1. Y3(3) Core English Semester 1, week 1 Course Introduction + Reading Development: Decoding and Phonic knowledge

2. Aims of this session Module introduction Module introduction A review of the current view on the teaching of early reading A review of the current view on the teaching of early reading To develop an understanding of the role of phonic knowledge for reading and spelling To develop an understanding of the role of phonic knowledge for reading and spelling To review own subject knowledge for helping children to decode printed text To review own subject knowledge for helping children to decode printed text To be aware of the implications of the Rose Report on current practice and initiatives within schools To be aware of the implications of the Rose Report on current practice and initiatives within schools

3. Early Reading Development: The current state of play

4. The Simple View of Reading

5. The Simple View - Implications for teaching Teachers need to be aware that different skills and abilities contribute to development of word recognition skills from those that contribute to comprehension. Teachers need to be aware that different skills and abilities contribute to development of word recognition skills from those that contribute to comprehension. Teachers need therefore to keep these two dimensions of reading separate in their minds when they plan their teaching. Teachers need therefore to keep these two dimensions of reading separate in their minds when they plan their teaching.

6. So that…. they focus clearly on developing word recognition skills through they focus clearly on developing word recognition skills through Phoneme awareness and phonics teaching Phoneme awareness and phonics teaching Repetition and teaching of ‘tricky’ words Repetition and teaching of ‘tricky’ words and they focus clearly on developing language comprehension through and they focus clearly on developing language comprehension through Talking with children Talking with children Reading to children Reading to children Teaching comprehension strategies Teaching comprehension strategies

7. The code 44 (ish) phonemes 44 (ish) phonemes phoneme: smallest unit of sound in a word phoneme: smallest unit of sound in a word A phoneme can be represented by 1, 2, 3 or 4 letters: to, shoe, night, through A phoneme can be represented by 1, 2, 3 or 4 letters: to, shoe, night, through A phoneme may be represented in different ways graphemically: rain, may, lake A phoneme may be represented in different ways graphemically: rain, may, lake The same grapheme may represent more than one phoneme: mean, deaf The same grapheme may represent more than one phoneme: mean, deaf

8. The code within the code Onset and rime Onset and rime Phoneme Phoneme Grapheme Grapheme Digraph Digraph Trigraph Trigraph Quadrigaph Quadrigaph Split digraph Split digraph Consonant blend Consonant blend Morpheme Morpheme

9. Phonics A significant body of research indicates that there is evidence that a structured phonics programme - in Reception - supports later success in reading. (Ehri et al, 2001) A significant body of research indicates that there is evidence that a structured phonics programme - in Reception - supports later success in reading. (Ehri et al, 2001) There is some dispute amongst specialists in children's early literacy development over the way in which children’s phonemic awareness (their capacity to hear sounds in words) should be nurtured. For example, should we start with individual letter sounds or should we start with onset and rime? There is some dispute amongst specialists in children's early literacy development over the way in which children’s phonemic awareness (their capacity to hear sounds in words) should be nurtured. For example, should we start with individual letter sounds or should we start with onset and rime?

10. Phonics – which way is best? Analytic phonics Children are taught to decode words they do not know by using words or word parts they do know. Children are taught to decode words they do not know by using words or word parts they do know. Using onset and rime is part of this system. If you can hear and spell c-at, then you can work out how to spell b-at. Using onset and rime is part of this system. If you can hear and spell c-at, then you can work out how to spell b-at. It works only for words where the rime is spelt identically. It works only for words where the rime is spelt identically. Synthetic phonics Children are taught individual letters, or groups of letters and their sounds. They learn to blend (synthesise) letters together to form words Children are taught individual letters, or groups of letters and their sounds. They learn to blend (synthesise) letters together to form words They read unknown words by breaking them down in to phonemes (decoding). They read unknown words by breaking them down in to phonemes (decoding). E.g. c-a-t E.g. c-a-t

11. The phonics camps: some examples Goswami (1993) Large to small unit Large to small unit Experiments found that children are at first sensitive to the onset and rime in words. Experiments found that children are at first sensitive to the onset and rime in words. Stresses importance of rime- based training such as that in stage 1 of Letters and Sounds. Stresses importance of rime- based training such as that in stage 1 of Letters and Sounds. Mutter, Hulme, Snowling and Taylor (1998) Small to large unit Small to large unit Dispute Goswami's findings and say that children are sensitive to individual sounds first. Dispute Goswami's findings and say that children are sensitive to individual sounds first. Their findings identified that children do not use onset and rime as a spelling tool until after they have started to read. Their findings identified that children do not use onset and rime as a spelling tool until after they have started to read. Johnston, R. S. & Watson, J (2005) - Their ‘Clackmannanshire Study’ claimed to have proven that synthetic phonics had a profound impact on children learning to read. Critics pointed out that there was no control group 

12. The current phonics debate It is vital that teachers in training familiarise themselves with the Rose Report (DfES, 2006) and its appended Simple View of Reading which supplants the older ‘searchlights model’. It is vital that teachers in training familiarise themselves with the Rose Report (DfES, 2006) and its appended Simple View of Reading which supplants the older ‘searchlights model’. Among the report’s summarised findings are that: Among the report’s summarised findings are that: best practice for beginner readers provides them with a rich curriculum that fosters all four interdependent strands of language: speaking, listening, reading and writing. best practice for beginner readers provides them with a rich curriculum that fosters all four interdependent strands of language: speaking, listening, reading and writing. far more attention needs to be given, from the start, to promoting speaking and listening skills far more attention needs to be given, from the start, to promoting speaking and listening skills engaging young children in interesting and worthwhile pre-reading activities paves the way for the majority to make a start on systematic phonic work by the age of five. engaging young children in interesting and worthwhile pre-reading activities paves the way for the majority to make a start on systematic phonic work by the age of five. despite uncertainties in the research findings, the practice seen by the review shows that the systematic approach, which is generally understood as synthetic phonics, offers the vast majority of children the best and more direct route to becoming skilled readers and writers. despite uncertainties in the research findings, the practice seen by the review shows that the systematic approach, which is generally understood as synthetic phonics, offers the vast majority of children the best and more direct route to becoming skilled readers and writers.

13. What matters for you now? It matters that: It matters that: You know the 44ish phonemes and their various graphemic representations You know the 44ish phonemes and their various graphemic representations You understand that children need to both blend and segment using the letters and sounds that they have learned You understand that children need to both blend and segment using the letters and sounds that they have learned You use a multisensory approach which develops children’s phonemic awareness and lets them have some fun with sounds and spelling You use a multisensory approach which develops children’s phonemic awareness and lets them have some fun with sounds and spelling You understand the details of the particular phonics programme you are teaching with (and how it is enhanced/supported by using resources from another if this the case) You understand the details of the particular phonics programme you are teaching with (and how it is enhanced/supported by using resources from another if this the case)

14. What is your current understanding of what is important in children’s reading development and in the teaching of reading? What is your current understanding of what is important in children’s reading development and in the teaching of reading? First make notes on your own for 2 minutes First make notes on your own for 2 minutes Then share your notes with a partner for 2 minutes Then share your notes with a partner for 2 minutes Cracking the Code Cracking the Code

15. Now let’s practise saying phonemes: It is important to pronounce each phoneme without a schwaa e.g. saying ‘ber’ and ‘per’ instead of saying the sounds as they are heard in words. It is important to pronounce each phoneme without a schwaa e.g. saying ‘ber’ and ‘per’ instead of saying the sounds as they are heard in words. Try this one; say the letters as you would say them when they are blended together to say the word: Try this one; say the letters as you would say them when they are blended together to say the word:Cold www.focusonphonics.co.uk/

16. Burntb/ur/n/t Burnt ● ● ● ● ● ● ● ●

17. Developed by independent experts in partnership with the PNS Developed by independent experts in partnership with the PNS Was written to meet DCSF core criteria for high quality phonic work as identified by research and in Rose’s Independent Review of the Teaching of Early Reading (DfES, 2006) Was written to meet DCSF core criteria for high quality phonic work as identified by research and in Rose’s Independent Review of the Teaching of Early Reading (DfES, 2006) Notes of Guidance ( thin book) Notes of Guidance ( thin book) Six phase teaching programme (fat book) Six phase teaching programme (fat book) DVD DVD CLLD website (Communication, Language and Literacy Development) http://nationalstrategies.standards.dcsf.gov.uk/node/83253 CLLD website (Communication, Language and Literacy Development) http://nationalstrategies.standards.dcsf.gov.uk/node/83253 http://nationalstrategies.standards.dcsf.gov.uk/node/83253

18. The importance of flexibility The importance of flexibility Making a good start with listening and developing phonemic awareness– Phase 1-2 Making a good start with listening and developing phonemic awareness– Phase 1-2 Systematic high quality phonics teaching starting in YR – Phase 2 and beyond Systematic high quality phonics teaching starting in YR – Phase 2 and beyond Multi-sensory learning Multi-sensory learning Fidelity to the programme Fidelity to the programme

19. Central importance of developing speaking and listening skills Central importance of developing speaking and listening skills Relies on and complements a broad and rich language curriculum Relies on and complements a broad and rich language curriculum Promotes the range and depth of children’s language experience Promotes the range and depth of children’s language experience Introduces oral blending and segmenting Introduces oral blending and segmenting Paves the way for systematic phonic teaching to begin Paves the way for systematic phonic teaching to begin

20. introduces 19 grapheme-phoneme correspondences introduces 19 grapheme-phoneme correspondences Decoding and encoding (segmenting and blending) taught as reversible processes Decoding and encoding (segmenting and blending) taught as reversible processes As soon as children have a small number of grapheme/phoneme correspondences, blending and segmenting can start (s/a/t/p/i/n/) As soon as children have a small number of grapheme/phoneme correspondences, blending and segmenting can start (s/a/t/p/i/n/) ‘Tricky’ words ‘Tricky’ words Typical duration: Up to 6 weeks

21. Introduces another 25 graphemes Introduces another 25 graphemes Most comprising two letters Most comprising two letters One representation of each of 43 phonemes One representation of each of 43 phonemes Reading and spelling two syllable words and captions Reading and spelling two syllable words and captions Typical duration: Up to 12 weeks Typical duration: Up to 12 weeks

22. Consolidates knowledge of GPCs Consolidates knowledge of GPCs Introduces adjacent consonants Introduces adjacent consonants No new GPCs No new GPCs Typical duration: 4-6 weeks Typical duration: 4-6 weeks

23. Introduces additional graphemes Introduces additional graphemes Introduces alternative pronunciations for reading Introduces alternative pronunciations for reading Introduces alternative graphemes for spelling Introduces alternative graphemes for spelling Developing automaticity Developing automaticity Throughout Year One Throughout Year One

24. Increasing fluency and accuracy Increasing fluency and accuracy Throughout Year Two (although teaching of spelling continues well into KS2) Throughout Year Two (although teaching of spelling continues well into KS2)

25. Phase 1(Nursery): games focus on hearing environmental sounds and later on letter sounds Phase 1(Nursery): games focus on hearing environmental sounds and later on letter sounds Phases 2 – 4 (YR): games focus on hearing sounds in words, and on building up knowledge of all phonemes and their common graphemes Phases 2 – 4 (YR): games focus on hearing sounds in words, and on building up knowledge of all phonemes and their common graphemes Phase 5 (Y1): games focus on consolidating phonic understanding and on developing use of more complex graphemes for spelling Phase 5 (Y1): games focus on consolidating phonic understanding and on developing use of more complex graphemes for spelling Phase 6 (Y2): games focus on spelling complex graphemes and on parts of words (morphemes) like prefixes and suffixes Phase 6 (Y2): games focus on spelling complex graphemes and on parts of words (morphemes) like prefixes and suffixes

26. This technique can be used throughout phases 2 – 6 because the number of cells will vary according to the complexity of the graphemes and phonemes in the words used. This technique can be used throughout phases 2 – 6 because the number of cells will vary according to the complexity of the graphemes and phonemes in the words used. Draw a phoneme frame on your white board with 5 cells in it Draw a phoneme frame on your white board with 5 cells in itbcsrateatrkaight

27. Word Sort - This game would be played at phase 5 when children need to learn the range of graphemes that represent the same phoneme. Word Sort - This game would be played at phase 5 when children need to learn the range of graphemes that represent the same phoneme. Phoneme spotter - An extension activity involving reading and spotting phonemes in a simple text would be suited to phase 6 because it requires reading at NC level 2. Phoneme spotter - An extension activity involving reading and spotting phonemes in a simple text would be suited to phase 6 because it requires reading at NC level 2.

28. Watch this student teaching phonics to a YR class Watch this student teaching phonics to a YR class Using the evaluation sheets comment on the phonics lesson. Does it: Using the evaluation sheets comment on the phonics lesson. Does it: Revisit Revisit Teach Teach Practice Practice Apply Apply

29. Follow up Reading: Washtell, A. (2008) ‘Getting to Grips with Phonics’ in Graham, J. & Kelly, A. [eds.] Reading Under Control Oxon: David Fulton pp.26-42 Washtell, A. (2008) ‘Getting to Grips with Phonics’ in Graham, J. & Kelly, A. [eds.] Reading Under Control Oxon: David Fulton pp.26-42 In preparation for next week: Wyse, D. & Jones, R. (2008) ‘The Development of Reading’ in Teaching English, Language and Literacy London: Routledge pp.37-53 Wyse, D. & Jones, R. (2008) ‘The Development of Reading’ in Teaching English, Language and Literacy London: Routledge pp.37-53 Download PDFs from LN: PNS (2005) Understanding Reading Comprehension Download PDFs from LN: PNS (2005) Understanding Reading Comprehension

30. Bibliography Ehri, L.C. Nunes, S.R. Willows, D.M. Schuster, B.V. Yagoub-Zadeh, Z. & Shanahan, T. (2001) “Phonemic awareness instruction helps children learning to read: Evidence from the National Reading Panel’s Meta-Analysis”, Reading Research Quarterly, 36(3), pp.250 - 287 Ehri, L.C. Nunes, S.R. Willows, D.M. Schuster, B.V. Yagoub-Zadeh, Z. & Shanahan, T. (2001) “Phonemic awareness instruction helps children learning to read: Evidence from the National Reading Panel’s Meta-Analysis”, Reading Research Quarterly, 36(3), pp.250 - 287 Goswami, U (1993) “Towards an Interactive Analogy Model of Reading Development: Decoding Vowel Graphemes in Beginning Reading”, Journal of Experimental Child Psychology, 56, p.443 – 475 Goswami, U (1993) “Towards an Interactive Analogy Model of Reading Development: Decoding Vowel Graphemes in Beginning Reading”, Journal of Experimental Child Psychology, 56, p.443 – 475 Johnston, R. S. & Watson, J (2005) “A seven year study of the effects of synthetic phonics teaching on reading and spelling attainment”, Insight 17, Edinburgh: Scottish Executive Education Department Johnston, R. S. & Watson, J (2005) “A seven year study of the effects of synthetic phonics teaching on reading and spelling attainment”, Insight 17, Edinburgh: Scottish Executive Education Department Muter, V. Hulme, C. Snowling, M. & Taylor, S. (1998) “Segmentation, not Rhyming, Predicts Early Progress in Learning to Read”, Journal of Experimental Child Psychology, 61, pp.193 -215 Muter, V. Hulme, C. Snowling, M. & Taylor, S. (1998) “Segmentation, not Rhyming, Predicts Early Progress in Learning to Read”, Journal of Experimental Child Psychology, 61, pp.193 -215