Presentation on theme: "Early Reading and Phonics"— Presentation transcript:
1Early Reading and Phonics This Power Point is a summary of the briefing that was delivered to subject leaders in November.We have put together the slides which provide an overview of the main changes and the expectations.In addition there are handouts which can be downloaded from the website and additional guidance on the subject leader DVD.It is important that the person delivering this presentation has a clear understanding of the messages and expectations and it will probably be useful to consider the specific questions that could be raised in each school’s circumstances. It would be beneficial to have read the guidance papers which can be found on the Primary Framework DVD and/or the Rose report on early reading which can be downloaded from the standards site.References – these could be printed as handouts if the presenter feels this is appropriate.https://www.standards.dfes.gov.uk/primaryframeworks/foundation/cll/cllplanning/lm9 (Overview of Learning 9)Discrete teaching examples for each phase/phonics tracking sheet – Primary Framework DVD – Library/Literacy/Early readingCore learning in literacy Strand 5 – word recognition: decoding (reading) and encoding (spelling)
2Objectives To share key messages from Rose Review To identify implications for teaching of early readingTo support knowledge and understanding about early literacyTo provide support in implementing the recommendations of the Rose ReviewThis will provide us with an opportunity to audit, reflect on and develop existing practice.
3Key MessagesSystematic and discrete phonics should be the first strategy taught to all children learning to readFidelity to a programmeMajority of children should start phonics “by the age of 5”Developing positive attitudes to literacy along with parents and carersPhonics needs to be taught explicitly on a daily basis , following incremental steps in learningClear advice has been given not to mix and match programmes as this can be detrimental to progression in learningResearch suggests that it is reasonable to expect the majority of children to have started acquisition of phonic knowledge by the age of fiveAnother important point to emphasise is the importance of developing positive attitudes to reading right from the start.
4Key messages (continued) Phonics should be fun, multi-sensory and set within a broad and language rich curriculumImportance of quality first teaching with systematic approach to early interventionCommitment of school leaders essentialHigh quality trainingReconstruction of the searchlights modelChildren need to be actively engaged in their learning which has a clear purpose and based on the exploration and enjoyment of language and literatureContext is important – phonics should not be taught in a vacuum. Links should be made to other learning and the language environment should be richThe elements of the searchlights model have been subsumed into the simple view of reading
5Implications for teaching of early reading Understanding how the ‘Simple view of reading’ supports the teaching of readingStatutory changesTeaching of high quality phonic workBroad rich language curriculumRole of leadership and management teamsInvolving parents and carersAssessment and early interventionImportant to have a clear understanding of the Simple view of reading and how we can develop the teaching of reading in the light of this. This model underpins effective teaching of readingStatutory changes to Early Learning Goal to place more emphasis on phonic knowledge
6or, why are we changing from this … The searchlights model reinforces the misguided opinion that all the elements are equal in the teaching of readingBeginner readers need to be taught phonic knowledge and skills as the primary strategy for decodingThey need to acquire this knowledge quickly in order that it becomes an automated response when tackling a textThis will be supported by language comprehension as part of engaging children in the world of literature
7Word recognition processes Language comprehension processes Simple view of reading…to this+Good language comprehension, poor word recognitionGood language comprehension, good word recognition-+Word recognition processesPoor language comprehension, poor word recognitionPoor language comprehension, good word recognition‘The Simple View of Reading’ is a technical descriptor, standard in the professional literature about early reading. The ‘simple view of reading’ is “overwhelmingly accepted by the reading research community”.Essentially it is based on a two dimensional model…Two dimensions-Word recognition processes – this dimension is time limited. There is an expectation that by the end of year two children will be able to accurately decode. This is reflected in strand five of the core strands of the Primary Framework (this could be given as a handout)Single word recognitionPhonological awarenessChildren need to develop these decoding skills in order to access text.Acknowledge that we are talking about the majority of children and not all.Language comprehension processes- from birth and throughout our livesComprehension develops through both listening and reading. It is important to emphasise that comprehension is about understanding, making sense of things rather than a series of formal questions.It is about understanding the way in which language works and meaning of words on the page.Neither dimension is sufficient on its own and to develop fluency children will move along each of the dimensions at different paces.Reading comprehension is a product of word recognition and language comprehensionIt may be useful to assess children’s skills using the quadrant. Identify in which quadrant particular groups of children are in your class.-Language comprehension processes
8Evidence that supports the Simple view of reading Different skills and abilities contribute to successful development of each dimensionThere are children with good word recognition skills who fail to understand what they can readThere are children with poor word recognition skills who make better than expected sense of what they readSkills in both dimensions need to be explicitly taughtAccuracy is predicted fromSingle word readingPhonological awarenessComprehension is predicted fromAbility to draw inferencesUnderstanding of story structureComprehension monitoring ability
9Implications for teaching Teachers need to be aware that different kinds of teaching are needed for the two dimensionsThe weighting between the two dimensions change as children develop as readersTeachers need therefore to keep these two dimensions of reading separate in their minds when planningDifferent teaching approaches are needed to give children the skills and knowledge to decode, (word recognition) from skills needed to foster written and spoken comprehension.This can be thought of as the process of moving from learning to read to reading to learn.Careful assessment of children’s performance and progress in each dimension will help teachers to identify children’s learning needs and guide further teaching
10So that:They focus clearly on developing word recognition skills throughPhoneme awareness and phonics teachingRepetition and teaching of ‘tricky’ wordsAnd they focus clearly on developing language comprehension throughTalking with childrenReading to childrenTeaching comprehension strategiesIt is important that input on language comprehensions is embedded from the beginning.Questions to consider :How do we currently teach word recognition skills?How effective are we and how do we know?What do we need to change as result of Rose?How do we teach language comprehension skills?What changes do we need to make?How will we set about reviewing our teaching of reading in the lights of Rose?How will we know that the changes are having desired impact on children’s reading attainment?
11Phonics Indicators of good practice Phonics session - structure Phonics programme – criteria for selectionProgression and expectationsWe are now going to take a look at these elements in turnRemember that phonics is a body of knowledge and skills that has to be taught. Think of it like learning multiplication tables – once you know them you can apply them.Indicators of good practiceA useful reference is the CLLD Audit Tool which has indicators of good practice
12Revisit and review Teach Practice Apply Structuring learning Looking at the structure of a typical phonics Session -StructureLessons set within a longer sequenceApplication is crucial in the daily session and this is often the element that is missing.Children need to see the links and purpose of their learning at this point. This is where learning is evident – good opportunities for assessment for learningThe Frameworks are supported with guidance on developing a sequence of teaching and learning. This sequence builds upon identified objectivesLook at exemplification of a series of lessons for a particular phasesApply
13Key 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’. Phonics Programme- criteria for selectionReflect on the programme you are using in schoolIs it consistent across each year group and key stages?
14‘Playing with Sounds’ is to re-purposed Key messages…phonic programme should be audited against criteria and then implemented with fidelity‘Playing with Sounds’ is to re-purposedPhonics Programme – criteria for selectionLook at criteria from core papers
15Key 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 learningPhonics Programme- criteria for selectionIt is as much about how you teach as well as what you teach. How you teach is crucial - phonics needs to be taught with secure subject knowledge, clear assessment for learning which is applied continuously and rigorously.Systematic means that the programme is progressive and incremental. It does not suggest a ‘formal’ approach to teaching which would be at odds with what we know is best practice in early years.
16Phonics – development phases Phase 1 – developing phonological awarenessPhase 2 – introduce some phoneme/grapheme correspondencesPhase 3 – one grapheme for each of 44 phonemesPhase 4 – adjacent consonantsPhase 5 – alternative pronunciation and spellingsPhase 6 – developing skill and automaticity in reading and spellingProgression and ExpectationsPrimary Framework- word recognition strand core area of learning 5 and 6Phases in Progression – take time to link these to age related expectations in core strandsImportant to remember that this is time limited
17Broad and rich curriculum Interdependent nature of speaking listening reading and writingStimulating experiences to develop languageCrucial place of speaking and listeningPhonics can be taught systematically and with challenge without compromising an excellent, broad, rich language curriculumSpeaking and Listening are central to acquisition of phonic knowledge.
18Parents and carersConsider how your school encourages and supports the involvement of parents and carers in their children’s early literacy developmentWhat do you do already?What messages do you give to parents?Curriculum meetingsTransition meetingsLeaflets/ Information booklets
19Assessment Majority of children should start phonics “by the age of 5” Quality first teachingEarly InterventionChallengeTrackingYRY1 transitionAge-related expectationsImportance of assessment for learning to enable teachers to :-plan for differentiation to meet the needs of the learner-track progress-give accurate transition informationYou may want to emphasise that this
20Leadership and Management Commitment of senior leaders – one member of staff responsible to lead on literacy, including phonic workInvolving governorsPriority given to phonic work which is reflected in professional development for staffMonitoring and evaluating the quality and consistency of phonic workEnsure high quality teaching of reading in key stage one and beyondImplications for leaders and managers.Ensure practitioners know what constitutes best practice in phonics, and support staff in receiving appropriate CPDCLL is of fundamental importance, someone should take the lead on it.Ensure that children’s experience of phonic sessions is of high quality through regular monitoring.Whole school commitment to early reading by setting high expectations for children’s progress through ambitious /realistic targets for EnglishIntervention strategies, monitoring quality and consistency of teaching reading, improving the quality and consistency of teaching assessment and intervention through providing relevant training.Reflect on standards in your school-Foundation Stage Profile for CLL-KS1 teacher assessments
21Monitoring of teaching of early reading Shared, guided, independent readingConsistency and continuityImpact of interventionTracking progress of childrenProvisionEffective use of resourcesReflect on the teaching of reading in your classLook at the CLL Audit ToolThe audit tool can be found in the headteachers’ handbook and on the Primary Framework website/DVDAudit Tool
22Action Planning Issues arising Further reading Planning for effective phonic developmentAuditing current practiceWhat next?Consider what needs to be developed in the light of the key messages from Rose and the changes to the teaching of reading across the whole school.Decide what the main actions will be and agree a date to follow up the meeting.