Renewed Framework (Literacy)

1. Renewed Framework(Literacy) • Background • Main Changes • Teaching Sequence • Implications

2. Main changes • Objectives aligned with 12 strands • Aligned with EYFS • Flexibility • Accommodates transition teaching • Speaking and listening included • Expectation that word recognition (decoding) stops by end of Key Stage1 • ICT integral part • E – framework and interactive planning tool. • Sequence for teaching writing is embedded.

3. The Rose ReportHeadlines • More attention needs to be given to speaking and listening from the outset. • High quality phonic work should be the prime approach for teaching children to read and spell words.

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

5. The Rose ReportHeadlines • Phonics should be set within a broad and rich language curriculum. • For most children, phonics teaching should start by the age of five subject to the professional judgement of teachers and practitioners.

6. The Rose ReportHeadlines • The EYFS and the renewed literacy framework must be compatible with each other- expectations about continuity and progression in phonic work must be expressed explicitly in the new guidance. • The reading searchlights model should be reconstructed to take full account of word recognition and language comprehension as distinct processes.

7. Reconstructing the Searchlights Model There is now considerable evidence to support the need for a clear distinction between… • 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.

8. Searchlight Model

9. + Good language comprehension, poor word recognition Good word recognition, good language comprehension - + Word recognition Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Language comprehension -

10. Familiarisation/analysis/deconstruction/ comprehension The Teaching Sequence Planning/ developing ideas/ using knowledge/ speaking and listening Teacher demonstration involving the three aspects Independent writing Refine, review and evaluate

11. For each year group. Narrative, non fiction and poetry. 3 Blocks Unit Teaching Sequence consisting of Phases

12. The Phases: Examples from Year2 Unit on Non-fiction. • Phase 1: Suggested period of time (5 days) Reading, retrieving and making notes. This phase makes links to other curriculum areas, activates prior knowledge and covers some sentence level work. Learning outcomes detailed.

13. Phase 2: Suggested period of time (3 days) • Listening, analysing and oral presentation Looks more closely at language and grammatical features. Children present an oral presentation using flow diagrams. Learning outcomes detailed

14. Phase 3: Suggested period of time (2 days) • Revisiting reading and revising. Going back to the genre in a little more detail. Examining diagrams. Learning outcomes detailed

15. Phase 4: Suggested period of time (5 days) • Writing and presenting. Time spent on modelling and demonstrating, independent writing and presentation. Final outcome detailed.

16. Implications, issues and challenges. • Discuss