Early Reading Development Sheila Hentall Kym Scott

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Early Reading DevelopmentSheila HentallKym
Scott

• Wednesday 18th October 2006
• Friday 20th October 2006

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Early Reading Development

• Wednesday 18th October

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Aims

• Update on recent developments.
• Clarify expectations on pace and progression
• Secure high quality learning and teaching of
  phonics.
• Support strategic leaders in planning for the
  effective implementation of the recommendations
  of the Rose Review

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The Rose Review

• It is no surprise to find that the main
  ingredients for success in the teaching of
  beginner readers are
• a well trained teaching force
• well designed, systematic programmes of work that
  are implemented thoroughly
• incisive assessment of teaching and learning,
• and strong, supportive leadership

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Rose on Leadership

• Time and again, successful improvement within
  schools and high standards of work are shown to
  depend on the strength and quality of leadership
  
• Therefore, it is very important for all settings
  and schools to make sure that at least one senior
  member of staff is fully able to take the lead on
  literacy, especially phonic work.
• Among other things, this must include an
  overview, well informed by monitoring, of the
  total provision for literacy that can be drawn
  upon to tackle inconsistent practice and deploy
  resources to best effect.

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Beginning systematic phonics teaching

• Engaging young children in interesting and
• worthwhile pre-reading activities paves the
• way for the great majority to make a good
• start on systematic phonic work by the age
• of five.
• All that said, the introduction of phonic work
  should always be a matter for principled,
  professional judgement based on structured
  observations and assessments of childrens
  capabilities.

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Formal Phonics

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

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Letter names

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

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Decodable Books

• Such books can help children develop confidence
  and an appetite for reading.
• The simple text in some recognised favourite
  children's books can fulfil much the same
  function as that of decodable books. Thus it may
  be possible to use these texts in parallel, or in
  place of them.
• The use of decodable books should certainly not
  deny children access to favourite books and
  stories at any stage.
• Much turns on the quality of the decodable books
  available.

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Pace

• The sequence should be such that children have
  every opportunity to acquire rapidly the
  necessary phonic knowledge and skills to read
  independently.
• Most of the letter-sound correspondences,
  including the consonant and vowel digraphs, can
  be taught in the space of a few months at the
  start of their first year at school.

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On Best Practice

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

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Multi-sensory work

• Multi-sensory activities featured strongly in
  high quality phonic work
• Multi-sensory approach almost always captured the
  interest of boys as well as girls. A common
  feature of the best work was that boys progress
  and achievement did not lag behind that of girls

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Conclusions

• the review has concluded that the case for
  systematic phonic work is overwhelming and much
  strengthened by a synthetic approach.

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The Simple View of Reading

• A Conceptual Framework to Inform the Teaching of
  Reading

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The searchlight model
Phonics (sound and spelling)
Grammaticalknowledge
Knowledge ofcontext
Text
Word recognition and graphic knowledge
Slide 5
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The Simple View of reading two distinct
processes

• Word Recognition
• a process by which words on the page can be
  recognised and understood
• time limited
• Learning to read

• Language comprehension
• a process by which both texts and spoken language
  are interpreted and understood
• continues throughout life
• Reading to learn

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The Simple View of reading

• Word Recognition
• to develop automaticity
• in reading words children
• Master the alphabetic code
• Apply their phonic knowledge and skills to de
  code and encode
• Develop a store of familiar words.

• Word recognition is set alongside
• Speaking and listening
• Phonemic awareness
• Vocabulary development
• Language comprehension

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The Simple View of Reading
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• The Early Reading Development Pilot

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Early Reading Development Pilot

• Carried out by PNS alongside Rose Review
• Involved 180 schools in 18 LAs
• Trialled new approaches to using Playing With
  Sounds
• Focused on increasing the pace at which phonics
  is taught, with a view to progressing phonics
  more effectively in the Foundation Stage
• Focussed not just on phonics, but on
• improving provision for Communication,
• Language and Literacy in general within the
  pilot
• schools.

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Findings of the final national review of the
early reading development pilot (as given at
national conference 3/7/06)

• Children made greater than expected progress in
  phonics and reading
• Positive impact on childrens Personal, Social
  and Emotional development
• Evidence of impact on writing
• Evidence of boys being more involved in
  self-initiated writing as a result of real and
  purposeful activities

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• EAL children making good progress in phonics and
  reading and significantly in vocabulary extension
  
• Teachers in pilot were more knowledgeable and
  confident about how to teach and apply phonics in
  reading and writing activities
• Improved Assessment for Learning practices
• More opportunities being given to children to
  apply their phonic knowledge
• Children made significant progress where there
  was Head Teacher support and effective
  Foundation Stage practice in place

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• As a result schools have reviewed and raised
  their expectations of progress in phonic
  development, including the impact on children at
  risk of underachievement and those with SEN
• Practitioners reported that it is possible to
  focus on childrens development without
  compromising the wider principles underpinning
  the Foundation Stage curriculum
• The phonic audit to identify priorities for early
  reading development, and the emphasis placed on
  tracking pupils progress to match provision to
  need, were welcomed and seen as strengths in the
  design of the pilot

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• These findings and those from the Rose Review
  support the conclusion that it is possible to
  start early phonic work whilst still giving
  children access to the full range of learning and
  development opportunities in the Foundation Stage
• Pilot will continue this year, under name CLLD.
  10 schools in Lewisham will be part of this.

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• Using findings of the ERDP and Rose to support
  practice

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• High quality, systematic phonic work should be
  taught discretely. In practice this means
  teaching relatively short, discrete daily
  sessions, with the time distributed as judged
  best by the practitioner
• It should include a variety of related activities
  that advance learning incrementally.
• Phonic work for young children should be
  multi-sensory in order to capture their interests
  and sustain motivation and reinforce learning
• Rose Review 2006

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The best teaching seen during the review was at
a brisk pace, fired childrens interest, often by
engaging them in multi-sensory activities, drew
upon a mix of stimulating resources, and made
sure that they received praise for effort and
achievement. Rose Review 2006
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Discuss in pairs

• How does the teaching of phonics within
• your school already incorporate the
• following points
• Multi-sensory
• Firing childrens interests
• Drawing upon a mix of stimulating resources?

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• The ERDP pilot found that successful discrete
  phonics sessions incorporated these elements
• REVISIT AND REVIEW
• TEACH
• PRACTISE
• APPLY
• PNS July 06

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• REVISIT AND REVIEW
• Recently and previously learned phoneme
• grapheme correspondences, or blending
• and segmenting skills as appropriate.
• This should be a very brief recap of recently
• learned skills and knowledge

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TEACH

• New phoneme-grapheme correspondences
• Skills of blending and segmenting.
• A brief, interactive game or activity to
• introduce new skills and knowledge

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PRACTISE

• New phoneme-grapheme correspondences
• Skills of blending and segmenting.
• Another brief game or activity which
• provides an opportunity to practise these
• skills and knowledge

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APPLY

• New knowledge and skills while
• reading/writing
• A brief experience which provides an
• opportunity for children to see how the new
• learning can be applied and contextualised eg
• by the practitioner writing a short sentence
• that includes a CVC word, or by children reading
  a
• phrase or short sentence that is phonically
  decodable.

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DVD example of a direct teaching session

• While watching the DVD, note where the adult
  does each of the four elements with the children
• Revisit and Review
• Teach
• Practise
• Apply

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• Practitioners and teachers must exercise
  professional judgements about organising teaching
  groups to provide optimum conditions for
  learning. In these respects, good practice in
  phonic work simply reflects good practice in
  general
• Rose Review

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• Paving the way
• Getting ready for phonics

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The introduction of phonic work should always
be a matter for principled, professional
judgement, based on structured observations and
assessments of childrens capabilities Rose
Review March 2006

• Practitioners who know the children they teach
  are able to judge whenchildren are able to
  distinguish between sounds sufficiently to do
  some direct teaching of letter/sound
  correspondence (phonics)
• Draft EYFS Framework May 2006

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Discuss in pairs

• What knowledge and skills need to be in place in
  order for a child to be ready to begin on a
  structured phonics programme?

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• Obviously, developing childrens positive
  attitudes to literacy, in the broadest sense from
  the earliest stage is very importantexploiting
  play, story, songs and rhymes and providing lots
  of opportunities , and time, to talk with
  children about their experiences and feelings
• Rose Review

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

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

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Phonological awareness

• Ability to hear and discriminate general sounds,
  speech sounds and patterns
• Awareness of rhyme, rhythm and alliteration
• Understanding that words are composed of
  sounds/phonemes
• THROUGH
• Singing songs
• Responding to music
• Listening to rhymes
• Playing listening, rhyming, rhythmic and
  alliterative
• games
• Hearing rhyming, rhythmic and alliterative
  stories
• General speaking and listening experiences

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• Training day 29th November
• Linking sounds to letters the early
• stages
• Pack from this training available
• Games to support phonological
• awareness

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Assessing childrens phonics skills and knowledge
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Practitioners should assess, in meaningful ways

• Recognition of letters (and groups of letters,
  such as digraphs)
• The ability to sound out phonemes
• The ability to hear and blend phonemes
• The reading of phonetically regular words
• The reading of some irregular words
• Teaching should then be adapted to take account
  of the outcomes of this assessment.

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• Assessment during the Foundation Stage should
  take full account of well informed observations
  of childrens early language development
• Rose Review 2006

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• Schedules, routines and activities MUST flow
  with the childs needs, with practitioners
  planning for individual children using sensitive
  observational assessment.
• THERE MUST BE NO TESTS FOR CHILDREN AT ANY STAGE
  WITHIN EYFS.
• Draft Early Years Foundation Stage Framework
• May 2006

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Assessment for learning is most effective when

• it takes account of the importance of learner
  motivation
• it is sensitive and constructive
• effective feedback is provided to children
• it develops learners capacity for
  self-assessment
• teaching is adjusted to take account of the
  results of assessment

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Example of an assessment sheet for direct
teaching session

• Practitioners should continue to make both
  spontaneous and planned observational jottings
  around childrens significant achievements
• This sheet should be used for direct teaching
  (adult focus) sessions only
• It should be used to help to plan the next steps
  in learning for each child and may feed into a
  class progress tracking sheet for phonics

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• Progression and pace in the teaching of phonics
• Phases
• Phonic progress tracking sheet

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Discuss in pairs

• Look at the phonic phases within the outline of
  progression in your packs, focusing particularly
  on phases two and three.
• How do these expectations compare with your
  schools current end of reception expectations?