Transcript No Slide Title

The Renewed Framework for Literacy
Implementation through phonics
Spring 2007
Objectives
• To discuss national and local
expectations in relation to early literacy
• To provide an overview of the renewed
literacy framework, focusing on the
clarity of progression it provides
• To explore ways of assessing and
tracking pupil progress in phonics to
strengthen AfL
• To introduce the interim task
Phonics
• Schools wishing to revisit phonics in the light of
the Rose recommendations.
• Schools with low FSP (below point 6) scores in
Linking Sounds and Letters, Reading and Writing.
• Schools with low KS1 attainment; declining KS1
attainment; below the Dorset average (88.3%) for
level 2+ reading; lack of impact on level 2b.
Phonics
LA Training Day 1
(Pace & progression)
• data analysis
• expectations
• AfL
• overview of the literacy curriculum
• progression within a strand
• tracking
• preparation for PDM2
Phonics
LA Training Day 2
(Strengthening Pedagogy)
• speaking and listening
• model of early reading
• ‘The simple view of
reading’
• application of phonics
• preparation for PDM3
LA Training Day 3
(Review and Evaluation)
• Feedback on progress
• Identifying further CPD
needs
• Models for monitoring
and evaluation
• Next steps/action
planning
• Preparation for PDM4
Session 1
Expectations
Foundation Stage Profile data
Look at your school data for 2006, particularly
for Linking Sounds and Letters, Reading and
Writing.
Look at KS1 data for Reading and Writing
For your school:
• What are the strengths?
• What are the areas for future development?
• Is this analysis reflected in your findings from
the audits undertaken?
Session 2
Overview of the Literacy
curriculum
The strands
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Speaking
Listening and responding
Group discussion and interaction
Drama
The strands
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Word recognition
Word structure and spelling
Understand and interpret texts
Engaging with and responding to texts
The strands
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Creating and shaping texts
Text structure and organisation
Sentence structure and punctuation
Presentation
Consider
With reference to the 12 strands,
Where has the focus been within your
school?
Where may you need to review
practice?
June evaluation of ERDp: outcomes for children
• Clear and detailed evidence of children’s progress and
achievement both in terms of their early reading and
writing development and their personal, social and
emotional well-being
• Children are making greater progress than expected in
phonics and reading
• Evidence of impact on writing
• Evidence of boys being more involved as a result of real
and purposeful activities and in self initiated writing
• EAL children making good progress
• Earlier identification of difficulties due to sharper
assessment
June evaluation of ERDp: school level
outcomes
• Practitioners are more knowledgeable and
confident about how to teach and apply
phonics in reading and writing activities
• Improved assessment for learning practices
• More opportunities being provided for
children to apply their phonic knowledge
• Children made significant progress where
there was both headteacher involvement and
effective FS practice in place
A close up look at strand 5 in FS
Objective
Read and write one grapheme for each of
the 44 phonemes
Link to ERDp – how were expectations
and attainment raised through improved
teaching and learning?
Jim Rose
Synthetic phonics
‘Synthetic phonics refers to an approach to the teaching
of reading in which the phonemes [sounds]
associated with particular graphemes [letters] are
pronounced in isolation and blended together
(synthesised). For example, children are taught to
take a single-syllable word such as cat apart into its
three letters, pronounce a phoneme for each letter in
turn /k, æ, t/, and blend the phonemes together to
form a word. Synthetic phonics for writing reverses
the sequence: children are taught to say the word
they wish to write, segment it into its phonemes and
say them in turn, for example /d, o, g/, and write a
grapheme for each phoneme in turn to produce the
written word, dog.’
Definition adopted by the Rose Report
Strand 5 Word recognition
FS
• Explore and experiment with sounds, words and text
• Link sounds to letters, naming and sounding the
letters of the alphabet
• Use a pencil and hold it effectively to form
recognisable letters, most of which are formed
correctly
• Hear and say sounds in words in the order in which
they occur
The wording of this objective may change depending
upon the outcomes of the consultation on changes to
the Early Learning Goals pending parliamentary
approval.
Strand 5 Word recognition
FS
• Read simple words by sounding out and blending the
phonemes all through the word from left to right
Children move from reading simple consonant-vowelconsonant (CVC) words such as 'cat' and bus to longer
CCVC words such as 'clap' and 'stop', and CVCC words as
'fast' and 'milk'
• Use phonic knowledge to write simple regular words and
make phonetically plausible attempts at more complex words
• Read a range of familiar and common words and simple
sentences independently
• Read texts compatible with their phonic knowledge and skills
• Read and write one grapheme for each of the 44 phonemes
CVC ???
pig
chick
ship
car
boy
cow
fill
whip
song
for
day
miss
whizz
huff
Examples of CCVC, CVCC, CCCVC and
CCVCC
black
ccv c
s t r o ng
cccv c
felt
cvcc
blank
ccvcc
Strand 5 Word recognition
Y1
• Recognise and use alternative ways of pronouncing the
graphemes already taught, for example, that the grapheme 'g' is
pronounced differently in 'get' and 'gem'; the grapheme 'ow' is
pronounced differently in 'how' and 'show'
• Recognise and use alternative ways of spelling the phonemes
already taught, for example that the /ae/ sound can be spelt with
'ai', 'ay' or 'a-e'; that the /ee/ sound can also be spelt as 'ea' and
'e'; and begin to know which words contain which spelling
alternatives
• Identify the constituent parts of two-syllable and three-syllable
words to support the application of phonic knowledge and skills
Strand 5 Word recognition
Y1
• Recognise automatically an increasing number of
familiar high frequency words
• Apply phonic knowledge and skills as the prime
approach to reading and spelling unfamiliar words
that are not completely decodable
• Read more challenging texts which can be decoded
using their acquired phonic knowledge and skills,
along with automatic recognition of high frequency
words
• Read and spell phonically decodable two-syllable
and three-syllable words
Strand 5 Word recognition
Y2
• Read independently and with increasing fluency
longer and less familiar texts
• Spell with increasing accuracy and confidence,
drawing on word recognition and knowledge of word
structure, and spelling patterns
• Know how to tackle unfamiliar words that are not
completely decodable
• Read and spell less common alternative graphemes
including trigraphs
• Read high and medium frequency words
independently and automatically
Task
• Select a core aspect from each of
Speaking & Listening, Reading and
Writing.
• Note the progression from FS to Y6
• What are the emerging issues and
implications for your school?
Session 3
Assessment and tracking pupil
progress
Effective Assessment Practice
• Information from on-going teaching and
learning is used to make periodic
summative judgements
• Teachers use a range of approaches to
assessment matching them to the pupil,
and the nature of the learning
• Information gained from assessment
informs differentiation and is used to
adjust planning to meet the needs of
each pupil
Effective Assessment Practice
• Assessment is build into planning and is
integral to on-going teaching and
learning
• There is a balance between and
integration of assessment for learning
and assessment of learning
Assessment of Early Reading
Consider the range of strategies used in
your school.
• Questioning
• Observing
• Discussing
• Analysing
• Checking children’s understanding
Which strategies could be further
developed?
Guided reading
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Book introduction
Strategy check
Independent reading
Returning and responding to the text
In the earlier stages, the teacher:
• focuses on the skill of blending to decode;
• places planned and incidental emphasis on
phonics;
• draws attention to unfamiliar ideas making
links with experience where possible;
• draws attention to key vocabulary including
high frequency words and new words or
structure;
• probes understanding and encourages
reading for meaning.
“Guided reading is a wonderful
opportunity for teachers and learners to
engage with texts in the most
personalised way. It deserves the best
possible planning for the best possible
return on the investment of precious
time.”
Session 4
Nearly there!
Gap task
Decide on area of focus for the school.
E.g. assessment of reading; teaching of
phonics; teachers’ understanding of
age-related expectations; rates of pupil
progress.
Think about how you plan to audit
practice/teaching/assessment/provision
and how this will link to your SDP.
Preparation for PDM2
Using identified strand and focus group
children, consider implications for planning
and assessment.
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Where are they now?
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Where should they be?
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What are the barriers?
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How do we get them there?
Next steps – personal actions, further CPD,
monitoring and evaluation.