1. Early 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.
(Overview of Learning 9)
Discrete teaching examples for each phase/phonics tracking sheet – Primary Framework DVD – Library/Literacy/Early reading
Core learning in literacy Strand 5 – word recognition: decoding (reading) and encoding (spelling)

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
This will provide us with an opportunity to audit, reflect on and develop existing practice.

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
Phonics needs to be taught explicitly on a daily basis , following incremental steps in learning
Clear advice has been given not to mix and match programmes as this can be detrimental to progression in learning
Research suggests that it is reasonable to expect the majority of children to have started acquisition of phonic knowledge by the age of five
Another important point to emphasise is the importance of developing positive attitudes to reading right from the start.

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
Children need to be actively engaged in their learning which has a clear purpose and based on the exploration and enjoyment of language and literature
Context is important – phonics should not be taught in a vacuum. Links should be made to other learning and the language environment should be rich
The elements of the searchlights model have been subsumed into the simple view of reading

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
Important 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 reading
Statutory changes to Early Learning Goal to place more emphasis on phonic knowledge

6. or, why are we changing from this …
The searchlights model reinforces the misguided opinion that all the elements are equal in the teaching of reading
Beginner readers need to be taught phonic knowledge and skills as the primary strategy for decoding
They need to acquire this knowledge quickly in order that it becomes an automated response when tackling a text
This will be supported by language comprehension as part of engaging children in the world of literature

7. Word recognition processes Language comprehension processes
Simple view of reading
…to this +
Good language comprehension, poor word recognition
Good language comprehension, good word recognition - +
Word recognition processes
Poor language comprehension, poor word recognition
Poor 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 recognition
Phonological awareness
Children 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 lives
Comprehension 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 comprehension
It 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

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
Skills in both dimensions need to be explicitly taught
Accuracy is predicted from
Single word reading
Phonological awareness
Comprehension is predicted from
Ability to draw inferences
Understanding of story structure
Comprehension monitoring ability

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
Different 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

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
It 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?

11. Phonics Indicators of good practice Phonics session - structure
Phonics programme – criteria for selection
Progression and expectations
We are now going to take a look at these elements in turn
Remember 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 practice
A useful reference is the CLLD Audit Tool which has indicators of good practice

12. Revisit and review Teach Practice Apply Structuring learning
Looking at the structure of a typical phonics Session -Structure
Lessons set within a longer sequence
Application 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 learning
The Frameworks are supported with guidance on developing a sequence of teaching and learning. This sequence builds upon identified objectives
Look at exemplification of a series of lessons for a particular phases
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’. 
Phonics Programme- criteria for selection
Reflect on the programme you are using in school
Is 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-purposed
Phonics Programme – criteria for selection
Look at criteria from core papers

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
Phonics Programme- criteria for selection
It 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.

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
Progression and Expectations
Primary Framework- word recognition strand core area of learning 5 and 6
Phases in Progression – take time to link these to age related expectations in core strands
Important to remember that this is time limited

17. Broad and rich curriculum
Interdependent nature of speaking listening reading and writing
Stimulating experiences to develop language
Crucial place of speaking and listening
Phonics can be taught systematically and with challenge without compromising an excellent, broad, rich language curriculum
Speaking and Listening are central to acquisition of phonic knowledge.

18. Parents and carers
Consider how your school encourages and supports the involvement of parents and carers in their children’s early literacy development
What do you do already?
What messages do you give to parents?
Curriculum meetings
Transition meetings
Leaflets/ Information booklets

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
Importance of assessment for learning to enable teachers to :
-plan for differentiation to meet the needs of the learner
-track progress
-give accurate transition information
You may want to emphasise that this

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
Implications for leaders and managers.
Ensure practitioners know what constitutes best practice in phonics, and support staff in receiving appropriate CPD
CLL 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 English
Intervention 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

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
Reflect on the teaching of reading in your class
Look at the CLL Audit Tool
The audit tool can be found in the headteachers’ handbook and on the Primary Framework website/DVD
Audit Tool

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