Presentation on theme: " Rose Review of teaching reading 2006 As English is not completely regular, most children are unlikely to be able to perceive and use patterns in language."— Presentation transcript:
Rose Review of teaching reading 2006 As English is not completely regular, most children are unlikely to be able to perceive and use patterns in language for themselves (Rose 2006: 18). Direct observation (Rose 2006: 66–9) in schools has shown a consistent link between phonics and successful reading.
Almost all weak readers have difficulty in blending sounds from letters to make words. Almost all good readers do this well. We cannot read fluently until we read accurately, and this depends on accurate use of the information conveyed letters. Skilled, fluent readers do not guess. http://www.ruthmiskin.com/en/resources/par ent-tutorial-1-understanding-read-write- inc-phonics/
Read Write Inc. Phonics is a complete literacy programme, for 3 to 7 year-olds learning to read and write. Although reading is taught using synthetic phonics, the programme is so much more than that. It covers all of the new National Curriculum requirements for language and literacy
Digraphs = special friends = 2 letters,1 sound Trigraphs = special friends = 3 letters,1 sound The technical vocabulary for a sound is a phoneme. We call the letters used to make a sound a grapheme. A digraph is simply a grapheme with 2 letter, a trigraph has 3 letters. We tell the children that when particular letters sit next to each other they are special friends and make one sound. A digraph is 2 letters 1 sound, a trigraph 3 letters 1 sound.
We teach these digraphs with all the initial single letter sounds.
Together the initial letter sounds and these first digraphs make Set 1, the first group of sounds we teach the children. Set 1
As we read ditties and books children learn… ll ff ss tt and other double letter consonants which are gradually introduced.
pocket rabbit Sound buttons We use sound buttons to show which letters make a sound. A dot for a single letter showing a sound and a line underneath digraphs and trigraphs. We discourage children from using these when they are writing.
Fred talk cat c – a – t We use Fred the frog to help us learn phonics. Fred can only talk in ‘Fred talk’ e.g. single sounds like c-a-t. When we are learning the Set 1 sounds, we are also learning to orally blend. We are teaching Fred how to squash those sounds together and blend them into a word.
Fred talk Green word cards When they can orally blend we introduce green words cards to read. The cards on green are always Fred talked before we read the whole word so we can show off our Fred talk and help Fred frog. We press the sound buttons as they read so they are at a good pace.
Fred fingers Writing We learn to write words using Fred fingers. When we do Fred fingers we think about how many sounds are in a word, put that many sounds on one hand, palms facing the person reading and a pointing finger on the other. Then we press those sounds onto our fingers, like this. Then we Fred talk as we write the word.
White word cards pan White words as simply common green words that we know so well we no longer need to Fred talk. This teaches us we don’t always need to Fred talk every word when we are reading a book. We only Fred talk when we get stuck or make a mistake. We won’t always need to Fred talk ‘and’!
Red word cards Grotty grapheme You can’t Fred a red! Its hard to Fred a red! the Red words are words which don’t follow all the phonics rules we have been teaching them – unfortunately there are a lot in the English language! If we were to Fred talk this word it wouldn’t work – the e is the grotty grapheme because it doesn’t make the e sound it should. So we have to learn this whole word on sight and know its red. The phrase we teach is: you can’t Fred a red or it’s hard to Fred a red.
Red word cards Red for a while You will notice some words have an asterix next to the word. These are words which are red for a while – in this example its because they will eventually, right at the end of RWInc, learn that e can’t sometimes be said ee as well as e.
Ditties I the of he no my me Green/Purple your said you are to be down how go Pink/Orange all want some there what they do was call she we her so old Yellow one watch school small were who brother where love talk caught tall any saw now by Blue/Grey does other two could would water anyone through once here son whole should come many mother above father buy bought great walk thought wear worse why over Red words This is the order in which we teach the Red words because this is the order they will appear in RWInc books. However sometimes children will learn them outside RWInc in other books and for writing.
Word wallets The word wallets which are sent home after every assessment point contain the Red words shown in the previous table and should be learnt on sight. I suggest taking out a few each night and looking at a few of them together or sticking them up around the house and pointing them out every day. Some of you may also have had green or white words from your child’s level.
Together these make the simple speed sounds chart. This has at least one way to spell most sounds and can be used to remind us of the sounds, used for writing and checking we know them.
a b c d e f g h i j k l m n o p q r s t u v w x y z After we’ve learnt Set 2 sound we need to learn how to say letter names or graphemes. We use an alphabet to learn them so that we can refer to the letters that make up a sound. So a and y make ay.
After we know our letter names we can learn Set 3 sounds. Most of Set 3 sounds are common alternative way to spell sounds we already know. In Set 3 we teach 2 other ways to spell ay.
These are the Set 3 sounds: ea oi a-e i-e o-e u-e aw ur er ow ai oa ew ire ear ure
They fit into the complex speed sounds chart which shows which letters make the same sounds.
Each box on the table has one sound and several graphemes, or ways to spell the same sound. Circled in pink is the ay box and there are 3 common ways to spell it which we teach in RWInc. This is the same for each box on the complex speed sounds chart.
You will notice a-e is a bit different as is i-e, o-e and u-e. These are split vowel digraphs and when we teach the children we tell them they are naughty special friends or twins. We teach that they used to sit next to each other and but that they chatted so much a sensible letter has to sit between them and the e sits on the end. However they are sneaky and still hold hands behind the sensible letters back and make 1 sound.
After we’ve taught the complex speed sounds chart we teach how to read longer, multisyllabic words with some suffixes such as tion and cious. horrible celebration delicious
Book activities refer to text Reading record Children’s interests- natural curiosity Useful to refer to text…skills for later.
Assessment – Phonics, red words, reading, comprehension Grouping Teachers – Mrs Darken, Mrs Prentice, Miss Speed, Mrs Dewsnap, Mrs Asquith, Mrs Pickering, Miss Hardman, Miss D’Roza, Mr Hawley. RWInc Manager/English subject leader – Mr Smith
Y1 Phonics Check ‘The phonics screening check is designed to confirm whether pupils have learnt phonic decoding to an appropriate standard. It will identify pupils who need extra help to improve their decoding skills.’ https://www.gov.uk/government/publications/key-stage-1-assessment- and-reporting-arrangements-ara/phonics-screening-check
Y1 Phonics Check All pupils in Y1 will complete the check Y2 pupils who did not pass in Y1 will complete the check The check will take place the week commencing 15 th June It will be administered by a teacher on a 1:1 basis You will be told what mark your child scored out of 40 after the test in a letter Their score will be reported to the LA, then government
Y1 Phonics Check ‘ 74% of year 1 pupils met the expected standard of phonic decoding in 2014, compared with 69% in 2013 and 58% in 2012. All key characteristic groupings have seen the proportions achieving the expected standard increasing in the last year.’ ‘ 88% of pupils met the expected standard of phonic decoding by the end of year 2, an increase of 3 percentage points from 85% in 2013. This includes the proportion reaching the expected standard in year 1 in 2013 and those retaking or taking the test for the first time in 2014.’ https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/35 6941/SFR34_2014_text.pdf
Y1 Phonics Check Our school percentage last year was 76% passing in Y1. 100% passed in Y2 (those children who didn’t pass when they were in Y1).
RWInc website Parents section for phonics: http://www.ruthmiskin.com/en/read-write-inc- programmes/phonics/ http://www.ruthmiskin.com/en/read-write-inc- programmes/phonics/ Top tips for parents: http://www.ruthmiskin.com/en/resources/playlis t-ruth-miskins-top-tips-parents/ http://www.ruthmiskin.com/en/resources/playlis t-ruth-miskins-top-tips-parents/ Sound pronunciation guide: http://www.ruthmiskin.com/en/resources/sound -pronunciation-guide/ http://www.ruthmiskin.com/en/resources/sound -pronunciation-guide/
RWInc website Reading at home: http://www.ruthmiskin.com/en/resources/alfie- loves-reading/ http://www.ruthmiskin.com/en/resources/alfie- loves-reading/ Storytime at home: http://www.ruthmiskin.com/en/resources/storyti me-home/ http://www.ruthmiskin.com/en/resources/storyti me-home/
Helping your child at home All reading counts! Books – fiction and non-fiction, leaflets, comics, magazines, newspapers, signs, maps, recipes, instructions, e-books, web pages, cereal boxes, other packaging, red word cards, green word cards, school book banded books, RWInc home readers, shopping list, poetry, jokes, bible, prayers.... You can sign for all of it in their reading record.
Little and often Learning to read is a key skill needed to access the world around them and in particular learning. However very important that they enjoy it – try and foster a lifelong love of reading. “Reading for pleasure is a more important determinant to children's success than their family's socio-economic status.” Department of Education 2012
Reading for pleasure This sometimes means reading to them – letting them access stories with more interest and a higher vocabulary than they can read. Reading at home: http://www.ruthmiskin.com/en/resources/alfie- loves-reading/ http://www.ruthmiskin.com/en/resources/alfie- loves-reading/ Storytime at home: http://www.ruthmiskin.com/en/resources/storytim e-home/ http://www.ruthmiskin.com/en/resources/storytim e-home/
Finding Books The school library is open before school on Thursday and after school on Thursday and Friday. Find your local library at: https://www.sheffield.gov.uk/libraries. Children can borrow up to 15 books for up to 3 weeks after registering for a free library card. https://www.sheffield.gov.uk/libraries
Finding Books Buy brand new books from national bookstores or new and second hand books from independent stores or charity shops and car boot sales. Try: www.localshops.co.uk or http://www.booksellers.org.uk/bookshops earch.aspxwww.localshops.co.uk http://www.booksellers.org.uk/bookshops earch.aspx Also buy books online.
Finding Books Not sure what they’ll like or what to read next? Ask sales assistants Ask library staff Find booklists online Online retailers often have recommended read list, lists shared by other customer and lists of books they also bought.