AIIS's Key Stage 1 English teachers were aligned. The birds-eye view of the learning outcomes for a synthetic phonics program in which a student who enters kindergarten to the time they leave Year 3 was comprehended. By blending 44 sounds, words could be formed, then sentences could be made. This contradicts a territorial approach where the concern is only at a specific grade level. Often teachers are so overwhelmed with duties, they can't see the forest from the tree. Like a forest or LRT, it is important to know the whole system before you specialize in your part. It unifies the purpose and strengthens the English Department as a whole.
AIIS uses a Cambridge Curriculum geared towards students taking the IGCSE upon completion of secondary. Cambridge's Key Stage 1 books support the synthetic phonics approach. Moreover, the entire UK and most of the US supports it. Nick Gibb MP, Minister of State for School Reform said, "We recognised the weight of research which demonstrates that the most effective way to teach a child to read is a robust programme of systematic synthetic phonics." Not only did the Key Stage 1 teachers of AIIS recognize it, they were prepared to apply it in helping their students along the path of literacy.
The complete system of Phonemic Awareness, Phonics and Sight Words was absorbed by the teachers. At Tamimi is private school starting at kindergarten. They are subject to many transfer students. These transfer students come in with mixed proficiencies, some above and some below the standard. Inherently in every classroom, there are students of mixed abilities. The terrific teachers of AIIS are now suited to engage all of them. By learning the whole system, every Key Stage 1 English teacher possesses the ability to help students read with speed and fluency.
We started the morning watching a short video on the Benefits of a Bilingual Mind. It led to a discussion. The teachers were a mix of native speakers and English as a second language speakers. We shared stories about the advantages and challenges in the classroom for teachers coming from those diverse backgrounds. In the end, our admiration for our ELL students increased.
To review sounds and actions, we played a few rounds of Phonics Hangman. There was a joyful spirit prevailing in the classroom, the wafting smell of fresh goods contributed to the positive environment. Sight Word Uno also added to the glee of accomplishment. It was a fun way to practice some of the Sight Words.
I was under the impression that experience was the best way to learn, but I stand corrected. Experience is the second highest means on the list of learning, yielding a rate of 80%. However, research concludes, topping the list, we learn 95% of what we teach. This ushered in the team teaching segment of the training. The teachers were divided into 2 groups and given a Phonemic Awareness lesson to teach. They were given some time to prepare for the lessons. Fortunately, we were able to muster up one true beginner, a 15 year old recently arrived student from China. He was good sport.
The moment of truth had arrived, will synthetic phonics fly high like a test pilot or fail miserably like a crash test dummy? Or will it go the way like many other mediocre methods and just barely satisfactorily pass the test? One group of teachers stood at the front of the classroom while the rest sat with the student and participated. The first group did a smashing job of introducing 26 sounds and actions Check out the 19 second video for yourself). They led us in a cheerful game of Phonics Charades.
The second group led us in a game of Phonics Hangman. Like the first group, their delivery was strong and enjoyable. Both groups synthesized and displayed the techniques we developed throughout the training during the team teaching activity. What was also noticeable, was the improvement and boost in confidence of the student. His teacher commented on how remarkably effective this method was in his regards. The team teaching activity was followed by feedback. The teachers self-assessed and peer-assed each other. The conclusion was Fun With Phonics kissed the sky like a test pilot of a jet.
Break time became party time. Unfortunately, it was short lived due to an hour remaining. I thought it best to have a little story time. We read the classic, One Mole Digging Hole. We also sampled some phonic friendly graded readers like the endearing, Bob is a Bat. Reading materials like these reinforce phonics skills: decoding, fluency, speed and comprehension. Not to mention, I've personally read both titles hundreds of times and still find them enjoyable.
The printer had been raging throughout the whole session producing flashcards, games and posters. We spent the last twenty minutes taking an inventory of what has been printed and what needs to be printed. Teachers organized tasking the remaining printing.
One teacher commented, "It was fun learning throughout the course."
The Cambridge Curriculum, the talented teachers, the fine textbooks and the synthetic phonics approach were all positioned in harmonic convergence. AIIS was on track with delivering 21st Century reading techniques for the lifelong educational journey of their students.
May the Phonics be with you!
Check out these two links to see the teachers in action:
Team Teaching Activity Phonemic Awareness Vid 1
Team Teaching Vid 2- 19 seconds
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