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Teaching Systematic Synthetic Phonics in Primary Schools
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Teaching Systematic Synthetic Phonics in Primary Schools



May 2012 | 208 pages | Learning Matters
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.

 
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

Student teachers and those new to teaching early reading will find this a very helpful reference book. It clearly outlines key terminology and makes good use of case studies to unpick issues that can arise in the classroom.

Mrs Branwen Bingle
Institute of Education, Worcester Univ.
December 13, 2013

This is recommended for the Primary PGCE course to support the introdcution to synthetic phonics sessions.

Mrs Sharon James
Swansea School of Education, Swansea Metropolitan University
November 18, 2013

This is a very informative book about phonics. The chapter regarding how to use phonics to support spelling was very useful for my Key Stage 2 students. I also have use some of the activities with my students and discussed the case studies.
Excellent book.

Mrs Rachel Jones
Faculty of Education, Birmingham City University
October 16, 2013

This book has been really helpful for all our students in getting to grips with this important area.

Mrs Pauline Palmer
Institute of Education Didsbury, Manchester Metropolitan University
October 9, 2013

This book is just superb as it not only offers subject knowledge, but useful advice and tips on how to teach phonics as classroom level. It is presented in a progressive way, with development and acquistion of skill being built upon. One extremely useful aspect is the way it is lnked to the Teachers Standards; this is particularly beneficial to PGCE trainee teachers. The book also contains a good theoretical base which enables readers to engage with research; this is a useful tool in contributing towards Postgraduate study. The section on tracking and assessment is very relevant to practice, and the case study's throughout enable links to practice. An essential read/resource for those who teach/assess/lead phonics.

Mrs Nicola Sperrin
Education and Community, University College Birmingham
July 30, 2013

A highly useful text for student teachers who are learning how to plan, teach and assess phonics. Very user-friendly.

Miss Rebecca Matthews
Education , St Mary's College
July 22, 2013

This text makes an useful addition to the reading/phonics debate and focuses on the what and how of phonics teaching. The content is suitable for trainee teachers and experienced teachers. Three chapters relate directly to the Letters and Sounds publication.

Mr John Humphreys, MEd,MA
School of Education, Bangor University
July 11, 2013

This boook includes an interesting chapter on multisensory methods for supporting synthetic phonic teaching. The theory is interspersed with activities and case studies, which makes an accessible read.

Ms Carol Setchell
Education , Central Sussex College
June 25, 2013

Recent research and initiatives are used to underpin the rationale for teaching and learning synthetic phonics. The challenge of regional accents is addressed and child-focused solutions is offered from relevant case studies. The authors are all experienced teachers and offer a wealth of practical ideas always underpinned by theory. Clearly set out chapters identify the learning outcomes, criteria for assuring high-quality phonic work and relate to Teachers' Standards. The activities are relevant and self-assessment is purposeful. A clear, well-structured and guide.

Mrs Irene Scott
Faculty , Chester University
June 11, 2013

A useful book which encompasses key information for supporting students' teaching of phonics on their school practice.

Andy Smith
School of Education (Park Campus), Northampton University
May 17, 2013

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Wendy Jolliffe

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. More About Author

David Waugh

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. More About Author

Angela Gill

Angela Gill (formerly Carss) is a former Primary school teacher and English subject leader. She taught in schools in County Durham and Bath and North East Somerset for more than 20 years. She is the Primary English Subject Lead at Durham University where she teaches both undergraduates and postgraduates.  She has written books, articles and chapters on many aspects of Primary English for ITE students and primary practitioners. More About Author

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