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Early Reading and Phonics. Objectives To share key messages from Rose Review To identify implications for teaching of early reading To support knowledge.

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Presentation on theme: "Early Reading and Phonics. Objectives To share key messages from Rose Review To identify implications for teaching of early reading To support knowledge."— Presentation transcript:

1 Early Reading and Phonics

2 Objectives To share key messages from Rose Review To identify implications for teaching of early reading To support knowledge and understanding about early literacy To provide support in implementing the recommendations of the Rose Review

3 Key Messages Systematic and discrete phonics should be the first strategy taught to all children learning to read Fidelity to a programme Majority of children should start phonics by the age of 5 Developing positive attitudes to literacy along with parents and carers

4 Key messages (continued) Phonics should be fun, multi-sensory and set within a broad and language rich curriculum Importance of quality first teaching with systematic approach to early intervention Commitment of school leaders essential High quality training Reconstruction of the searchlights model

5 Implications for teaching of early reading Understanding how the Simple view of reading supports the teaching of reading Statutory changes Teaching of high quality phonic work Broad rich language curriculum Role of leadership and management teams Involving parents and carers Assessment and early intervention

6 from this … or, why are we changing

7 Language comprehension processes Word recognition processes Simple view of reading …to this Good language comprehension, poor word recognition Poor language comprehension, poor word recognition Poor language comprehension, good word recognition Good language comprehension, good word recognition

8 Evidence that supports the Simple view of reading Different skills and abilities contribute to successful development of each dimension There are children with good word recognition skills who fail to understand what they can read There are children with poor word recognition skills who make better than expected sense of what they read

9 Implications for teaching Teachers need to be aware that different kinds of teaching are needed for the two dimensions The weighting between the two dimensions change as children develop as readers Teachers need therefore to keep these two dimensions of reading separate in their minds when planning

10 So that: They focus clearly on developing word recognition skills through –Phoneme awareness and phonics teaching –Repetition and teaching of tricky words And they focus clearly on developing language comprehension through –Talking with children –Reading to children –Teaching comprehension strategies

11 Phonics Indicators of good practice Phonics session - structure Phonics programme – criteria for selection Progression and expectations

12 Structuring learning Revisit and review Teach Practice Apply

13 Key messages… The Rose report recognises that there are a number of differing approaches to teaching reading in general, and phonic work in particular… the common elements in each programme - those that really make a difference to how well beginners are taught to learn to read and write - are few in number.

14 Key messages… phonic programme should be audited against criteria and then implemented with fidelity Playing with Sounds is to re-purposed

15 Key messages… The Rose Review recommended that whatever phonic programme is in use by the school, it should have a systematic progression with clear expectations by teachers and practitioners of the expected pace of teaching and learning

16 Phonics – development phases Phase 1 – developing phonological awareness Phase 2 – introduce some phoneme/grapheme correspondences Phase 3 – one grapheme for each of 44 phonemes Phase 4 – adjacent consonants Phase 5 – alternative pronunciation and spellings Phase 6 – developing skill and automaticity in reading and spelling

17 Broad and rich curriculum Interdependent nature of speaking listening reading and writing Stimulating experiences to develop language Crucial place of speaking and listening

18 Parents and carers Consider how your school encourages and supports the involvement of parents and carers in their childrens early literacy development

19 Assessment Majority of children should start phonics by the age of 5 Quality first teaching Early Intervention Challenge Tracking YRY1 transition Age-related expectations

20 Leadership and Management Commitment of senior leaders – one member of staff responsible to lead on literacy, including phonic work Involving governors Priority given to phonic work which is reflected in professional development for staff Monitoring and evaluating the quality and consistency of phonic work Ensure high quality teaching of reading in key stage one and beyond

21 Monitoring of teaching of early reading Shared, guided, independent reading Consistency and continuity Impact of intervention Tracking progress of children Provision Effective use of resources Audit Tool

22 Action Planning Issues arising Further reading Planning for effective phonic development Auditing current practice


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