1. © Crown copyright 2006 The Primary Framework for Literacy Manchester Literacy Subject Leaders 3+2 day course DAY 5: Developing Phonics and Reading

2. © Crown copyright 2006 Aims To outline current guidance on the effective teaching of reading – the Rose Report To explore the importance of phonics in the teaching of reading To begin to look at the wider reading curriculum To reflect on subject knowledge, practice and progress within your school

3. © Crown copyright 2006 A Simple View of Reading A new perspective

4. © Crown copyright 2006 The Simple View of Reading There is now considerable evidence to support the need for a clear distinction between… Word Recognition – processes concerned with recognising the printed words that comprise the written text and … Language Comprehension – processes that enable the reader to understand the messages contained in the text

5. © Crown copyright 2006 The Simple View of Reading Neither is sufficient on its own Reading comprehension is a product of word recognition and language comprehension Successful reading demands both word level reading and the ability to comprehend what has been read

6. © Crown copyright 2006 The simple view of reading + + - - Word Recognition Good language comprehension, poor word recognition Good word recognition, good language comprehension Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Language comprehension

7. © Crown copyright 2006 The Simple View of Reading Discuss: What are the abilities and skills needed to have effective: Word recognition Language comprehension

8. © Crown copyright 2006 The Simple View of Reading ‘A Guide to Progression in Reading Skills’ provides guidance on developing key reading skills Word recognition Language comprehension at each level/book band

9. © Crown copyright 2006 The Simple View of Reading Activity As a teacher and a subject leader: Think about the children in your class/school How do they fit into this model? How do you know? What are the implications for your school?

10. © Crown copyright 2006 Implications for learning and teaching To be aware that different skills and abilities contribute to the development of word recognition skills from those that contribute to language comprehension To keep these two dimensions of reading separate when planning teaching Recognise that children will show variable performance or progress in each dimension Separately assess children’s performance and progress in each dimension Plan different types of teaching to develop each dimension

11. © Crown copyright 2006 The Simple View of Reading ‘It follows that when practitioners and teachers undertake reading activities including shared, guided and discrete teaching of reading, they need to think carefully about which component of reading they intend to focus on’.

12. © Crown copyright 2006 The Reading Curriculum Phonics Shared reading Guided reading Independent reading: - individual - group and paired Individual reading Hearing books read aloud Home/school reading Selecting their own choice of texts

13. © Crown copyright 2006 The Reading Curriculum Reading whole texts Making close links between reading and writing Reading in other subject areas Reading in the community All of these are essential because they offer different opportunities to develop fluent, enthusiastic and critical readers.

14. © Crown copyright 2006 The Simple View of Reading: Word Recognition - Phonics Development of fluent and automatic word recognition skills is based on acquisition and use of phonic knowledge and skills. This should be ‘the prime approach to the teaching of early reading’.

15. © Crown copyright 2006 The Simple View of Reading: Word Recognition - Phonics ‘Phonic work should be an ambitious, enjoyable and time-limited part of the reading journey. Children progress from ‘learning to read’ to ‘reading to learn’ as they secure the alphabetic code, become confident in decoding and recognising words, and begin to read for purpose and pleasure’.

16. © Crown copyright 2006 Developing phonic knowledge and skills

17. © Crown copyright 2006 1.What is a phoneme? 2.How many phonemes in the English language? 3.What is a grapheme? 4.Give a definition of blending and segmenting. 5.What is a digraph? Give an example. 6.What is a trigraph? Give an example. 7.Why has the word ‘miss’ got a ‘ss’ at the end (and not ‘s’) 8.How many phonemes in the word ‘stress’? 9.Write down at last four different ways of representing the /ee/ phoneme. 10.Can you think of two words that have the same spelling, but a different sound and meaning? A phonics quiz

18. © Crown copyright 2006 Phonic terminology: some definitions

19. © Crown copyright 2006 Some definitions Synthetic phonics ‘Synthetic phonics refers to an approach to the teaching of reading in which the phonemes [sounds] associated with particular graphemes [letters] are pronounced in isolation and blended together (synthesised). For example, children are taught to take a single-syllable word such as cat apart into its three letters, pronounce a phoneme for each letter in turn /k, æ, t/, and blend the phonemes together to form a word. Synthetic phonics for writing reverses the sequence: children are taught to say the word they wish to write, segment it into its phonemes and say them in turn, for example /d, ɔ, g/, and write a grapheme for each phoneme in turn to produce the written word, dog.’ Definition adopted by the Rose Report

20. © Crown copyright 2006 Some definitions A phoneme is the smallest unit of sound in a word

21. © Crown copyright 2006 Some definitions Grapheme Letter(s) representing a phoneme taiigh

22. © Crown copyright 2006 Our Phonics System

23. © Crown copyright 2006 Pronouncing Phonemes Practise saying the phonemes by: Continuing sounds f, l, m, n, r, s, sh, v, th, z Without voice c, p, t, ch, h As cleanly as possible b, d, g, w, qu, y

24. © Crown copyright 2006 Activity Write down the 44 phonemes in our phonic system.

25. © Crown copyright 2006 Some definitions Blending Recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’

26. © Crown copyright 2006 Some definitions Segmenting Identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’

27. © Crown copyright 2006 Phonics at a glance

28. © Crown copyright 2006 Some definitions Digraph Two letters, which make one sound A consonant digraph contains two consonants sh ck th ll A vowel digraph contains at least one vowel ai ee ar oy A split digraph contains 2 letters which are not adjacent (make)

29. © Crown copyright 2006 Some definitions Trigraph Three letters, which make one sound igh dge

30. © Crown copyright 2006 p i gs h e e p s h i p c a r b o yc o w f i l l w h i p s o n gf o r d a ym i s s w h i z zh u f f CVC words – clarifying some misunderstandings

31. © Crown copyright 2006 ll ss ff zz ck fillmisswhizzhuff chick

32. © Crown copyright 2006 Examples of consonant clusters (CC) CCVC, CVCC, CCCVC and CCVCC b l a c ks t r o ng c c v c c c c v c f e l tb l a n k c v c cc c v c c

33. © Crown copyright 2006 A Basic Principle A phoneme can be represented by one or more letters sh, th, ee

34. © Crown copyright 2006 A segmenting activity il sp

35. © Crown copyright 2006 A basic principle The same phoneme can be represented in more than one way Feet Meat Me These

36. © Crown copyright 2006 The same phoneme can be represented in more than one way aa-eaiayeyeigh ee-eeaeey ii-eieighy oo-eoaoeow uu-eueooew oououl owouough oioy ara oraworeaough airareear er ear

37. © Crown copyright 2006 Sorting activity field grow moon swarm bear grass rain frown dear hurt toy night book sure tart

38. © Crown copyright 2006 /ae/ (came) /ee/ (meet) /ie/ (pie) /oe/ (toe) /ue/ (blue) /oo/ (look) /ow/ (cow) /oi/ (boil) /ar/ (car) /au/ (Paul)

39. © Crown copyright 2006 /ur/ (first) /air/ (hair) /ear/ (hear) /ure/ (pure)

40. © Crown copyright 2006 WordMistake field/ie/ grow/ow/ moon/oo/ swarm/ar/ bear/ear/ grass regional pronunciation

41. © Crown copyright 2006 A basic principle The same spelling may represent more than one phoneme meatbread hebed bearhear cowlow

42. © Crown copyright 2006 High frequency words The majority of high frequency words are phonically regular Some exceptions – for example the and was – should be directly taught

43. © Crown copyright 2006 Developing a whole school approach to the teaching of phonics

44. © Crown copyright 2006 Recommendations from the Rose Report More attention needs to be given, right from the start, to promoting speaking and listening skills For most children, high quality, systematic phonics work should start by the age of 5, taking full account of professional judgements of children’s developing ability and should be taught discretely. In order to capture children’s interests, sustain motivation and reinforce learning, phonics should be set within a broad and rich language curriculum. It should also be multi-sensory, interactive.

45. © Crown copyright 2006 Progression in Phases Progression in the teaching of phonics is outlined in 6 phases and a time table for learning phonemes is suggested. It is designed to help practitioners have an overview of how the majority of children should be able to progress over several terms.

46. © Crown copyright 2006 Letters and sounds Phase 1 Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Alliteration Voice sounds Phonemes and oral blending

47. © Crown copyright 2006 Phase1 Sample Activities As a group: Look at one sample activity. Work through the sample activity and have a go, using the resources given. Share similar ideas that you use in your school

48. © Crown copyright 2006 Model for daily direct teaching of phonics,skills and knowledge REVISIT AND REVIEW recently and previously learned phoneme-grapheme correspondences and blending and segmenting skills as appropriate TEACH Teach new phoneme-grapheme correspondences;skills of blending and segmenting Teach common words PRACTICE new phoneme-grapheme correspondences;skills of blending and segmenting APPLY Read or write caption or sentence using one or more common words and words containing new letter/grapheme

49. © Crown copyright 2006 Letters and sounds Phase 2-5 (see handout) Each phase has the following structure Summary Graphemes/Phonemes to be taught Teaching and practising letter recognition and recall for spelling (Phase 2&3 only) Teaching and practising blending for reading –suggested activities Teaching and practising segmenting for writing – suggested activities Teaching and practising common words Applying phonics skills to the reading and writing of captions/sentences Suggested daily teaching sequence Suggested timetable Appendix – word banks, suggested phrases and silly sentences

50. © Crown copyright 2006 Phase2-5 Sample Session As a group: Look at one sample session Work through the sample session,try the activities using the resources given Discuss how you could use the sample sessions to further develop the planning and teaching of phonics in your setting

51. © Crown copyright 2006 Session Menu A menu of activities, which can be used within the teaching sequence for the daily phonics teaching. For segmenting For blending

52. © Crown copyright 2006 Whole school implementation Assessment and tracking Differentiation/groupings Planning Parents Resources

53. © Crown copyright 2006 Key message The Rose Report recommended that whatever phonic programme is in use by the school, it should have a systematic progression with clear expectations by teachers and practitioners of the expected pace of teaching and learning http://www.standards.dfes.gov.uk/rosereview/

54. © Crown copyright 2006 Evaluation cycle RAISING ATTAINMENT IN READING 1. How well are we doing? 2. How well should we be doing? 3. What more can we aim to achieve? 4. What must we do to make it happen? 5. Taking action and reviewing

55. © Crown copyright 2006 Action planning As a subject leader what actions do you need to take with regard to: Teacher and TA subject knowledge Time allocation Assessment and tracking Groupings and differentiation Planning Resources Parents in order to have a whole school systematic approach to the teaching of phonics

56. © Crown copyright 2006 Key questions for whole school implementation How do you currently teach guided reading?How do you currently teach guided reading? When do you teach guided reading?When do you teach guided reading? How is guided reading resourced?How is guided reading resourced? How are support staff deployed to raise attainment in reading?How are support staff deployed to raise attainment in reading? How do you currently monitor and assess pupil reading progress in your school?How do you currently monitor and assess pupil reading progress in your school? How is the teaching of reading monitored and evaluated in your school?How is the teaching of reading monitored and evaluated in your school?

57. © Crown copyright 2006 Self reflection Consider Your clarity of vision Your own subject knowledge Your knowledge across all primary phases inc. EYFS Your ability to inspire, motivate and influence others Your ability to monitor and evaluate progress

58. © Crown copyright 2006 Vision What are you trying to achieve in your school? What will it look like when you get there ?

59. © Crown copyright 2006 Dates for next term 10 th October – Enhancing Literacy 11 th October – Improving Writing 12 th October – Developing Phonics and Reading City Stadium in the Boardroom 1-4pm

60. © Crown copyright 2006 Dates for Spring term ‘08 20 th February – Enhancing Literacy 21 st February – Improving Writing 22 nd February – Developing Phonics and Reading

61. © Crown copyright 2006 Evaluation and close