Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Paired Reading and Phonic Programme Pam Macdonald Faculty Head Pupil Support (Learning and Behaviour) Castlemilk High School, Glasgow 1.

Similar presentations


Presentation on theme: "1 Paired Reading and Phonic Programme Pam Macdonald Faculty Head Pupil Support (Learning and Behaviour) Castlemilk High School, Glasgow 1."— Presentation transcript:

1 1 Paired Reading and Phonic Programme Pam Macdonald Faculty Head Pupil Support (Learning and Behaviour) Castlemilk High School, Glasgow 1

2 2 Aims of Programme  To give basic literacy skills so pupils can become independent in classes.  To involve pupils in their own learning and encourage them to be active, analytical learners.  To activley involve parents and guardians

3 3  Must be able to support all pupils Pupils who have failed on exisitng programmes (Dyslexia, MLD, Absenses) Hesitant readers Behaviour – avoidance tactics, low self-esteem Raising attainment  Must be able to read Tackle specific difficulty Pupils need to see progress quickly  Must be able to transfer skills Phonic rules and word patterns (syllabification) Attitude and motivation Ownership, responsibility, reflective (detectives) Improved reading, spelling and writing in all subjects  Must link to current policies and practices School policies, improvement plan National Initiatives – ACE, TFEL, AiFL 3 Rationale

4 4 Background to Programme  History of programme Paired Spelling in primary Paired Reading in secondary  Present Programme Transition programme P6 - P7 Intervention programme S1 – S4 Paired spelling and writing programme in secondary  Format of programme Not a commercial programme More structured than traditional paired reading Use real books Mechanical reading (Look Say), phonics, comprehension (contextual clues) Links phonic teaching to the reading process 4

5 5 The Paired Reading Programme  How you choose pupils Screening Test (Schonell Test) Specific Screening (Listen to mechanical reading) Assessment (Neale Analysis) 5  How to choose appropriate books Real books and continuous text 2-3 unknown words Size of print  How you practise the programme Paired with a senior (Registion) Paired with a good reader of the same age (English Class) Paired with a teacher or a PSA (Extraction Group) Paired with a parent or a relative (Home Practice) Small groups extraction (RE, PSE, EC, Library)

6 6 The Look-Say Approach 6

7 7 7 Record and Help Sheets

8 8 The Phonic Programme  Vowel Blends ea, ou, ai  Consonant Beginning bl, cr, dr  Endings...and,...ell,...ill,...ack  Difficult endings tion, iency, scious  Chunking Words in / de / pen / dent  Phonic Rules magic e, ing, y = long vowels, soft c /g double glazing (hoping) (hopping) ing, ed, ly 8

9 9 Strategies - Visual aids shout out shout ou ou

10 10 Sound Cards - beginnings

11 11 Sound Cards - endings

12 12 Fast Track Programme CHUNKING WORDS - 3 PARTS Section resigned resigned aerodrome aerodrome emergency emergency designed designed chocolate chocolate transmission transmission behaviour behaviour enthusiasm enthusiasm frightened frightened taxation taxation powerful powerful occupy occupy collection collection condition condition location location partition partition correction correction extinction extinction solution solution rotation rotation official official corridor corridor happiness happiness difficult difficult accurate accurate 12

13 13 Results of 3 year study into reading 13

14 14 Next steps - Cross Curricular Links 14 Living Things and the Processes of Life Breathing and DigestionUnit2 Breathing √ Test breathing breath digestion organs diaphragm mouth ribcage trachea bronchi oxygen plastic tube muscles chest cavity upwards outwards dome inflate deflate flattens inhale exhale processes Score chest cavity 23

15 15 Evidence of Improvement  Mechanical reading and comprehension improved significantly  Spelling and writing improved  Confidence, motivation, attention and behaviour improved  5-14 results improved  Pupils became more independent in classes  Fewer pupils receive SQA exam support

16 16 Why is it Successful?  Reinforced on many levels Actively involves pupils, teachers, parents, departments, schools Good relationships and positive approach to learning Shares common approaches and skills Promotes active and co-operative learning  Identifies and teaches to specific needs Targets support needs (flexibility of groups) Uses multi-sensory approaches Promotes real and meaningful learning  Structured approach Links reading, phonics, spelling and writing Promotes planning, assessment and reporting Reflects present policies and practices  Encourages ownership and responsibility Develops tools to become independent readers Encourages reflective, critical and analytical thinking (detectives, problem solve) Empowers and improves confidence and motivation Improves self belief and high expectations

17 17

18 18 Thank you 18

19 19 S1-S2 Ongoing record sheets

20 Specific Record Sheets 20

21 21 Writing – Spelling 1.

22 22 Reading Support (S1-S4) S1 = 26 pupils S2 = 10 pupils S3 = 2 pupils S4 = 3 pupils


Download ppt "1 Paired Reading and Phonic Programme Pam Macdonald Faculty Head Pupil Support (Learning and Behaviour) Castlemilk High School, Glasgow 1."

Similar presentations


Ads by Google