Our UK born synthetic phonics approach provides many ‘strands’ of highly practical, flexible teaching and learning resources divided into 12 units. Each unit has its own range of resources which include sound awareness activities, blending and segmenting words, strategies for word to sentence and text level activities with an extensive range of supporting materials such as stories, comprehension activities and interactive games. The sounds follow the synthetic phonics teaching order and are arranged based on complexity form simple to complex. We have not had a child whom we could not help, we are confident we are making a huge impact on the way children read and communicate books. Phonics classes are best suited to children aged 5 years and older.
The Systematic Synthetic Phonics Core Skills
i. Scan the printed word from left to right to recognise any letter groups: t r a y
ii. Say the sounds for the letters and letter groups all through the printed word and blend (synthesise) the sounds to ‘hear’, or ‘discern’, the target word: /t/ /r/ /ai/ “tray”
iii. Modify the pronounciation of the word to sound like actual spoken word if necessary.
1. DECODING (READING)
i. Orally segment (split up) all through the spoken word to identify the phonemes (sounds): “tray /t/ /r/ /ai/”
ii. Allot graphemes (letters and letter groups) as the correct group for identified sounds: t r a y
2. ENCODING (SPELLING)
i. Hold the writing implement with the tripod grip.
ii. Learn to write the 26 lower case letters and 26 upper case (capital) letters of the alphabet correctly (starting points and direction of formation, position on a writing line, relative sizes).
In the Systematic Synthetic Phonics Teaching Principles, learners are not taught to guess the words in books from picture, context or initial letter cues and they are not asked, or expected, to read books independently when the words are beyond their current alphabetic code knowledge. Provide memorable activities to raise awareness of the need to learnspelling word banks where words are spelt with the same sounds and spelling alternatives.
The Three Complexities of the English Alphabetic Code
1. One sound (phoneme) can be represented by one, two, three or four letters:
e.g. /a/ a, /f/ ph, /ch/ tch, /oa/ ough
2. One sound can be represented by multiple spelling alternatives (graphemes):
e.g. /oa/: o, oa, ow, oe,o-e, eau, ough
3. One grapheme (letter or letter group) can represent multiple sounds:
e.g. ‘ough’: /oa/ though, /or/ thought, long /oo/ through, /ou/ plough, /u/ thorough