Teaching Systematic Synthetic Phonics in Primary Schools
Learning Matters Ltd (Verlag)
978-0-85725-681-2 (ISBN)
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The government prioritizes systematic synthetic phonics as a key strategy in the teaching of reading and this text supports trainee teachers working towards primary QTS in how to use phonics effectively. The text begins by examining the central role of phonics in the teaching of reading, drawing on recent research and initiatives. It goes on to cover the essential knowledge trainees need to acquire themselves for the teaching of phonics to children. Accessible and relevant, the text uses case studies and useful research to support trainees in becoming competent and confident in the teaching of phonics.
Supplement this text with the companion audit and test book:
Teaching Systematic Synthetic Phonics
Audit and Test
About the Transforming Primary QTS series
This series reflects the new creative way schools are begining to teach, taking a fresh approach to supporting trainees as they work towards primary QTS. Titles provide fully up to date resources focused on teaching a more integrated and inclusive curriculum, and texts draw out meaningful and explicit cross curricular links.
Wendy Jolliffe is Professor of Education and worked in Initial Teacher Education (ITE) for 14 years; latterly as Head of Teacher Education at the University of Hull. She worked previously as a Regional Adviser for the National Strategies and advised ITT providers on effective provision for literacy. She has published extensively in Primary English and Cooperative Learning. David Waugh is a former deputy headteacher who worked in ITT from 1990 at the University of Hull, where he led the PGCE course and became Head of Department. In 2008 he was appointed as one of two (the other being Wendy) National Strategies Regional Advisers for ITT. He is currently lectures at Durham University. He has published extensively in primary English, as well as developing e-learning resources for National Strategies for English, mathematics and mentoring and coaching. David also writes children’s stories, including The Wishroom, which was written with 45 children from 15 East Durham primary schools and published in 2017. Angela Gill is Programme Director for BA Primary Education and subject lead for Primary English at Durham University, working on both UG and PGCE programmes. She is an experienced teacher and worked in primary classrooms for many years before taking up the post at Durham University.
Introduction: The role of phonics in the teaching of reading and writing
Introduction
PART ONE: SUBJECT KNOWLEDGE FOR TEACHERS
Discriminating Sounds and Phonemes
Challenges
Grapheme/Phoneme Correspondences and ′Tricky′ Words
Decoding and Encoding Text
Long Vowel Digraphs – The Advanced Alphabetic Code
Phonics into Spelling
PART TWO EFFECTIVE PEDAGOGY
Teaching Phonics in the Early Years
Multi-Sensory and Interactive Methods
Teaching a Systematic Structured Progression
Planning for Phonics
Tracking and Assessing Pupils’ Learning and Effective Intervention
Teaching Phonics in Key Stage Two
Using a Range of Programmes and Resources
Conclusion
Appendix 1 - Glossary
Appendix 2 - Model Answers to Self-Assessment
Index
| Erscheint lt. Verlag | 18.5.2012 |
|---|---|
| Reihe/Serie | Transforming Primary QTS Series |
| Verlagsort | Exeter |
| Sprache | englisch |
| Maße | 171 x 246 mm |
| Gewicht | 380 g |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 0-85725-681-5 / 0857256815 |
| ISBN-13 | 978-0-85725-681-2 / 9780857256812 |
| Zustand | Neuware |
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