primary national strategy teaching phonics and early reading in the renewed framework day 1 of 2+1...

PrimaryNational StrategyTeaching phonics and early reading in the renewed framework

Day 1 of 2+1 Training

© Crown Copyright 2006

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Aims of Session

• To develop a shared understanding of the Rose Report and its recommendations

• To raise awareness of high quality, systematic teaching of phonics

• To examine the 6 phases of phonic development

• To exemplify each phase through practical activities

• To consider phonic assessment and tracking

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Agenda

9.30am Introduction The Rose Review Overview of the 6 phases Exemplification of each phase with

practical activities12 noon Lunch 1pm Exemplification cont.

Application of phonics across the curriculum

Planning for a week Assessment and tracking The perfect phonic programme Gap task 3.30pm Questions and Close

© Crown Copyright 2004

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The Rose Review

Final Report, Jim Rose, March 2006Final Report, Jim Rose, March 2006

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Reminder about the key findings:

• More attention needs to be given to speaking and listening from the outset

• High quality, systematic phonic work should be taught discretely and daily and in line with the definition of high quality phonic work as set out in the Rose report

• Phonics should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language

• For most children phonics teaching should start by the age of five, subject to the professional judgement of teachers and practitioners

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Links to the Early Years Foundation Stage

• Compatible with each other

• Explicit expectations about continuity and progression in phonics

• Changes to an ELG

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Links to the Renewed Framework

Please look at

‘Core Learning in Literacy’ Strand 5.

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Features of high quality phonic work:

• Brisk pace of learning

• Systematic

• Ambitious

•Enjoyable

•Time-limited part of the reading journey

•Progress is monitored carefully

•Teaching is adapted to achieve optimum progress for each child

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What do our children need to learn?

• grapheme-phoneme correspondences

• blending (synthesising) phonemes in order

• segmenting words into their constituent phonemes

• that blending and segmenting are reversible processes

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Grapheme Awareness(sound-symbol correspondence)

When children are able to…

discriminate, articulate and remember…

a range of speech sounds, they are ready to link these sounds to specific letters or groups of letters.

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Outline of Progression

Phase 1

Through speaking and listening activities, children will develop their language structures and increase their vocabulary. In developing their phonological awareness, children will improve their ability to distinguish between sounds, and will become familiar with rhyme, rhythm and alliteration.

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Outline of Progression cont…

Phase 2

To introduce grapheme-phoneme (letter-sound) correspondences.

Phase 3

To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words.

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Outline of Progression cont..

Phase 4

To teach children to read and spell words containing adjacent consonants.

Phase 5

To teach children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught.

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Outline of Progression cont..

Phase 6

To teach children to develop their skill and automaticity in reading and spelling, creating ever-increasing capacity to attend to reading for meaning.

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Phase One

In developing their phonological awareness children will improve their ability to distinguish between sounds and to speak clearly and audibly with confidence and control.

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Video

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Phase One

Through speaking and listening activities, children will develop their language structures and increase their vocabulary.

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Activity

• Look at the photographs of quality environment and routines

• Identify opportunities for– Child-initiated speaking and listening– Adult-led speaking and listening

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Enjoy listening to noises

• Environmental

• Instrumental

• Speech sound discrimination

• Making sounds with their own voices

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Phase One Outcomes

• Explore and experiment with sounds and words• Listen attentively• Show a growing awareness and appreciation of

rhyme, rhythm and alliteration• Speak clearly and audibly with confidence and

control• Distinguish between different sounds in words• Develop awareness of the differences between

phonemes

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Phase Two

To introduce grapheme-phoneme (letter-sound) correspondences

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Phase Two Outcomes

• Children know that words are constructed from phonemes and that phonemes are represented by graphemes

• They have knowledge of a small selection of common consonants and vowels.

• They blend them together in reading simple CVC words and segment them to support spelling.

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Model for the daily direct teaching of phonics skills

Revisit and Review

Teach

Practise

Apply

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Phase Three

To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words.

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Phase Three….see handout

Video and discussion

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Phase Three Outcomes

• Children link sounds to letters, naming and sounding the letters of the alphabet.

• They recognise letter shapes and say a sound for each.

• They hear and say sounds in the order in which they occur in the word,

• They read simple words by sounding out and blending the phonemes all through the word from left to right.

• They recognise common digraphs and read some high frequency words.

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Application

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Application

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Phase Four

To teach children to read and spell words containing adjacent consonants.

dog, black, flat, strip, chest

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Phase Four…..see handout

Activities from Playing with Sounds• Phoneme frame – to spell words• Sound buttons –blending• Countdown for blending• Silly sentences• Quickwrite for spelling• Full circle – spelling• NSEW

Discussion

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b e l t

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n e s t

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f r o g

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Phase Four Outcomes

• Children are able to blend and segment adjacent consonants in words

• They apply this skill when reading unfamiliar texts and in spelling.

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Phase Five

Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught.

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Same letters, different sounds

mean

bread

read

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Same sound, different letters

may

make

pain

© Crown Copyright 2004

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i

a

e ou

vowels

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Long Vowels

/e/

/ee/

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Long or Short ?

• Listen to the words.

• Long /ee/ or short /e/?

• Show me!

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A Real Treat

Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete.

‘Help me pack the green bag,’ said mum. ‘We need sun cream and lots to eat.’

Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep!

At the end of the street there was a big truck. It had lost a wheel.

‘Oh, no,’ said Tom. ‘We’ll be here for a week!’

Dad went to speak to the driver to see if he could help.

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A Real Treat

Tom was very happy. It was the weekend and he was off to the beach with his mum and dad, his puppy and baby Pete.

‘Help me pack the green bag,’ said mum. ‘We need sun cream and lots to eat.’

Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy sheep. Off they went. Beep! Beep!

At the end of the street there was a big truck. It had lost a wheel.

‘Oh, no,’ said Tom. ‘We’ll be here for a week!’

Dad went to speak to the driver to see if he could help.

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Sorting by grapheme

y ee ea e e_e

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Phase Five Outcomes

Children will:• use alternative ways of pronouncing the graphemes and

spelling the phonemes corresponding to long vowel phonemes.

• identify the constituent parts of two-syllable and three-syllable words and be able to read and spell phonically decodable two-syllable and three-syllable words.

• recognise an increasing number of high frequency words automatically.

• apply phonic knowledge and skills as the prime approach in reading and spelling when the words are unfamiliar and not completely decodable.

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Progression and pace sheet

Please look at yellow sheet:

• Phases and activities

• Phase 3 sub-divided for purposes of assessment and tracking

• Suggested timescales

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Phase Six

Teaching children to develop their skill and automaticity in reading and spelling, creating ever-increasing capacity to attend to reading for meaning.

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Model for the daily direct teaching of phonics skills

Revisit and Review

Teach

Practise

Apply

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Phase Six Outcomes

• Children apply their phonic skills and knowledge to recognise and spell an increasing number of complex words.

• They read an increasing number of high and

medium frequency words independently and automatically.

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Progression and Pace

Using the yellow handout as a prompt, do the new phases present any implications for teaching phonics in your class?

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Steps to Phases

CLLD Phonic phases Playing with sounds Steps

CGFS –CLL –Linking sounds and letters (also see FS profile and NLS)

1 1

2 2

3i 2-4

3ii 2-4

3iii 2-4 +elements of 6

4 5

5 6 and beyond

6 6 + 7 and beyond

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Application of phonics teaching

This should happen in shared and guided reading and writing, and across the curriculum.

Refer to the handout: Application of phonic skills and knowledge in shared and guided sessions.

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Application across the curriculum

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Developing learning across a week

• Discrete daily teaching of phonics

• Daily application in shared reading and writing

• Daily application across the curriculum

• Application in guided reading

• Application in guided writing

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Assessment

• Formative– Assessment for learning– Ongoing

• Summative– Assessment of learning

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Formative assessment

• Observation– Spontaneous– Planned

• Significant comments

• Record of Achievement/Portfolio

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Summative assessment

• Foundation Stage Profile

• Tracking sheet

• End-of-year reports

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Assessing the Phases

Scenarios Activity

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Gap Task

• Look at the model for the daily teaching of phonics. Use this model to plan your phonic teaching for one week.

• Use the ‘Indicators of good practice: phonic work’ to assess the quality of phonic work in your school. (see yellow handout)

Be prepared to feedback your findings on

Day 2 of training.

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Choosing a phonics programme

The selected programme should be:• implemented with fidelity;• fully compatible with a broad, rich curriculum;• systematic, with a clearly defined and structured

progression;• delivered in discrete daily sessions at a brisk pace;• matched to children’s developing abilities;• underpinned by a synthetic approach to blending

phonemes in order all through a word to read it;• multi-sensory, encompassing various visual, auditory

and kinaesthetic activities.

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Choosing a phonics programme

The selected programme should:• make clear that blending and segmenting are

reversible processes;• offer clear guidance on how to assess progress to

inform next steps for learning;• offer guidance on how to adapt the programme for

children with SEN or who have missed earlier elements.

• make clear the importance of speaking and listening as the foundation for embarking on a systematic phonics programme;

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What ever phonics

programme is chosen, it is important to implement it with fidelity!

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Questions and Close