Presentation on theme: "Leadership and Monitoring of Phonics learning and teaching Kingsgate Conference Centre, 20 th March 2015."— Presentation transcript:
Leadership and Monitoring of Phonics learning and teaching Kingsgate Conference Centre, 20 th March 2015
Leadership and Monitoring of Phonics learning and teaching Sue Howard Learning and Teaching Adviser (Literacy)
Aims To support leaders in developing and embedding the following: -closing the attainment gap for specific groups -phonic subject knowledge and progression in phonics -What does good teaching and learning look like? -tracking progress in phonics and using effective intervention programmes -administering and monitoring the phonics screening check
School Improvement Team Improvement Plan for Phonics 2014/15 (linked to the yearly school improvement plan for improving literacy) Aim: To improve achievement in phonics through improved leadership, teaching and learning Success Criteria: Improved leadership and management of phonics and reading, supported by improved outcomes Achievement - gap to national similar groups are further closed for identified groups by July 2015: o All to be less than 6ppts (currently 8ppts) o FSM to be less than 6ppts (currently 7ppts) o EAL to be less than 8ppts (currently 12ppts) o EFL to be less than 4ppts (currently 5ppts) o White British to be less than 4ppts (currently 5ppts) o OWB to be less than 15ppts (2013 20ppts) o Pakistani Heritage to be less than 12ppts (2013 14ppts) Teaching of phonics to be judged good overall and no inadequate teaching identified by the end of the year Narrowing the Gaps to National in Phonics
What would be your school’s priorities from the phonics action plan?
Phonics Subject Knowledge and Progression Phase 1 (continuous through Phases 2 – 6) Children: Enjoy rhyme and alliteration Can distinguish between sounds Explore and experiment with sounds and words Orally blend and segment phonemes Birth onwards – usually pre- school and Reception +
Phonics Subject Knowledge and Progression Children working at Phase 2 Know 19 consonants and vowels and can blend and segment them into CVC words Reception - typical duration 6 weeks
pot chick church fair boy down taught wheel thorn for daydear head shirt CVC or not?
Children working at Phase 3 Are learning one way of writing each of the 43 phonemes, including digraphs Are beginning to read and spell two syllable words and captions Reception - typical duration: Up to 12 weeks Phonics Subject Knowledge and Progression
Children working at Phase 4 Can blend adjacent consonants in words for reading, e.g. spoon, pink, fright Can hear and segment adjacent consonants for writing Usually taught with Phase 3 at end of YR & Phase 5 in Y1 Phonics Subject Knowledge and Progression
Children working at Phase 5 Are learning alternative ways of pronouncing and spelling the long vowel phonemes, e.g. ay, ae, a- e, ai, a, Can read phonetically decodable two and three syllable words, e.g. frogspawn, shopkeeper and spell complex words using phonetically plausible attempts Can blend to read quickly and independently Throughout Year One
Long and Short Vowels Activity: Sort the body parts into words with long and short vowels
Which of these words contain a split digraph? time made spike have come bride some shine
time made spike have come bride some shine Which of these words contain a split digraph?
Children working at Phase 6 Can apply phonic skills and knowledge to recognise and spell an increasing number of complex words Are secure with less common grapheme /phoneme correspondences, e.g. s/zh in vision Can recognise phonic irregularities Read and write with increasing fluency and accuracy Throughout Year Two (although teaching of spelling continues well into KS2) Phonics Subject Knowledge and Progression
Year 1 English Overview Reading – Word RecognitionWriting - Transcription Pupils should be taught to: apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes read accurately by blending sounds in unfamiliar words containing GPCs that have been taught read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings read other words of more than one syllable that contain taught GPCs read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words re-read these books to build up their fluency and confidence in word reading. Spelling (see English Appendix 1)English Appendix 1 Pupils should be taught to: spell: words containing each of the 40+ phonemes already taught common exception words the days of the week name the letters of the alphabet: naming the letters of the alphabet in order using letter names to distinguish between alternative spellings of the same sound add prefixes and suffixes: using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs using the prefix un– using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] apply simple spelling rules and guidance, as listed in English Appendix 1English Appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. Year 2 English Overview Reading – Word RecognitionWriting - Transcription Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation re-read these books to build up their fluency and confidence in word reading. Spelling (see English Appendix 1)English Appendix 1 Pupils should be taught to: spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones learning to spell common exception words learning to spell more words with contracted forms learning the possessive apostrophe (singular) [for example, the girl’s book] distinguishing between homophones and near-homophones add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly apply spelling rules and guidance, as listed in English Appendix 1English Appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far. Phonics Subject Knowledge and Progression
Phonics Counts a teacher-led reading intervention with support from a teaching assistant for children in Years 1 to 3 who have the greatest difficulties with reading based on systematic synthetic phonics within a balanced approach to reading developed by Edge Hill University 29
Phonics Counts outcomes 2013 /14 Impact on children 78 children in Years 1 – 3 took part in Phonics Counts in 24 schools in 7 local authorities. They received an average of 42 lessons from a teacher and 20 support sessions from a TA over 4.7 months. Standardised reading tests showed that: they made an average Reading Age gain of 14 months – over 3 times the expected rate of progress this gain was consistent across both phonics and the reading of whole sentences their comprehension scores more than doubled they gained an estimated 4.2 National Curriculum points class teachers said that every child showed more confidence and interest in reading at the end of the programme
Project X CODE a reading intervention delivered by a trained teaching assistant or a teacher for children in Years 2 to 4 who need a helping hand with reading highly motivational books and resources published by Oxford University Press training developed by Edge Hill University
Project X CODE outcomes 2013 158 children in 31 schools that received training had an average of 39 sessions over 4 months. they made an average Reading Age gain of 13.4 months - over 70% more than the gain achieved without training their comprehension scores doubled - over three times the gain achieved without training they gained an estimated 2 National Curriculum sublevels “It was noticeable how children began to change their foremost strategy in solving unknown words – from guessing, using the initial letter to blending right through the word.” Primary School
Reading the Next Steps https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/409409/Reading_the_next_steps.pdf Sets out four strategies, one of which is: the Phonics Partnership Grant Programme - a £10,000 grant for good schools to support other schools with phonics teaching.Phonics Partnership Grant Programme