Early Reading Early Reading DevelopmentDevelopment

Sheila HentallSheila HentallKym ScottKym Scott

Wednesday 18Wednesday 18thth October 2006 October 2006

Friday 20Friday 20thth October 2006 October 2006

Early Reading Early Reading DevelopmentDevelopment

Wednesday 18Wednesday 18thth October October

AimsAims

Update on recent developments.Update on recent developments. Clarify expectations on pace and Clarify expectations on pace and

progressionprogression Secure high quality learning and Secure high quality learning and

teaching of phonics.teaching of phonics. Support strategic leaders in planning Support strategic leaders in planning

for the effective implementation of the for the effective implementation of the recommendations of the Rose Reviewrecommendations of the Rose Review

The Rose ReviewThe Rose Review

“ “ It is no surprise to find that It is no surprise to find that the main ingredients for the main ingredients for success in the teaching of success in the teaching of beginner readers arebeginner readers are:: a well trained teaching force;a well trained teaching force; well designed, systematic programmes of work well designed, systematic programmes of work

that are implemented thoroughly;that are implemented thoroughly; incisive assessment of teaching and learning,incisive assessment of teaching and learning, and strong, supportive leadership”and strong, supportive leadership”

Rose on LeadershipRose on Leadership Time and again, successful improvement within Time and again, successful improvement within

schools and high standards of work are shown to schools and high standards of work are shown to depend on the strength and quality of leadership depend on the strength and quality of leadership …………

Therefore, it is very important for all settings and Therefore, it is very important for all settings and schools to make sure that at least one senior schools to make sure that at least one senior member of staff is fully able to take the lead on member of staff is fully able to take the lead on literacy, especially phonic work. literacy, especially phonic work.

Among other things, this must include an Among other things, this must include an overview, well informed by monitoring, of the overview, well informed by monitoring, of the total provision for literacy that can be drawn total provision for literacy that can be drawn upon to tackle inconsistent practice and deploy upon to tackle inconsistent practice and deploy resources to best effect. resources to best effect.

Beginning systematic phonics Beginning systematic phonics teachingteaching

Engaging young children in interesting andEngaging young children in interesting andworthwhile pre-reading activities paves theworthwhile pre-reading activities paves theway for the great majority to make a goodway for the great majority to make a goodstart on systematic phonic work by the agestart on systematic phonic work by the ageof five.of five.

All that said, the introduction of phonic work All that said, the introduction of phonic work should always be a matter for principled, should always be a matter for principled, professional judgement based on structured professional judgement based on structured observations and assessments of children’s observations and assessments of children’s capabilities.capabilities.

Formal Phonics Formal Phonics

The term ‘formal’ in the pejorative The term ‘formal’ in the pejorative sense in which phonic work is sense in which phonic work is sometimes perceived is by no means sometimes perceived is by no means a fair reflection of the active,multi-a fair reflection of the active,multi-sensory practice seen and advocated sensory practice seen and advocated by the review for starting young by the review for starting young children on the road to reading.children on the road to reading.

Letter namesLetter names

The teaching of letter names isThe teaching of letter names is often often left until after the sounds of letters have left until after the sounds of letters have been learned in the belief that it can be been learned in the belief that it can be confusing for children to have to learn confusing for children to have to learn both together. However, research both together. However, research indicates that children often learn letter indicates that children often learn letter names earlier than they learn letter names earlier than they learn letter sounds and that five year olds who know sounds and that five year olds who know more letter names also know more letter more letter names also know more letter sounds. sounds.

Decodable BooksDecodable Books

Such books can help children develop Such books can help children develop confidence and an appetite for reading.confidence and an appetite for reading.

The simple text in some recognised The simple text in some recognised favourite children's books can fulfil much favourite children's books can fulfil much the same function as that of decodable the same function as that of decodable books. Thus it may be possible to use books. Thus it may be possible to use these texts in parallel, or in place of them.these texts in parallel, or in place of them.

The use of decodable books should The use of decodable books should certainly not deny children access to certainly not deny children access to favourite books and stories at any stage.favourite books and stories at any stage.

Much turns on the quality of the Much turns on the quality of the decodable books availabledecodable books available..

Pace Pace The sequence should be such that children The sequence should be such that children

have every opportunity to acquire rapidly have every opportunity to acquire rapidly the necessary phonic knowledge and skills the necessary phonic knowledge and skills to read independently.to read independently.

‘ ‘Most of the letter-sound Most of the letter-sound correspondences, including the correspondences, including the consonant and vowel digraphs, can be consonant and vowel digraphs, can be taught in the space of a few months at taught in the space of a few months at the start of their first year at school.’the start of their first year at school.’

On Best PracticeOn Best Practice

…………teaching teaching relatively short, discrete relatively short, discrete daily sessionsdaily sessions,, designed to progress from designed to progress from simple elements to the more complex aspects simple elements to the more complex aspects of phonic of phonic knowledge, skills and knowledge, skills and understandingunderstanding.. The best teaching seen The best teaching seen during the review was during the review was at a brisk pace,at a brisk pace, fired fired children's interest, often by engaging them inchildren's interest, often by engaging them in multi-sensory activitiesmulti-sensory activities,, drew upon a drew upon a mix mix of stimulating resourcesof stimulating resources,, and made sure and made sure that they received praise for effort and that they received praise for effort and achievementachievement. .

Multi-sensory workMulti-sensory work

Multi-sensory activities featured Multi-sensory activities featured strongly in high quality phonic workstrongly in high quality phonic work

Multi-sensory approach almost always Multi-sensory approach almost always captured the interest of boys as well as captured the interest of boys as well as girls. A common feature of the best work girls. A common feature of the best work was that boys’ progress and was that boys’ progress and achievement did not lag behind that of achievement did not lag behind that of girls:girls:

ConclusionsConclusions

‘… ‘…the review has concluded the review has concluded that the case for that the case for systematic systematic phonicphonic work is overwhelming work is overwhelming and much strengthened by a and much strengthened by a synthetic approach.’synthetic approach.’

The Simple View The Simple View of Readingof Reading

A Conceptual Framework to A Conceptual Framework to Inform the Teaching of Inform the Teaching of

ReadingReading

The searchlight modelThe searchlight model

Grammaticalknowledge

Knowledge ofcontext

Word recognition and graphic knowledge

Phonics(sound and spelling)

Text

Slide 5Slide 5

The Simple View of reading The Simple View of reading – two distinct processes– two distinct processes

Word RecognitionWord Recognition a process by which a process by which

words on the page can words on the page can be recognised and be recognised and understoodunderstood

time limitedtime limited Learning to readLearning to read

Language Language comprehension comprehension

a process by which a process by which both texts and spoken both texts and spoken language are language are interpreted and interpreted and understoodunderstood

continues throughout continues throughout lifelife

Reading to learnReading to learn

The Simple View of The Simple View of readingreading

Word Recognition Word Recognition

to develop automaticityto develop automaticity

in reading words in reading words children:children:

Master the alphabetic code;Master the alphabetic code;

Apply their phonic Apply their phonic knowledge and skills to de knowledge and skills to de code and encode;code and encode;

Develop a store of familiar Develop a store of familiar words.words.

Word recognition is set Word recognition is set alongside alongside

Speaking and listeningSpeaking and listening

Phonemic awarenessPhonemic awareness

Vocabulary developmentVocabulary development

Language comprehensionLanguage comprehension

The Simple View of The Simple View of ReadingReading

The Early Reading The Early Reading Development PilotDevelopment Pilot

Early Reading Development Early Reading Development PilotPilotCarried out by PNS alongside Rose ReviewCarried out by PNS alongside Rose Review

Involved 180 schools in 18 LAsInvolved 180 schools in 18 LAs Trialled new approaches to using Playing Trialled new approaches to using Playing

With SoundsWith Sounds Focused on increasing the pace at which Focused on increasing the pace at which

phonics is taught, with a view to phonics is taught, with a view to progressing phonics more effectively in the progressing phonics more effectively in the Foundation StageFoundation Stage

Focussed not just on phonics, but onFocussed not just on phonics, but onimproving provision for Communication,improving provision for Communication,Language and Literacy in general within Language and Literacy in general within the pilotthe pilotschools. schools.

Findings of the final national review of the early Findings of the final national review of the early reading development pilot (as given at national reading development pilot (as given at national

conference 3/7/06)conference 3/7/06)• Children made greater than expected Children made greater than expected

progress in phonics and readingprogress in phonics and reading• Positive impact on children’s Personal, Positive impact on children’s Personal,

Social and Emotional developmentSocial and Emotional development• Evidence of impact on writingEvidence of impact on writing• Evidence of boys being more involved Evidence of boys being more involved

in self-initiated writing as a result of in self-initiated writing as a result of real and purposeful activitiesreal and purposeful activities

• EAL children making good progress in EAL children making good progress in phonics and reading and significantly in phonics and reading and significantly in vocabulary extension vocabulary extension

• Teachers in pilot were more Teachers in pilot were more knowledgeable and confident about how knowledgeable and confident about how to teach and apply phonics in reading to teach and apply phonics in reading and writing activitiesand writing activities

• Improved Assessment for Learning Improved Assessment for Learning practicespractices

• More opportunities being given to More opportunities being given to children to apply their phonic knowledgechildren to apply their phonic knowledge

• Children made significant progress Children made significant progress where there was Head Teacher support where there was Head Teacher support and effective Foundation Stage practice and effective Foundation Stage practice in placein place

As a result schools have reviewed and As a result schools have reviewed and raised their expectations of progress in raised their expectations of progress in phonic development, including the phonic development, including the impact on children at risk of impact on children at risk of underachievement and those with SENunderachievement and those with SEN

Practitioners reported that it is possible Practitioners reported that it is possible to focus on children’s development to focus on children’s development without compromising the wider without compromising the wider principles underpinning the Foundation principles underpinning the Foundation Stage curriculumStage curriculum

The phonic audit to identify priorities for The phonic audit to identify priorities for early reading development, and the early reading development, and the emphasis placed on tracking pupils’ emphasis placed on tracking pupils’ progress to match provision to need, were progress to match provision to need, were welcomed and seen as strengths in the welcomed and seen as strengths in the design of the pilotdesign of the pilot

These findings and those from the These findings and those from the Rose Review support the conclusion Rose Review support the conclusion that it is possible to start early that it is possible to start early phonic work whilst still giving phonic work whilst still giving children access to the full range of children access to the full range of learning and development learning and development opportunities in the Foundation opportunities in the Foundation StageStage

Pilot will continue this year, under Pilot will continue this year, under name CLLD. 10 schools in Lewisham name CLLD. 10 schools in Lewisham will be part of this. will be part of this.

Using findings of the ERDP Using findings of the ERDP and Rose to support and Rose to support

practicepractice

High quality, systematic phonic work High quality, systematic phonic work should be taught discretely. In should be taught discretely. In practice this means teaching relatively practice this means teaching relatively short, discrete daily sessions, with the short, discrete daily sessions, with the time distributed as judged best by the time distributed as judged best by the practitionerpractitioner

It should include a variety of related It should include a variety of related activities that advance learning activities that advance learning incrementally.incrementally.

Phonic work for young children should Phonic work for young children should be multi-sensory in order to capture be multi-sensory in order to capture their interests and sustain motivation their interests and sustain motivation and reinforce learningand reinforce learning

Rose Review 2006Rose Review 2006

‘‘The best teaching seen during the review was The best teaching seen during the review was at a brisk pace, fired children’s interest, often at a brisk pace, fired children’s interest, often by engaging them in multi-sensory activities, by engaging them in multi-sensory activities,

drew upon a mix of stimulating resources, and drew upon a mix of stimulating resources, and made sure that they received praise for effort made sure that they received praise for effort

and achievement.’and achievement.’Rose Review 2006Rose Review 2006

Discuss in pairsDiscuss in pairs

How does the teaching of phonics How does the teaching of phonics withinwithin

your school already incorporate theyour school already incorporate thefollowing points:following points: Multi-sensoryMulti-sensory Firing children’s interestsFiring children’s interests Drawing upon a mix of stimulating Drawing upon a mix of stimulating

resources?resources?

The ERDP pilot found that The ERDP pilot found that successful discrete phonics successful discrete phonics sessions incorporated these sessions incorporated these

elements:elements:

REVISIT AND REVIEWREVISIT AND REVIEW

TEACHTEACH

PRACTISEPRACTISE

APPLYAPPLY

PNS July 06PNS July 06

REVISIT AND REVIEWREVISIT AND REVIEW

Recently and previously learned Recently and previously learned phonemephoneme

grapheme correspondences, or blendinggrapheme correspondences, or blending

and segmenting skills as appropriate.and segmenting skills as appropriate.

This should be a very brief recap of This should be a very brief recap of recentlyrecently

learned skills and knowledge learned skills and knowledge

TEACHTEACH

New phoneme-grapheme New phoneme-grapheme correspondences;correspondences;

Skills of blending and segmenting.Skills of blending and segmenting.

A brief, interactive game or activity toA brief, interactive game or activity to

introduce new skills and knowledge introduce new skills and knowledge

PRACTISEPRACTISE

New phoneme-grapheme New phoneme-grapheme correspondences;correspondences;

Skills of blending and segmenting.Skills of blending and segmenting.

Another brief game or activity whichAnother brief game or activity which

provides an opportunity to practise provides an opportunity to practise thesethese

skills and knowledgeskills and knowledge

APPLYAPPLY

New knowledge and skills whileNew knowledge and skills whilereading/writingreading/writing

A brief experience which provides anA brief experience which provides anopportunity for children to see how the newopportunity for children to see how the newlearning can be applied and contextualised eglearning can be applied and contextualised egby the practitioner writing a short sentenceby the practitioner writing a short sentencethat includes a CVC word, or by children that includes a CVC word, or by children

reading areading aphrase or short sentence that is phonically phrase or short sentence that is phonically

decodable.decodable.

DVD – example of a direct DVD – example of a direct teaching sessionteaching session

While watching the DVD, note where While watching the DVD, note where the adult does each of the four the adult does each of the four elements with the children:elements with the children:

Revisit and ReviewRevisit and Review TeachTeach PractisePractise ApplyApply

‘‘Practitioners and teachers must Practitioners and teachers must exercise professional exercise professional

judgements about organising judgements about organising teaching groups to provide teaching groups to provide

optimum conditions for optimum conditions for learning. In these respects, good learning. In these respects, good practice in phonic work simply practice in phonic work simply

reflects good practice in general’reflects good practice in general’Rose ReviewRose Review

Paving the way Paving the way

Getting ready for Getting ready for phonicsphonics

‘‘The introduction of phonic work The introduction of phonic work should always be a matter for should always be a matter for

principled, professional judgement, principled, professional judgement, based on structured observations and based on structured observations and

assessments of children’s assessments of children’s capabilities’capabilities’

Rose Review March 2006Rose Review March 2006‘‘Practitioners who know the Practitioners who know the

children they teach are able to children they teach are able to judge when…children are able to judge when…children are able to

distinguish between sounds distinguish between sounds sufficiently to do some direct sufficiently to do some direct

teaching of letter/sound teaching of letter/sound correspondence (phonics)’correspondence (phonics)’

Draft EYFS Framework May Draft EYFS Framework May 20062006

Discuss in pairsDiscuss in pairs

What knowledge and What knowledge and skills need to be in skills need to be in place in order for a place in order for a child to be ready to child to be ready to

begin on a ‘structured begin on a ‘structured phonics programme’?phonics programme’?

‘‘Obviously, developing Obviously, developing children’s positive attitudes to children’s positive attitudes to literacy, in the broadest sense literacy, in the broadest sense from the earliest stage is very from the earliest stage is very important…exploiting play, important…exploiting play, story, songs and rhymes and story, songs and rhymes and providing lots of opportunities , providing lots of opportunities , and time, to talk with children and time, to talk with children about their experiences and about their experiences and feelings’feelings’

Rose ReviewRose Review

‘‘Far more attention needs to be Far more attention needs to be given, right from the start, to given, right from the start, to promoting speaking and promoting speaking and listening skills, to make sure listening skills, to make sure that children build a good stock that children build a good stock of words, learn to listen of words, learn to listen attentively and to speak attentively and to speak confidently and clearly’confidently and clearly’

Rose ReviewRose Review

Learning and Teaching Learning and Teaching Communication, Language Communication, Language and Literacy in the Early and Literacy in the Early Years Foundation StageYears Foundation Stage

Phonological awarenessPhonological awareness Ability to hear and discriminate general Ability to hear and discriminate general

sounds, speech sounds and patternssounds, speech sounds and patterns Awareness of rhyme, rhythm and alliterationAwareness of rhyme, rhythm and alliteration Understanding that words are composed of Understanding that words are composed of

sounds/phonemessounds/phonemesTHROUGH:THROUGH:Singing songsSinging songsResponding to musicResponding to musicListening to rhymesListening to rhymesPlaying listening, rhyming, rhythmic and Playing listening, rhyming, rhythmic and

alliterativealliterativegamesgamesHearing rhyming, rhythmic and alliterative Hearing rhyming, rhythmic and alliterative

storiesstoriesGeneral speaking and listening experiencesGeneral speaking and listening experiences

Training day 29Training day 29thth November November

Linking sounds to letters – the Linking sounds to letters – the earlyearly

stagesstages

Pack from this training Pack from this training available:available:

Games to support phonologicalGames to support phonological

awarenessawareness

Assessing children’s Assessing children’s phonics skills and phonics skills and

knowledgeknowledge

Practitioners should assess, in Practitioners should assess, in meaningful ways:meaningful ways:

Recognition of letters (and groups of Recognition of letters (and groups of letters, such as digraphs)letters, such as digraphs)

The ability to sound out phonemesThe ability to sound out phonemes The ability to hear and blend phonemesThe ability to hear and blend phonemes The reading of phonetically regular The reading of phonetically regular

wordswords The reading of some irregular wordsThe reading of some irregular words Teaching should then be adapted to take Teaching should then be adapted to take

account of the outcomes of this account of the outcomes of this assessment.assessment.

‘‘Assessment during the Assessment during the Foundation Stage should take Foundation Stage should take full account of well informed full account of well informed observations of children’s early observations of children’s early language development’language development’

Rose Review Rose Review 20062006

‘‘Schedules, routines and activities Schedules, routines and activities MUST flow with the child’s needs, MUST flow with the child’s needs, with practitioners planning for with practitioners planning for individual children using sensitive individual children using sensitive observational assessment. observational assessment.

THERE MUST BE NO TESTS FOR THERE MUST BE NO TESTS FOR CHILDREN AT ANY STAGE WITHIN CHILDREN AT ANY STAGE WITHIN EYFS.’EYFS.’

Draft Early Years Foundation Stage FrameworkDraft Early Years Foundation Stage Framework

May 2006May 2006

Assessment for learning is Assessment for learning is most effective when:most effective when:

it takes account of the importance of it takes account of the importance of learner motivationlearner motivation

it is sensitive and constructiveit is sensitive and constructive effective feedback is provided to effective feedback is provided to

childrenchildren it develops learners’ capacity for self-it develops learners’ capacity for self-

assessmentassessment teaching is adjusted to take account of teaching is adjusted to take account of

the results of assessmentthe results of assessment

Example of an assessment Example of an assessment sheet for direct teaching sheet for direct teaching

sessionsession Practitioners should continue to make Practitioners should continue to make

both spontaneous and planned both spontaneous and planned observational jottings around children’s observational jottings around children’s significant achievementssignificant achievements

This sheet should be used for direct This sheet should be used for direct teaching (adult focus) sessions onlyteaching (adult focus) sessions only

It should be used to help to plan the next It should be used to help to plan the next steps in learning for each child and may steps in learning for each child and may feed into a class progress tracking sheet feed into a class progress tracking sheet for phonicsfor phonics

Progression and pace Progression and pace in the teaching of in the teaching of

phonicsphonicsPhasesPhasesPhonic progress Phonic progress tracking sheettracking sheet

Discuss in pairsDiscuss in pairs

Look at the phonic phases within Look at the phonic phases within the outline of progression in your the outline of progression in your packs, focusing particularly on packs, focusing particularly on phases two and three.phases two and three.

How do these expectations How do these expectations compare with your school’s compare with your school’s current end of reception current end of reception expectations?expectations?