Transcript Leading CLLD - Suffolk Learning

Developing the role of
the Early Language
and Literacy Lead
Assessment and
Tracking Progress
Guidance to inform school
improvement in FS and KS1
Phase 1
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Crucial phase in developing speaking and listening skills
and phonological awareness
Paves the way for a systematic phonics programme to
begin
Continues well beyond the introduction of phase 2
Needs to be shared with parents and carers
Vital for all children including those with special
educational needs and those learning English as an
additional language
Progress check for Phase 2
By the end of phase 2 children should:
Give the sound when shown any Phase 2 letter, securing
first the starter letters s, a, t, p, i, n;
 Find any Phase 2 letter, from a display, when given the
sound;
 Be able to orally blend and segment CVC words;
 Be able to blend and segment in order to read and spell
(using magnetic letters) VC words such as,
if, am, on, up and ‘silly names’ such as ip, up ock;
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Progress check for Phase 3
By the end of Phase 3 children should:
 Give the sound when shown all or most Phase 2 and
Phase 3 graphemes
 Find all or most Phase 2 and Phase 3 graphemes from
a display when given the sound
 Be able to blend and read CVC words
 Be able to segment and make phonetically plausible
attempt at spelling CVC words
 Be able to read the tricky words
 Be able to spell the tricky words
 Write each letter correctly when following a model
Expectations
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80% of YR children to be secure at Phase
3 phonics by July.
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This means that most YR children:
 Know
one grapheme representation for each
of the 43 phonemes
 Read and spell a wide range of CVC words
using all letters and less frequent consonant
digraphs and some long vowel phonemes e.g.
sheep, sail, load, night
Progress check for Phase 4
By the end of Phase 4 children should:
 Give the sound when shown any Phase 2 and Phase 3
grapheme;
 Find any Phase 2 and Phase 3 grapheme from a display
when given the sound;
 Be able to blend and read words containing adjacent
consonants;
 Be able to segment and spell words containing adjacent
consonants;
 Be able to read tricky words;
 Be able to spell tricky words;
 Write each letter, usually correctly.
Progress check for Phase 5
By the end of Phase 5 children should be able to…
 give the sound when shown any grapheme that has been taught;
 for any given sound, write the common graphemes;
 apply phonic knowledge and skill as the prime approach to reading
and spelling unfamiliar words that are not completely decodable;
 read and spell phonically decodable two-syllable and three-syllable
words;
 read automatically all the words in the list of 100 high-frequency
words;
 accurately spell most of the words in the list of 100 high-frequency
words;
 form each letter correctly.
Expectations – Year 1
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80% of Y1 children to be secure at Phase 5
phonics by July.
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This means that most Y1 children:
 Write the common graphemes for any given
sound
 Read and spell phonetically decodable twosyllable and three syllable words
 Apply phonic knowledge and skill as the prime
approach to reading and spelling unfamiliar
words that are not completely decodable
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Children in Y1 will take the Y1 phonics
screening test
Pace and progression
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Why is it important that children are secure
at phase 3 by the end of Reception?
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Why is it important that children are secure
at phase 5 by the end of year 1?
Making ‘Secure at’ Assessments
How is phonic progress tracked within your
school?
How are ‘secure at’ judgement
moderated?
Phonics
Assessment and
Tracking Details
Document 17
Collection, analysis
and submission of
data
What do we have?
What does it tell us?
What action do we take?
Tracking children’s progress
Phonic
Progress
Tracking Sheet
Document 8
Data Collection
Progress Data
Forms
Document 16
Identifying the gaps
Phonic Phase
Assessments
Look, Listen,
Note
Document 38
Vulnerable groups
In your class do the off-track children fall
into any specific vulnerable groups
(summer born, FSM, EAL, SEN etc)?
 How are you supporting them to reach
age related expectations?
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Assessing
pupils progress
Assessing
Pupils’ Progress
Planning from
objectives
Day to day
teaching and
learning
Informing planning and teaching and
learning
Observational
evidence
Periodic
assessment
Progress Meetings
Documents 32-35
Pupil Progress
Proforma
Document 23
Progress meeting
Format
Pupil progress meetings
Tracking is used to identify those not
making sufficient progress, based on end
of year expectations
 Timely interventions are in place to
support children at risk of not making
expected progress
 Systems are in place for identifying
vulnerable groups and appropriate
interventions offered
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Links between phonic phase
progress and CLL scale points
Tracking Reading
Progress
Tracking Reading Progress
Clear distinction between
processes
There is now considerable evidence to support the need for a
clear distinction between:
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processes concerned with recognising the printed words that
comprise the written text and …
…processes that enable the reader to understand the
messages contained in the text
The simple
view of reading
Language comprehension
processes
GOOD
Good language
comprehension,
poor word
recognition
Word recognition
processes
POOR
GOOD
POOR
Poor word
recognition, poor
language
comprehension
Good word
recognition, good
language
comprehension
Language comprehension
processes
Word recognition
processes
Good word
recognition, poor
language
comprehension
The simple
view of reading
Language comprehension
processes
GOOD
Word recognition
processes
POOR
GOOD
POOR
Language comprehension
processes
Word recognition
processes
The simple
view of reading
Language comprehension
processes
Actions
GOOD
Word recognition
processes
POOR
GOOD
POOR
Language comprehension
processes
Word recognition
processes
Implications for teaching
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Teachers need to be aware that the skills and
abilities that contribute to development of word
recognition skills are different from those that
contribute to comprehension
Teachers need therefore to keep these two
dimensions of reading separate in their minds
when they plan their teaching
So that….
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they focus clearly on developing
word recognition skills through
 Phoneme awareness and phonics teaching
 Repetition and teaching of ‘tricky’ words
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and they focus clearly on developing
language comprehension through
 Talking with children
 Reading to children
 Explicitly improving and extending vocabulary
 Teaching comprehension strategies
Tracking Writing
Progress
Application of Phonics
APP
Tracking Progress