Transcript Children working at Phase 3 - Peterborough Education Network

Leadership and Monitoring of
Phonics learning and teaching
Kingsgate Conference Centre, 20th March 2015
Leadership and Monitoring of Phonics learning
and teaching
Sue Howard
Learning and Teaching Adviser (Literacy)
Aims
To support leaders in developing and embedding
the following:
-closing the attainment gap for specific groups
-phonic subject knowledge and progression in
phonics
-What does good teaching and learning look like?
-tracking progress in phonics and using effective
intervention programmes
-administering and monitoring the phonics
screening check
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chungkingosaurus
quaquaversal
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thoorare
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Narrowing the Gaps to National in Phonics
Narrowing the Gaps to National in Phonics
School Improvement Team
Improvement Plan for Phonics 2014/15 (linked to the yearly school improvement plan
for improving literacy)
Aim: To improve achievement in phonics through improved leadership, teaching and
learning
Success Criteria:



Improved leadership and management of phonics and reading, supported by improved
outcomes
Achievement - gap to national similar groups are further closed for identified groups by
July 2015:
o All to be less than 6ppts (currently 8ppts)
o FSM to be less than 6ppts (currently 7ppts)
o EAL to be less than 8ppts (currently 12ppts)
o EFL to be less than 4ppts (currently 5ppts)
o White British to be less than 4ppts (currently 5ppts)
o OWB to be less than 15ppts (2013 20ppts)
o Pakistani Heritage to be less than 12ppts (2013 14ppts)
Teaching of phonics to be judged good overall and no inadequate teaching identified by
the end of the year
Narrowing the Gaps to National in Phonics
What would be your school’s
priorities from the phonics action
plan?
Phonics Subject Knowledge and Progression
Phonics Subject Knowledge and Progression
Articulation and technical vocabulary
Phonics Subject Knowledge and Progression
Phase 1
(continuous through Phases 2 – 6)
Children:
• Enjoy rhyme and alliteration
• Can distinguish between
sounds
• Explore and experiment with
sounds and words
• Orally blend and segment
phonemes
Birth onwards – usually preschool and Reception +
Phonics Subject Knowledge and Progression
Children working at Phase 2
Know 19 consonants
and vowels and can
blend and segment
them into CVC words
Reception - typical
duration 6 weeks
CVC or not?
pot
church
boy
taught
thorn
day
head
chick
fair
down
wheel
for
dear
shirt
CVC or not?
pot 
church 
boy
taught 
thorn 
day
head 
chick 
fair
down 
wheel 
for
dear
shirt 
Phonics Subject Knowledge and Progression
Children working at Phase 3
• Are learning one way of
writing each of the 43
phonemes, including
digraphs
• Are beginning to read
and spell two syllable
words and captions
Reception - typical
duration: Up to 12
weeks
Phonics Subject Knowledge and Progression
Children working at Phase 4
• Can blend adjacent
consonants in words for
reading, e.g. spoon,
pink, fright
• Can hear and segment
adjacent consonants for
writing
Usually taught with
Phase 3 at end of YR &
Phase 5 in Y1
Phonics Subject Knowledge and Progression
Children working at Phase 5
• Are learning alternative ways of pronouncing and
spelling the long vowel phonemes, e.g. ay, ae, ae, ai, a,
• Can read phonetically decodable two and three
syllable words, e.g. frogspawn, shopkeeper and
spell complex words using phonetically plausible
attempts
• Can blend to read quickly and independently
Throughout Year One
Long and Short Vowels
Activity:
Sort the body parts into
words with long and
short vowels
Which of these words
contain a split digraph?
time
made
spike
have
come
bride
some
shine
Which of these words
contain a split digraph?
time 
made 
spike 
have
come
bride 
some
shine 
Phonics Subject Knowledge and Progression
Children working at Phase 6
• Can apply phonic skills and
knowledge to recognise and spell
an increasing number of complex
words
• Are secure with less common
grapheme /phoneme
correspondences, e.g. s/zh in
vision
• Can recognise phonic irregularities
• Read and write with increasing
fluency and accuracy
Throughout Year Two (although teaching of
spelling continues well into KS2)
Phonics Subject Knowledge and Progression
Year 1 English Overview
Reading – Word Recognition
Writing - Transcription
Pupils should be taught to:
Spelling (see English Appendix 1)

apply phonic knowledge and skills as the route to decode words
Pupils should be taught to:

respond speedily with the correct sound to graphemes (letters or groups of letters)
for all 40+ phonemes, including, where applicable, alternative sounds for
graphemes

spell:

words containing each of the 40+ phonemes already taught

common exception words

the days of the week

name the letters of the alphabet:

naming the letters of the alphabet in order

using letter names to distinguish between alternative spellings of the same sound

read accurately by blending sounds in unfamiliar words containing GPCs that have
been taught

read common exception words, noting unusual correspondences between spelling
and sound and where these occur in the word

read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

read other words of more than one syllable that contain taught GPCs

add prefixes and suffixes:

read words with contractions [for example, I’m, I’ll, we’ll], and understand that the
apostrophe represents the omitted letter(s)

using the spelling rule for adding –s or –es as the plural marker for nouns and the third person
singular marker for verbs

read aloud accurately books that are consistent with their developing phonic
knowledge and that do not require them to use other strategies to work out words

using the prefix un–

using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example,
helping, helped, helper, eating, quicker, quickest]

apply simple spelling rules and guidance, as listed in English Appendix 1

write from memory simple sentences dictated by the teacher that include words using the GPCs and
common exception words taught so far.

re-read these books to build up their fluency and confidence in word reading.
Year 2 English Overview
Reading – Word Recognition
Writing - Transcription
Pupils should be taught to:
Spelling (see English Appendix 1)

continue to apply phonic knowledge and skills as the route to decode words until
automatic decoding has become embedded and reading is fluent
Pupils should be taught to:

spell by:

read accurately by blending the sounds in words that contain the graphemes
taught so far, especially recognising alternative sounds for graphemes

segmenting spoken words into phonemes and representing these by graphemes, spelling many
correctly

read accurately words of two or more syllables that contain the same graphemes
as above

learning new ways of spelling phonemes for which one or more spellings are already known, and learn
some words with each spelling, including a few common homophones

read words containing common suffixes

learning to spell common exception words

read further common exception words, noting unusual correspondences between
spelling and sound and where these occur in the word

learning to spell more words with contracted forms


learning the possessive apostrophe (singular) [for example, the girl’s book]
read most words quickly and accurately, without overt sounding and blending,
when they have been frequently encountered

distinguishing between homophones and near-homophones

read aloud books closely matched to their improving phonic knowledge, sounding
out unfamiliar words accurately, automatically and without undue hesitation

add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

apply spelling rules and guidance, as listed in English Appendix 1

write from memory simple sentences dictated by the teacher that include words using the GPCs,
common exception words and punctuation taught so far.

re-read these books to build up their fluency and confidence in word reading.
Teaching Sequence
Observing Discrete Phonics
Phonics – a non-negotiable
Tracking Progress
Tracking Progress
Intervention
Phonics Counts
• a teacher-led reading
intervention with support
from a teaching assistant
• for children in Years 1 to 3
who have the greatest
difficulties with reading
• based on systematic
synthetic phonics within a
balanced approach to
reading
• developed by Edge Hill
University
29
Phonics Counts outcomes 2013 /14
Impact on children
• 78 children in Years 1 – 3 took part in Phonics Counts in 24 schools in 7
local authorities. They received an average of 42 lessons from a teacher
and 20 support sessions from a TA over 4.7 months.
• Standardised reading tests showed that:
 they made an average Reading Age gain of 14 months – over 3
times the expected rate of progress
 this gain was consistent across both phonics and the reading of
whole sentences
 their comprehension scores more than doubled
 they gained an estimated 4.2 National Curriculum points
 class teachers said that every child showed more confidence and
interest in reading at the end of the programme
Project X CODE
• a reading intervention
delivered by a trained teaching
assistant or a teacher
• for children in Years 2 to 4
who need a helping hand with
reading
• highly motivational books and
resources published by Oxford
University Press
• training developed by Edge
Hill University
Project X CODE outcomes 2013
158 children in 31 schools that received training had an
average of 39 sessions over 4 months.
• they made an average Reading Age gain of 13.4 months
- over 70% more than the gain achieved without training
• their comprehension scores doubled
- over three times the gain achieved without training
• they gained an estimated 2 National Curriculum sublevels
“It was noticeable how children began to change their
foremost strategy in solving unknown words – from guessing,
using the initial letter to blending right through the word.”
Primary School
Phonics Screening Check
Phonics Screening Check
Phonics Screening Check
Phonics Screening Check
Phonics Screening Check
Phonics Screening Check
Phonics Screening Check
Phonics Screening Check
Phonics Screening Check
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t-a-b
th–r-a-ng
Phonics Screening Check
Phonics Screening Check
Phonics Screening Check
Raise Online:
Phonics Screening Check
Raise Online:
Application of Phonics
Application of Phonics
My
Spelling
Journal
Reading the Next Steps
Sets out four strategies, one
of which is:
• the Phonics Partnership
Grant Programme - a
£10,000 grant for good
schools to support other
schools with phonics
teaching.
https://www.gov.uk/government/uploads/system/uploads/
attachment_data/file/409409/Reading_the_next_steps.pdf
CPD Opportunities
Year 1 Phonic Screening Check Workshops:
Wednesday 22nd April 4.00 – 5.30pm
Thursday 23rd April
4.00 – 5.30pm
Northminster House
Contact Details
Sue Howard: 01733 863717
Lesley Kelly: 01733 863723
[email protected]
[email protected]