How do you suggest teaching phonics in a composite class, where the scope and sequence is different?

We are often asked this question and many schools share the same issue, as phonics scope and sequences are grade based. There is a systematic and sequential nature to teaching phonics, which is why teaching phonics in a composite class can be problematic. The content is so different. Some of our suggestions are:

  • In and out strategy or differentiation – (You will need to allocate about 40mins rather than 30.) You might start with explicit instruction for your Kindergarten (Prep/Foundation) students for 20mins, while your Year 1 students are at their tables completing independent activities such as Switcheroo, Camera Word games, https://syntheticphonics.com/ on a computer or device etc.  Bonus if you have a support teacher during this time! You would then swap over with Year One students moving to explicit instruction with the teacher, and kindergarten applying practice through an independent game or activity. One tip is – you need to be highly organised! There is also the benefit of being able to move students with a bit of flexibility. A Year One student requiring support could get this by participating in the kindergarten lesson and vice versa for a kindergarten student who may be ready to be extended.
  • Set phonics time. Schools who have multiple classes per grade may set a phonics time on the timetable and disperse students in composite classes into other classes to support one another. Avoid steaming these classes.
  • If your schools is just starting out, begin by assessing what students know and start there. OR your school may decide to have all students start at the same point, but older grades move through the content and units at a faster pace.

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