic
       fashion using a clearly defined, incremental sequence
    Teaching children how to blend from left to right and segment and that
       these are reversible processes
    Providing learning activities in our Toolkits that are enjoyable and multi-
       sensory and allow children to learn in a variety of ways
    Teaching the irregular, high frequency words through the use of our
       “Camera” books and with supporting lessons in The Synthetic Phonics
       Toolkit.
    Offering guidance and support to parents/caregivers by giving clear
       guidance in every book




This product enables children to start learning phonic knowledge and skills
systematically by the age of five with the expectation that they will be fluent
readers having secured word recognition skills by the end of key stage one
(see Note 2) by:
    Our programme is used throughout key stage one and provides all the
       materials that a teacher will need to teach word recognition skills by the
       end of key stage one
    There is a continuing emphasis on the achievement of fluency in our
       books and in our programme
    Daily assessment of progress is included in each lesson plans so that
       children can be identified early as being in need of extra help and
       supported so that they make progress alongside the rest of the class.
    Our multi-sensory games and activities provide many opportunities to
       support all children in achieving this aim
This product has been designed for the teaching of discrete, daily sessions
progressing from simple to more complex phonic knowledge and skills and
covering the major grapheme phoneme correspondences (see note 3) by:
    Daily lesson plans cover the major grapheme-phoneme
       correspondences
    Compatible with the "Letters and Sounds" guidance, The Synthetic
       Phonics Toolkit teaches the initial one to one correspondences
       through to the phonemes with many representations
    Extra material is also provided on the resource CD and on our website
    The decodable books can be used on a daily basis during guided
       reading session or sent home to be used by parents and also for extra
       support within the classroom



This product enables children‟s progress to be assessed (see note 4) by:
    Encouraging teachers to use formative assessment on a daily basis
       and recording this in their lesson planning
    Using The Synthetic Phonics Toolkit assessment materials teachers
       can complete formative and summative assessment with children and
       whole classes



This product uses a multi-sensory approach so that children learn variously
from simultaneous visual, auditory and kinaesthetic activities which are
designed to secure essential phonic knowledge and skills (see note 5) by:
    Providing over 50+ games and activities which can be played in small
       groups or with an adult. These games are multi-sensory and
       encourage active learning with direct targeting of the learning goals
    Throughout the material there is an emphasis on making phonics
       teaching enjoyable as well as successful
    Each book contains a “Making and Breaking” page which asks children
       to use magnetic letters/letter tiles to spell words



This product demonstrates that phonemes should be blended, in order, from
left to right, „all through the word‟ for reading by:
      Emphasising that blending is at the core of reading
      The controlled vocabulary in the decodable readers can only be read
         through blending from left to right as there are no picture cues which
         serve to encourage guessing or premature reliance on a visual memory
         approach
      Our multi-sensory games and activities also teach and reinforce the “all
       through the word” blending




This product demonstrates how words can be segmented into their
constituent phonemes for spelling and that this is the reverse of blending
phonemes to read words by:
    The games and activities included in The Synthetic Phonics Toolkit
       encourage blending and segmenting reversibility
    Teaching sequences on the resource CD for the IWB demonstrate this
       reversibility in a visual way
    Using the “Make it to Break it” pages in our decodable readers, the
       reversibility of blending and segmenting is made explicit and practised
       often


This product ensures children apply phonic knowledge and skills as their first
approach to reading and spelling even if a word is not completely phonically
regular by:

      The lesson plans provide regular practice of the irregular, high
       frequency words listed in the "Letters and Sounds" guidance
      They do this through a focus on identification of already learned
       grapheme-phoneme correspondences and a visual memory approach
       to the “tricky” parts of the word
      Children are taught to adopt a phonic approach to all words throughout
       the books (which have no pictures cues) and the various games and
       activities included in the programme




This product ensures that children are taught high frequency words that do
not conform completely to grapheme/phoneme correspondence rules by:

      The lesson plans in The Synthetic Phonics Toolkit include regular
       teaching and practice of the irregular, high frequency words listed in the
       "Letters and Sounds" guidance
      They do this through a focus on the identification of already learned
       grapheme-phoneme correspondences and a visual memory approach
       to the “tricky” parts of the word
      The decodable books have a “Camera” book at each level, each of
       which introduces children to six of the irregular, high frequency words
       as outlined in the "Letters and Sounds" guidance
      They are taught in a novel fashion to take a picture of the “tricky” part
       with their mind‟s eye
      This approach gives children the vocabulary to describe a word that is
       irregular and does not conform to their current level of phonic
       knowledge
      The camera books have been produced in landscape rather than
       portrait format thus emphasising that somewhat different rules apply




This product ensures that, as early as possible, children have opportunities to
read texts (and spell words) that are within the reach of their phonic
knowledge and skills even though every single word in the text may not be
entirely decodable by the children unaided by:
    Our books have been designed so that, from the start, children will be
       able to gain success from blending phonemes to read single words
       (series 1)
    In Series 2 they move on to reading 3,4,5 word sentences
    Although the books have been designed to be fully decodable the
       children are encouraged to use their phonic analysis skills to attempt
       many new words. The Synthetic Phonics Toolkit also has many games
       and activities that do this




Please provide a brief explanation of what your product provides, e.g.
resources, training etc

      Fully decodable books that do not use picture cues, these can be used
       in guided reading or sent home as readers
      The Synthetic Phonics Toolkit, teachers‟ programme takes the class
       through the Basic and the Advanced code.
       Training can also be provided


Contact details

Only contact/ further information details can be added to this box.

Jo-Anne Dooner Director and joint author of The Synthetic Phonics Toolkit
Get Reading Right programme jdooner@getreadingright.com

Michael Wood Director and Education Consultant at Get Reading Right
mwood@getreadingright.com

								
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