The Renewed Framework for Literacy Implementation through phonics Spring 2007

1. The Renewed Framework for Literacy Implementation through phonics Spring 2007

2. Objectives • To discuss national and local expectations in relation to early literacy • To provide an overview of the renewed literacy framework, focusing on the clarity of progression it provides • To explore ways of assessing and tracking pupil progress in phonics to strengthen AfL • To introduce the interim task

3. Phonics • Schools wishing to revisit phonics in the light of • the Rose recommendations. • Schools with low FSP (below point 6) scores in • Linking Sounds and Letters, Reading and Writing. • Schools with low KS1 attainment; declining KS1 • attainment; below the Dorset average (88.3%) for • level 2+ reading; lack of impact on level 2b.

4. Phonics • LA Training Day 1 • (Pace & progression) • data analysis • expectations • AfL • overview of the literacy curriculum • progression within a strand • tracking • preparation for PDM2

5. Phonics • LA Training Day 2 • (Strengthening Pedagogy) • speaking and listening • model of early reading • ‘The simple view of reading’ • application of phonics • preparation for PDM3 • LA Training Day 3 • (Review and Evaluation) • Feedback on progress • Identifying further CPD needs • Models for monitoring and evaluation • Next steps/action planning • Preparation for PDM4

6. Session 1 Expectations

7. Foundation Stage Profile data Look at your school data for 2006, particularly for Linking Sounds and Letters, Reading and Writing. Look at KS1 data for Reading and Writing For your school: • What are the strengths? • What are the areas for future development? • Is this analysis reflected in your findings from the audits undertaken?

8. Session 2 Overview of the Literacy curriculum

9. The strands • Speaking • Listening and responding • Group discussion and interaction • Drama

10. The strands • Word recognition • Word structure and spelling • Understand and interpret texts • Engaging with and responding to texts

11. The strands • Creating and shaping texts • Text structure and organisation • Sentence structure and punctuation • Presentation

12. Consider With reference to the 12 strands, Where has the focus been within your school? Where may you need to review practice?

13. June evaluation of ERDp: outcomes for children • Clear and detailed evidence of children’s progress and achievement both in terms of their early reading and writing development and their personal, social and emotional well-being • Children are making greater progress than expected in phonics and reading • Evidence of impact on writing • Evidence of boys being more involved as a result of real and purposeful activities and in self initiated writing • EAL children making good progress • Earlier identification of difficulties due to sharper assessment

14. June evaluation of ERDp: school level outcomes • Practitioners are more knowledgeable and confident about how to teach and apply phonics in reading and writing activities • Improved assessment for learning practices • More opportunities being provided for children to apply their phonic knowledge • Children made significant progress where there was both headteacher involvement and effective FS practice in place

15. A close up look at strand 5 in FS Objective Read and write one grapheme for each of the 44 phonemes Link to ERDp – how were expectations and attainment raised through improved teaching and learning?

16. Jim Rose

17. Synthetic phonics ‘Synthetic phonics refers to an approach to the teaching of reading in which the phonemes [sounds] associated with particular graphemes [letters] are pronounced in isolation and blended together (synthesised). For example, children are taught to take a single-syllable word such as cat apart into its three letters, pronounce a phoneme for each letter in turn /k, æ, t/, and blend the phonemes together to form a word. Synthetic phonics for writing reverses the sequence: children are taught to say the word they wish to write, segment it into its phonemes and say them in turn, for example /d, o, g/, and write a grapheme for each phoneme in turn to produce the written word, dog.’ Definition adopted by the Rose Report

18. Strand 5 Word recognition FS • Explore and experiment with sounds, words and text • Link sounds to letters, naming and sounding the letters of the alphabet • Use a pencil and hold it effectively to form recognisable letters, most of which are formed correctly • Hear and say sounds in words in the order in which they occurThe wording of this objective may change depending upon the outcomes of the consultation on changes to the Early Learning Goals pending parliamentary approval.

19. Strand 5 Word recognition FS • Read simple words by sounding out and blending the phonemes all through the word from left to rightChildren move from reading simple consonant-vowel-consonant (CVC) words such as 'cat' and bus to longer CCVC words such as 'clap' and 'stop', and CVCC words as 'fast' and 'milk' • Use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words • Read a range of familiar and common words and simple sentences independently • Read texts compatible with their phonic knowledge and skills • Read and write one grapheme for each of the 44 phonemes

20. CVC ??? p i g c h i c k s h i p c a r b o y c o w f i l l w h i p s o n g f o r d a y m i s s w h i z z huff

21. Examples of CCVC, CVCC, CCCVC and CCVCC b l a c k s t r o ng c c v c c c c v c f e l t b l a n k c v c c c c v c c

22. Strand 5 Word recognition Y1 • Recognise and use alternative ways of pronouncing the graphemes already taught, for example, that the grapheme 'g' is pronounced differently in 'get' and 'gem'; the grapheme 'ow' is pronounced differently in 'how' and 'show' • Recognise and use alternative ways of spelling the phonemes already taught, for example that the /ae/ sound can be spelt with 'ai', 'ay' or 'a-e'; that the /ee/ sound can also be spelt as 'ea' and 'e'; and begin to know which words contain which spelling alternatives • Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills

23. Strand 5 Word recognition Y1 • Recognise automatically an increasing number of familiar high frequency words • Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable • Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words • Read and spell phonically decodable two-syllable and three-syllable words

24. Strand 5 Word recognition Y2 • Read independently and with increasing fluency longer and less familiar texts • Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns • Know how to tackle unfamiliar words that are not completely decodable • Read and spell less common alternative graphemes including trigraphs • Read high and medium frequency words independently and automatically

25. Task • Select a core aspect from each of Speaking & Listening, Reading and Writing. • Note the progression from FS to Y6 • What are the emerging issues and implications for your school?

26. Session 3 Assessment and tracking pupil progress

27. Effective Assessment Practice • Information from on-going teaching and learning is used to make periodic summative judgements • Teachers use a range of approaches to assessment matching them to the pupil, and the nature of the learning • Information gained from assessment informs differentiation and is used to adjust planning to meet the needs of each pupil

28. Effective Assessment Practice • Assessment is build into planning and is integral to on-going teaching and learning • There is a balance between and integration of assessment for learning and assessment of learning

29. Assessment of Early Reading Consider the range of strategies used in your school. • Questioning • Observing • Discussing • Analysing • Checking children’s understanding Which strategies could be further developed?

30. Guided reading • Book introduction • Strategy check • Independent reading • Returning and responding to the text

31. In the earlier stages, the teacher: • focuses on the skill of blending to decode; • places planned and incidental emphasis on phonics; • draws attention to unfamiliar ideas making links with experience where possible; • draws attention to key vocabulary including high frequency words and new words or structure; • probes understanding and encourages reading for meaning.

32. “Guided reading is a wonderful opportunity for teachers and learners to engage with texts in the most personalised way. It deserves the best possible planning for the best possible return on the investment of precious time.”

33. Session 4 Nearly there!

34. Gap task Decide on area of focus for the school. E.g. assessment of reading; teaching of phonics; teachers’ understanding of age-related expectations; rates of pupil progress. Think about how you plan to audit practice/teaching/assessment/provision and how this will link to your SDP.

35. Preparation for PDM2 Using identified strand and focus group children, consider implications for planning and assessment. ·Where are they now? ·Where should they be? ·What are the barriers? ·How do we get them there? Next steps – personal actions, further CPD, monitoring and evaluation.