The CORE Sounds Book Activity Sheets
Posted: Fri May 01, 2009 8:39 pm
On visiting schools and speaking to a number of programme users, I am finding that some people are underestimating the effectiveness and importance of the core SOUNDS BOOK ACTIVITY SHEETS.
These activity sheets are essential and not 'optional' - otherwise I cannot be accountable for the success of the programme!
Some teachers are telling me that they don't 'fold up' the sheet for the spelling-and-editing activity. Then this is to neglect the power of the activity sheets and the full range of the skill-development which the sheets should regularly ensure.
Also, my experience is that learners really love these sheets and part of the engagement of their interest includes the folding up of the sheet and the final spelling-and-editing activity.
These sheets need to be used two or three times a week for a beginner and around twice a week from about unit 6.
In between the lessons with the SOUNDS BOOK ACTIVITY SHEETS, teachers can use the other types of resources such as the SENTENCES and I CAN READ texts.
In fact, once the routines are established for the SOUNDS BOOK ACTIVITY SHEETS, learners can immediately move on to another resource such as those mentioned above or some other game or activity as an extension to the SOUNDS BOOK sheets - IN THE SAME LESSON!
In other words, pack in the 'content' of the teaching and learning opportunities.
In some cases, I am finding teachers follow the order of introduction of the Phonics International's 'units' - but 'make up' little games and activities and texts themselves. Sadly, these are often lacking in 'content' and challenge and may be trying to 'draw out' words and spellings from more able children instead of focusing on 'putting in' good content.
The Phonics International programme provides teachers with a great deal of 'content' in a systematic way. Teachers are not really 'using' the programme if they dabble in following 'the order of introduction' but then do lessons with little content and at a slow pace.
As teachers, be 'time efficient' but allow 'sufficient time' for learners to learn the focus alphabetic code and to practise their sub-skills and core skills.
Please, if you are a user of the PI programme, make the most of the wealth of systematic resources - it will be worth it.
Of course you do need to spend some time to get to know what is available - but it will be worth it.
Teachers cannot expect NOT to have to invest some time into studying the resources and the methodology.
Also, teaching reading, spelling and writing is far too important NOT to invest the time.
These activity sheets are essential and not 'optional' - otherwise I cannot be accountable for the success of the programme!
Some teachers are telling me that they don't 'fold up' the sheet for the spelling-and-editing activity. Then this is to neglect the power of the activity sheets and the full range of the skill-development which the sheets should regularly ensure.
Also, my experience is that learners really love these sheets and part of the engagement of their interest includes the folding up of the sheet and the final spelling-and-editing activity.
These sheets need to be used two or three times a week for a beginner and around twice a week from about unit 6.
In between the lessons with the SOUNDS BOOK ACTIVITY SHEETS, teachers can use the other types of resources such as the SENTENCES and I CAN READ texts.
In fact, once the routines are established for the SOUNDS BOOK ACTIVITY SHEETS, learners can immediately move on to another resource such as those mentioned above or some other game or activity as an extension to the SOUNDS BOOK sheets - IN THE SAME LESSON!
In other words, pack in the 'content' of the teaching and learning opportunities.
In some cases, I am finding teachers follow the order of introduction of the Phonics International's 'units' - but 'make up' little games and activities and texts themselves. Sadly, these are often lacking in 'content' and challenge and may be trying to 'draw out' words and spellings from more able children instead of focusing on 'putting in' good content.
The Phonics International programme provides teachers with a great deal of 'content' in a systematic way. Teachers are not really 'using' the programme if they dabble in following 'the order of introduction' but then do lessons with little content and at a slow pace.
As teachers, be 'time efficient' but allow 'sufficient time' for learners to learn the focus alphabetic code and to practise their sub-skills and core skills.
Please, if you are a user of the PI programme, make the most of the wealth of systematic resources - it will be worth it.
Of course you do need to spend some time to get to know what is available - but it will be worth it.
Teachers cannot expect NOT to have to invest some time into studying the resources and the methodology.
Also, teaching reading, spelling and writing is far too important NOT to invest the time.