Phonics and Early Reading Primary National Strategy and Cumbria Sure Start

Implications from the Rose Report  The Simple view of reading Both word recognition and language comprehension are necessary to achieve fluent reading  Phonics and Early reading High quality phonic work should be taught systematically and discretely as the prime approach used in the teaching of early reading  Progression and Pace Learning should be at a brisk pace but sensitive to children’s developing abilities  Broad and rich language curriculum Phonics work should be set within a broad and rich language curriculum

The Simple view of Reading Different kinds of teaching are needed to develop word recognition skills from those that are needed to foster the comprehension of written and spoken language Learning to read Reading to learn for purpose and pleasure

I like listening to stories and can tell you what has happened in the right order and which parts I like and why. I can talk about the characters and pretend to be them. I find it hard to read books for myself - the words and letters get muddled and it doesn’t make sense. I don’t know how to work it out. Sometimes this makes it hard to understand what I’m reading. I love reading and read lots of interesting books. I like to talk about the stories I’ve read with my friends. I can read lots of short easy words and some words I know straight away. When I see longer words I don’t know I look at the letters and say the sounds aloud in the right order to help me read it. I am a very good reader. I can read all the words on the page- some I have to work out and some I just know. I find it hard when the teacher asks me questions about what I’ve read- like when things happened or what I thought about the characters and how I felt. I don’t really think like that when I’m reading – it confuses me. I like books and I can read words by looking at the pictures and having a go. I know some letters and their sounds – like in my name – but not all of them. Sometimes I know the first letter and guess the rest. My favourite books are information books and I like using the computer. I like it when the teacher reads to us and looking at the big books.

First! Key Messages Fun! Fast! Frequent! Faithful! Focused!

Phonics….. ‘Findings suggest that using phonics instruction to remediate reading problems may be harder than using phonics at the earliest point to prevent reading difficulties’ Linnea C.Ehri  Reading Strategies  The Simple View of Reading  Word recognition and Language Comprehension

‘Practitioners should enable all children to participate, enjoy and achieve in a rich, play based curriculum which fosters their physical, social, emotional and intellectual development’ EYFS  Engagement and motivation  Multi- Sensory activities  Resources Phonics…..

Phonics…..  Sequenced teaching  Organisation : whole class / groups  Knowledge and skills

 Short, discrete, daily sessions  Progression  Expectations Phonics…..

‘Learning should be at a brisk pace but sensitive to children’s developing abilities’  Pace and progression  Acceleration through the phases Phonics…..

 Fidelity to the programme  Consistency  Systematic Phonics…..

PlayfulFrolicsome Light- hearted EnergeticLivelySpirited

Guided Reading FS/KS1 Phonics as a first resort Simple view of Reading Word Recognition and Language Comprehension Bookbands Bookbands

Planning and Organisation Revisit and Review Revisit and Review Teach Teach Practice Practice Apply Apply

Fun in the phases ! Phase 1 Activities should aim to increase children’s ability to discriminate between sounds, recognise the initial phonemes at the beginning of words and increase their awareness of sounds, letters and words. Phase 2 Activities are provided for children to apply their developing knowledge of grapheme–phoneme correspondences to blend simple CVC words. A range of approaches can be used. Children are encouraged to write simple CVC words as captions and messages within their role-play. Phase 3 Children are taught and introduced to the phonemes in multisensory ways. Games and activities that encourage children to match sounds to graphemes are introduced for children to explore together read and write simple CVC words, for example in writing labels in their role- play and through guided writing activities.

Fun in the phases ! Phase 4 Activities include blending and segmenting phonemes in longer words and applying their newly learned skills in reading and writing and in freely chosen activities. opportunities in shared and guided reading and writing for children to apply their increasing phonic knowledge and skills. Phase 5 Activities include blending and segmenting long vowel phonemes, recognising and accurately using them in longer and more complex words, and applying their newly learned skills in reading and writing activities. Phase 6 Children are introduced to a range of activities to support their independence in reading texts, both on paper and on screen. Guided reading and writing activities provide a broad range of opportunities for children to apply and use their developing confidence in reading and spelling unfamiliar words.

Tracking, Progression and Assessment Look, listen and note Planning and resourcing Effective Practice Development matters ‘ Robust assessment of children’s learning secures progression in phonic work’ ROSE

Practice  Implementing the plans  The learning environment- inside and outside  Play provision  Resources activities learning activities  Child – initiated experiences and activities  Teacher directed experiences and activities Planning  Learning intentions / objectives  Success Criteria  The adult’s role in supporting learning : Resulting in a balance of - teacher directed and -child initiated experiences - activities both inside and outside Assessment  Observations  Quick notes on achievements  Conversations and dialogue  Children’s self- evaluations  Samples of work  Deciding ‘ what’s next?’ Evaluating the plans  Evaluating written plans – medium and short term Did they help children to learn?  Evaluating what was learnt in self chosen – adult initiated activities  Evaluating learning in areas – inside and outside  Deciding next steps

Gap Task Audit Action Plan ‘We should strive to hang on to the ‘wow’ factor in all our dealings with young children… being ready to be impressed, amazed and enchanted by them..it takes courage, creativity and intelligence to understand and respond appropriately to children and take on the role of being challenging partners in their learning’ WHITEHEAD 99