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© Crown copyright 2007 00887-2007DWO-EN-14 Early reading CPD day 2.

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Presentation on theme: "© Crown copyright 2007 00887-2007DWO-EN-14 Early reading CPD day 2."— Presentation transcript:

1 © Crown copyright 2007 00887-2007DWO-EN-14 Early reading CPD day 2

2 © Crown copyright 2007 00887-2007DWO-EN-14 Outline of the day Introduction Session 1: Review of progress Session 2: Models of good practice for improving reading using AfL Session 3: Learning and teaching Session 4: Collaborative CPD – Lesson Study

3 © Crown copyright 2007 00887-2007DWO-EN-14 Aims of the day To review continuing professional development (CPD) practice undertaken in school to identify the resulting changes To review the progress of the identified children, what worked well and next steps in their learning To consider models of good practice of Assessment for learning (AfL) for use in the classroom To gain further understanding of the developing support for AfL and planning on the Primary Framework, including the new Assessing Pupils’ Progress (APP) model of assessment To plan next steps in classroom-focused CPD based on a Lesson Study model

4 © Crown copyright 2007 00887-2007DWO-EN-14 Session 1: Review of progress Pre-course tasks Discuss with your headteacher and subject leader what has been learned from day 1 of the continuing professional development (CPD) training and plan how you will carry out the interim task Identify four children whose progress in reading you will track Work in-school with one or more colleagues to improve practice relating to the teaching of reading, with a particular focus on the teaching of phonics Be prepared to discuss the outcomes of your classroom-focused collaborative CPD in terms of progress of identified children in your chosen theme

5 © Crown copyright 2007 00887-2007DWO-EN-14 Discussion What aspects of the Primary Framework did you use to support improvements in reading? How has your classroom practice with regard to the teaching of reading, specifically the teaching of phonics, changed since day 1 of the CPD training? What has been the impact of this work? What reading assessments have you completed?

6 © Crown copyright 2007 00887-2007DWO-EN-14 Session 2: Models of good practice for improving writing using AfL Key principles of assessment AfL and the Primary Framework AfL – models of classroom practice APP

7 © Crown copyright 2007 00887-2007DWO-EN-14 Key principles of assessment Assessment is integral to effective teaching and learning Assessment systems must be fit for purpose National standards are an entitlement for learners, teachers and schools National standards are integral to national expectations of education

8 © Crown copyright 2007 00887-2007DWO-EN-14 AfL in the Primary Framework 1. APP materials to strengthen teacher assessment − About APP − Planning for APP − Making APP judgements − Securing APP judgements − Using APP outcomes 2.Exemplifying achievement levels – online Standards files

9 © Crown copyright 2007 00887-2007DWO-EN-14 AfL in the Primary Framework 3. Developing Assessment for learning – repurposed material from E&E, teaching and learning materials –Conditions for learning –Use of curricular targets –Day-to-day assessment –Feedback on learning –Involving parents and carers –Involving children in their assessment –Using the social and emotional aspects of learning (SEAL) materials to develop AfL

10 © Crown copyright 2007 00887-2007DWO-EN-14 AfL – models of classroom practice Discussion Day-to-day assessment: how are teachers –questioning? –observing? –discussing? –analysing? –checking children’s understanding? –engaging children in the reviewing process?

11 © Crown copyright 2007 00887-2007DWO-EN-14 AfL within the discrete phonics session View the video clip of a teacher working with a group of children at Phase 5 What opportunities are there for effective AfL? Which of the elements in day-to-day assessment are covered?

12 © Crown copyright 2007 00887-2007DWO-EN-14 Supporting teacher assessment using APP The APP model of assessment : draws on formative approaches and is diagnostic is periodic and keyed to national standards integrates assessment into teaching and learning enhances classroom practice and encourages a broad-based curriculum is embedded in the renewed primary frameworks is based on assessment focuses (AFs) that underpin national curriculum assessment

13 © Crown copyright 2007 00887-2007DWO-EN-14 The APP process Teachers select a sample of pupils Each term, they review the full range of evidence (written, spoken and observed) for each AF They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet Annotated examples of pupils’ work provide reference points for teachers (Standards Files)

14 © Crown copyright 2007 00887-2007DWO-EN-14 Session 3: AfL and learning and teaching Year 1: End-of-year expectations Strand 5: Word recognition Strand 6: Word structure and spelling Strand 7: Understanding and interpreting texts

15 © Crown copyright 2007 00887-2007DWO-EN-14 Learning and teaching: Phonics phase 5 View the video clip –The clip shows the practitioner teaching children an alternative spelling of the ‘ay’ phoneme: the split digraph a—e –Consider the effectiveness of the teaching – what do the children learn during this session?

16 © Crown copyright 2007 00887-2007DWO-EN-14 AfL and the Primary Framework Year 1 Narrative – Unit 3: Traditional and fairy tales –Read through the unit and note how the teaching sequence integrates speaking, listening, reading and writing –In pairs, focusing on reading comprehension, identify assessment opportunities and annotate accordingly –What assessments might you carry out? –What type of evidence might you gather?

17 © Crown copyright 2007 00887-2007DWO-EN-14 ELS: Aims of programme Designed for children in Year 1 who have already had access to high-quality systematic teaching of phonics during Early Years Foundation Stage Children will –be secure at Phase 2 of Progression and Pace but identified through Foundation Stage Profile data and ongoing AfL as needing additional support to address learning involved in Phases 3 and 4 –also need additional opportunities to apply their knowledge Intended outcome of intervention programme is to ensure that involved children are able to keep up with their peers in core learning in literacy in Year 1

18 © Crown copyright 2007 00887-2007DWO-EN-14 ELS: Changes to programme Materials revised to bring them into line with objectives in Primary Framework for Literacy 2006 and Rose Review’s recommendations into teaching of Early Reading Aligned with Primary National Strategy publication Letters and sounds: Principles and practice of high quality phonics and compatible with other similar approaches More emphasis given to reinforcing systematic teaching of phonics and applying ‘simple view of reading’

19 © Crown copyright 2007 00887-2007DWO-EN-14 ELS: Structure and scope Extended from 12 to 16 weeks –Two additional weeks at beginning for revision and consolidation of phase 2 of Letters and sounds –Two additional weeks at end to introduce Phase 5 of Letters and sounds Divided into modules to make focus of each section clearer Structure of each week and time allocated to different activities changed substantially to place more emphasis on phonic teaching and application

20 © Crown copyright 2007 00887-2007DWO-EN-14 ELS: AfL and selection of children for programme Four sources of information used to identify children for ELS programme: –Data on FS Profile –Data on phonic phase of Letters and sounds –Running records of reading –Observational assessment Reception and Y1 teachers should work closely from summer term to identify children who are falling below expectations and plan next steps in learning

21 © Crown copyright 2007 00887-2007DWO-EN-14 Early literacy support (ELS) Consider the children who are not making expected progress (Refer to Phonics progress tracking sheet: Early Years Foundation Stage through Key Stage 1, FSP data and other reading assessments) Look at the ELS overview and decide which children should be placed on the ELS programme Look at the accelerated progress children are expected to achieve through ELS

22 © Crown copyright 2007 00887-2007DWO-EN-14 ELS: Materials Early Literacy Support Programme: Handbook for teachers working in partnership with teaching assistants –Provides guidance and support on AfL and screening, overview of programme and suggested links to other areas of curriculum Early Literacy Support Programme: Session materials for teaching assistants –Provides full script of each of 80 sessions

23 © Crown copyright 2007 00887-2007DWO-EN-14 Session 4: Lesson Study What do we mean by Lesson Study? Read through HO: Using a Lesson Study continuing professional development approach in literacy: Early reading (Year 1comprehension) Discuss how you might use such an approach to improve practice in the teaching of reading

24 © Crown copyright 2007 00887-2007DWO-EN-14 Next steps How will you carry forward the work on Lesson Study?

25 00887-2007DWO-EN-14 Crown copyright The content of this publication may be reproduced free of charge by schools and local authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to OPSI for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: OPSI, The Information Policy Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk © Crown copyright 2007


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