Rose report and phonics for

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Rose report and phonics for

• Foundation Stage and KS1

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What is phonics?

• Phonics consists of the skills of segmentation
  and blending, knowledge of the alphabetic code
  and understanding of the principles which
  underpin how the code is used in reading and
  spelling
• Phonemic awareness mainly oral, phonics mainly
  sound/spelling relationship and print orientated
• NLS p.4

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Definitions

• Phonemic awareness playing with sounds
• Is the understanding that a word is made up of a
  series of discrete sounds. Each of these sounds
  is called a phoneme.
• This awareness includes the ability to manipulate
  sounds in spoken words E.G initial sound
  substitution mat-sat-cat

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5 types of phonemic awareness tasks

• Rhymes and alliteration
• Rhyme, alliteration, assonance
• Oddity tasks
• Odd one out for beg, medial, final sounds
• Oral blending
• Syllables, onset and rime, phoneme by phoneme
• Oral segmentation
• Counting sounds
• Phonemic manipulation
• Substitution, deletion of initial, final phoneme,
  blend, syllable

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Phonological awareness

• Includes phonemic awareness and includes an
  awareness of word units larger than a phoneme
• Words within sentences
• Rhyming units within words
• Beginning and ending sounds within words
• Syllables within words
• Phonemes or sounds within words (phonemic
  awareness)
• Features of individual phonemes such as how the
  mouth, tongue, vocal cords, and teeth are used to
  produce the sound
• (Eldredge 1995 in Blevins 1998 p.28)

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Phonics is a tool through which we teach children
to

• Identify sounds in spoken words (phonemic
  awareness)
• Recognise common spellings for each phoneme
  (phoneme-grapheme correspondence)
• Blend phonemes into words for reading
• Segment words into phonemes for spelling

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A Phonics Quiz

• What is a phoneme?
• How many phonemes are in the word strap?
• a) What is a digraph? b) Give an example.
• a) What is a CVC? b) Give an example.
• Why has hiss got ss at the end (and not s)?
• Why has think got a k at the end (and not
  ck or c)?
• a) What is a trigraph? b) Give an example.
• How many phonemes are in the word twenty?
• Write down at least 4 different ways of
  representing /ae/.

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Current situation

• Research has always supported phonics within
  reading instruction but.
• Low achievement by boys
• Increasing gap between good readers and poor
  readers (PIRLES)
• NLS since 1998 and not the significant
  improvement envisaged
• Clackmannshire research
• Rose report

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Rose Report RecommendationsAspect 1 Best
Practice

• Clear guidance is needed on developing childrens
  speaking and listening skills
• High quality, systematic phonic work should be
  taught discretely.
• Phonics should be set within a broad and rich
  language curriculum that takes full account of
  developing the four interdependent strands of
  language.and enlarging childrens stock of
  words.
• Develop quality first teaching showing how
  robust assessment of childrens learning secures
  progression.

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Rose Report Recommendations Aspect 2 -
development of EYFS and renewal of literacy
framework

• High quality, systematic phonic work should start
  by the age of five, taking full account of
  professional judgments of childrens developing
  abilities
• Phonic work for young children should be
  multi-sensory in order to capture their interests
  and sustain motivation and reinforce learning
• EYFS and renewed literacy framework must be
  compatible
• Searchlights model of reading to be reconstructed

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Rose Report Recommendations Aspect 3 - provision
for children with significant literacy
difficulties

• Settings and schools should establish quality
  first teaching to minimise the risk of children
  falling behind. High quality phonic work should
  therefore be a priority
• Settings and schools should make sure that
  additional support and intervention is compatible
  with mainstream practice so that the gains made
  are sustained and built upon

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Rose Report Recommendations Aspect 4 -
Leadership and Management

• Headteachers and managers of settings should
• Prioritise phonic work and reflect this priority
  in professional development for staff
• Ensure that one member of staff leads on
  literacy
• Monitor the quality and consistency of phonic
  work
• Ensure that high-quality teaching of reading
  promotes better outcomes for children

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Some principles of best practice identified by
the report

• High quality systematic phonic work should be
  taught discretely and for most children begin by
  the age of five. The knowledge, skills and
  understanding that constitute high quality phonic
  work should be taught as the prime approach in
  learning to decode (to read) and encode (to
  write/spell) print.
• In practice, this means teaching relatively
  short, discrete daily sessions designed to
  progress from simple elements to the more complex
  aspects.
• Fidelity to a programme which conforms to the
  principles of best practice is a key to success
• High quality training is essential to ensure that
  practitioners are able to teach reading well, and
  phonics in particular.

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Activity
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Early Years Foundation Stage Effective teaching
requires

• Working in partnership with parents
• Promoting learning through planned experiences
  and activities that are challenging but
  achievable
• Practitioners who model a range of positive
  behaviour
• Using language that is rich and using correct
  grammar
• Using conversation and carefully framed
  questions
• Direct teaching of skills and knowledge

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Effective teaching requires cont.

• Children teaching each other all children can
  learn from each other
• Interacting with and supporting children in a way
  that positively affects the attitudes to
  learning
• Planning the indoor and outdoor environment
  carefully to provide a positive context for
  learning
• Using assessment to evaluate the quality of
  provision and practitioners training needs

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Best practice in FS1

• Plenty of music and dance- experimenting with
  different sounds, singing rhymes, and games,
  tongue twisters, rhythm
• Plenty of focussed language development
• Big play to develop arm movement and intricate
  activities to develop fine motor control
• Opportunities and purposes to play write
• Sharing books, hearing stories told and read

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Best practice in FS2

• FS1 best practice plus
• Daily play to develop letter knowledge in the
  context of segmenting and blending words
• Providing genuine and motivating opportunities
  for reading and writing specifically to put
  phonic knowledge into practice
• Continues focussed oral language development
• Children see reading and writing as exciting and
  worthwhile and are willing and able to read three
  letter words and write simple stories in which
  they generally spell the three letter words
  correctly and have a plausible attempt at more
  complex words

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Best practice in Year 1

• Continue to build childrens confidence in
  themselves as readers and writers by
• Practising blending and segmentation of adjacent
  consonants and systematically teaching long vowel
  phonemes and their various representations for
  spelling
• Teaching how to tackle two or more syllable words
  in reading and spelling
• Providing genuine and motivating opportunities
  for reading and writing specifically to put
  phonic knowledge into practice

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Coffee
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Local Data Implications

• Currently in Greenwich the children enter Year
  One with low FSP scores in Linking Sounds and
  Letters.
• The implication from this finding is that KS1
  teachers will need to look back and teach the
  children the FS phonic section of PWS that is not
  secure.
• It is important that as practitioners we do not
  make assumptions about the level of childrens
  phonic knowledge but rather that we are assessing
  the children against the whole phonic objectives.
  We need to know the boundaries of an individuals
  phonic knowledge.

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Critical Points

• It is vital for children to have covered these
  points in FS1/FS2 for them to be secure in making
  good progress in KS1.
• Language for Communication and Thinking Point 4.
  Listens with enjoyment to stories, songs, rhymes
  and poems, sustains attentive listening and
  responds with relevant comments, questions and
  actions.
• Language for Communication and Thinking Point 6.
• Interacts with others in a variety of contexts,
  negotiating plans and activities and taking turns
  in conversation.
• Linking Sounds and Letters Point 2
• Shows an awareness of rhyme and alliteration.
• Writing Point 3
• Represents some sounds correctly in writing

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High Expectations

• A principle of good phonics teaching is that
  practitioners are aware of the national
  expectations of childrens attainment.
• The ERDP has raised expectations of childrens
  attainment in FS2 and thereby the expected
  attainment of children in Year 2.

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Expectations for Year Groups
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Year 2 Spelling Exemplification

• Children that have mastered the skills/objectives
  in Step 7 should move onto The Spelling and
  Planning Exemplification for Year Two and Year
  Three.
• Provides an overview of the key teaching sequence
  using an ideal two week block.
• Demonstrates clearly how spelling is integrated
  into planning and teaching through structured
  units.
• Provides opportunities to revise the common
  representations of the long vowel phonemes.

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Year 2 Spelling Exemplification

• There are five units per term and each have been
  designed to be taught over two weeks.

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Cycle of Assessment

• It is important to be engaging in on-going
  assessment of the childrens phonic knowledge so
  that as teachers we can adapt the planning and
  teaching to the needs of the individual children.
  The ERDP states that regular monitoring of
  progress of children in phonics acquisition using
  assessments provided by the pilot (initial
  assessments taken at the beginning of the project
  and half termly thereafter)
• The ERDP has provided detailed tracking material
  on assessment (see handouts)
• This tracking sheet should be used across the
  areas of guided reading and writing as well as
  within specific phonics activities.

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Entitlement
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Teaching sequence

• Rotten
• Teachers
• Prepare
• Anything

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(No Transcript)
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lunch
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resources

• Play pips/ pws games
• Books
• Ideas
• Activity go back to steps and identify which ones
  would work for you and what they would do.

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Guided Reading and Phonic Knowledge

• Developing Phonics in FS and KS1

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Application Across the Curriculum

• The ERDP provides advice on how to apply the
  teaching of phonics within a broader curriculum.
• It is assumed that the application of phonics the
  segmenting and blending will be experienced and
  taught through guided reading and writing.

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Where in the Teaching Sequence?

• It is important that the children are given
  opportunities to apply their phonic skills
  through guided reading and writing.
• The guided sessions need to fit clearly within
  the revisit and review, teach, practise and apply
  sequence.

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Action plan