phrantic phonics

phrantic phonics i-t it, a-n an, g-o go, w-e we, h-a-d had, m-e-t met, c-a-n can, f-i-t fit, p-l-a-n plan, f-l-a-p flap, s-p-o-t spot, p-a-s-t past, p-a-n-t pant, c-l-a-s-p clasp, s-t-i-n-k stink, b-l-a-n-d- bland, sh-i-p, ship, ch-o-p, chop, th-i-s this, i-t it, a-n an, g-o go, w-e we, h-a-d had, m-e-t met, c-a-n can, f-i-t fit, p-l-a-n plan, f-l-a-p flap, s-p-o-t spot, p-a-s-t past, p-a-n-t pant, c-l-a-s-p clasp, s-t-i-n-k stink, b-l-a-n-d- bland, sh-i-p, ship, ch-o-p, chop, th-i-s this, i-t it, a-n an, g-o go, w-e we, h-a-d had, m-e-t met, c-a-n can, f-i-t fit, p-l-a-n plan, f-l-a-p flap, s-p-o-t spot, p-a-s-t past, p-a-n-t pant, c-l-a-s-p clasp, s-t-i-n-k stink, b-l-a-n-d- bland, sh-i-p, ship, ch-o-p, chop, th-i-s this, i-t it, a-n an, g-o go, w-e we, h-a-d had, m-e-t met, c-a-n can, f-i-t fit, p-l-a-n plan, f-l-a-p flap, s-p-o-t spot, p-a-s-t past, p-a-n-t pant, c-l-a-s-p clasp, s-t-i-n-k stink, b-l-a-n-d- bland, sh-i-p, ship, ch-o-p, chop, th-i-s this,
Home Lesson Resources Links Contact Reall Languages	This method of teaching phonics has evolved in response to a need to raise reading and spelling ages in the school where I teach. Although SATs results are generally good, analysis of test results from YR to Y4 showed that spelling and reading ages of the majority of children were below chronological age. In the early years, decoding was the greatest problem - in the absence of pictorial or contextual cues, pupils were at a loss when confronted with a word that was not in their sight vocabulary. They had not mastered the sounds of English. Most had caught up in their reading by Y5, but many continued to have spelling difficulties. Our literacy advisor's answer was to give them more PiPs, and then ELS, ALS and FLS (delivered by teaching assistants) for children who failed to make adequate progress. We have used these programmes, but there has been no detectable improvement. The ELS children generally go on to do ALS, then FLS. We were looking for an alternative that would involve minimum preparation, that could be delivered by class teachers to mixed age groups in whole class sessions, and which would keep all children motivated and involved. Other languages It is not that our children are not language receptive. Far from it. By the time they reach year 1, they are able to count, respond to the register, and exchange information about themselves in three languages other than English. We are the only primary hub school in the county Modern Foreign Languages Pathfinder project, and teachers from other schools regularly visit to see models of good practice in foreign language teaching. Key to our success in MFL is the fact that in the early stages the teaching is entirely oral. It provides regular repetition, and the teaching is done in short bursts, through rhythm, song and movement. The written language is not introduced at all for the first three years. All children succeed, and children with special educational needs respond particularly well. Phrantic Phonics is an attempt to harness these methods: using pace, rhythm, and repetition to attune children's ears to the constituent sounds (or phonemes) in their language, and to prioritise the oral over the written. It is essentially synthetic phonics, in the style of Dr Solity, as opposed to the analytic phonics of the National Literacy Strategy. Letter sounds are taught very quickly, and children learn from the outset to blend and segment words. It is unnecessary to teach consonant blends as a separate entity. Only the principal vowel and consonant digraphs need to be taught.