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Leadership and Monitoring of Phonics learning and teaching Kingsgate Conference Centre, 20th March 2015 Leadership and Monitoring of Phonics learning and teaching Sue Howard Learning and Teaching Adviser (Literacy) Aims To support leaders in developing and embedding the following: -closing the attainment gap for specific groups -phonic subject knowledge and progression in phonics -What does good teaching and learning look like? -tracking progress in phonics and using effective intervention programmes -administering and monitoring the phonics screening check bildungsroman temerarious chungkingosaurus quaquaversal chighear strairey thoorare clydge Narrowing the Gaps to National in Phonics Narrowing the Gaps to National in Phonics School Improvement Team Improvement Plan for Phonics 2014/15 (linked to the yearly school improvement plan for improving literacy) Aim: To improve achievement in phonics through improved leadership, teaching and learning Success Criteria: Improved leadership and management of phonics and reading, supported by improved outcomes Achievement - gap to national similar groups are further closed for identified groups by July 2015: o All to be less than 6ppts (currently 8ppts) o FSM to be less than 6ppts (currently 7ppts) o EAL to be less than 8ppts (currently 12ppts) o EFL to be less than 4ppts (currently 5ppts) o White British to be less than 4ppts (currently 5ppts) o OWB to be less than 15ppts (2013 20ppts) o Pakistani Heritage to be less than 12ppts (2013 14ppts) Teaching of phonics to be judged good overall and no inadequate teaching identified by the end of the year Narrowing the Gaps to National in Phonics What would be your school’s priorities from the phonics action plan? Phonics Subject Knowledge and Progression Phonics Subject Knowledge and Progression Articulation and technical vocabulary Phonics Subject Knowledge and Progression Phase 1 (continuous through Phases 2 – 6) Children: • Enjoy rhyme and alliteration • Can distinguish between sounds • Explore and experiment with sounds and words • Orally blend and segment phonemes Birth onwards – usually preschool and Reception + Phonics Subject Knowledge and Progression Children working at Phase 2 Know 19 consonants and vowels and can blend and segment them into CVC words Reception - typical duration 6 weeks CVC or not? pot church boy taught thorn day head chick fair down wheel for dear shirt CVC or not? pot church boy taught thorn day head chick fair down wheel for dear shirt Phonics Subject Knowledge and Progression Children working at Phase 3 • Are learning one way of writing each of the 43 phonemes, including digraphs • Are beginning to read and spell two syllable words and captions Reception - typical duration: Up to 12 weeks Phonics Subject Knowledge and Progression Children working at Phase 4 • Can blend adjacent consonants in words for reading, e.g. spoon, pink, fright • Can hear and segment adjacent consonants for writing Usually taught with Phase 3 at end of YR & Phase 5 in Y1 Phonics Subject Knowledge and Progression Children working at Phase 5 • Are learning alternative ways of pronouncing and spelling the long vowel phonemes, e.g. ay, ae, ae, ai, a, • Can read phonetically decodable two and three syllable words, e.g. frogspawn, shopkeeper and spell complex words using phonetically plausible attempts • Can blend to read quickly and independently Throughout Year One Long and Short Vowels Activity: Sort the body parts into words with long and short vowels Which of these words contain a split digraph? time made spike have come bride some shine Which of these words contain a split digraph? time made spike have come bride some shine Phonics Subject Knowledge and Progression Children working at Phase 6 • Can apply phonic skills and knowledge to recognise and spell an increasing number of complex words • Are secure with less common grapheme /phoneme correspondences, e.g. s/zh in vision • Can recognise phonic irregularities • Read and write with increasing fluency and accuracy Throughout Year Two (although teaching of spelling continues well into KS2) Phonics Subject Knowledge and Progression Year 1 English Overview Reading – Word Recognition Writing - Transcription Pupils should be taught to: Spelling (see English Appendix 1) apply phonic knowledge and skills as the route to decode words Pupils should be taught to: respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes spell: words containing each of the 40+ phonemes already taught common exception words the days of the week name the letters of the alphabet: naming the letters of the alphabet in order using letter names to distinguish between alternative spellings of the same sound read accurately by blending sounds in unfamiliar words containing GPCs that have been taught read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings read other words of more than one syllable that contain taught GPCs add prefixes and suffixes: read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words using the prefix un– using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] apply simple spelling rules and guidance, as listed in English Appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. re-read these books to build up their fluency and confidence in word reading. Year 2 English Overview Reading – Word Recognition Writing - Transcription Pupils should be taught to: Spelling (see English Appendix 1) continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent Pupils should be taught to: spell by: read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly read accurately words of two or more syllables that contain the same graphemes as above learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones read words containing common suffixes learning to spell common exception words read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word learning to spell more words with contracted forms learning the possessive apostrophe (singular) [for example, the girl’s book] read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered distinguishing between homophones and near-homophones read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly apply spelling rules and guidance, as listed in English Appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far. re-read these books to build up their fluency and confidence in word reading. Teaching Sequence Observing Discrete Phonics Phonics – a non-negotiable Tracking Progress Tracking Progress Intervention Phonics Counts • a teacher-led reading intervention with support from a teaching assistant • for children in Years 1 to 3 who have the greatest difficulties with reading • based on systematic synthetic phonics within a balanced approach to reading • developed by Edge Hill University 29 Phonics Counts outcomes 2013 /14 Impact on children • 78 children in Years 1 – 3 took part in Phonics Counts in 24 schools in 7 local authorities. They received an average of 42 lessons from a teacher and 20 support sessions from a TA over 4.7 months. • Standardised reading tests showed that: they made an average Reading Age gain of 14 months – over 3 times the expected rate of progress this gain was consistent across both phonics and the reading of whole sentences their comprehension scores more than doubled they gained an estimated 4.2 National Curriculum points class teachers said that every child showed more confidence and interest in reading at the end of the programme Project X CODE • a reading intervention delivered by a trained teaching assistant or a teacher • for children in Years 2 to 4 who need a helping hand with reading • highly motivational books and resources published by Oxford University Press • training developed by Edge Hill University Project X CODE outcomes 2013 158 children in 31 schools that received training had an average of 39 sessions over 4 months. • they made an average Reading Age gain of 13.4 months - over 70% more than the gain achieved without training • their comprehension scores doubled - over three times the gain achieved without training • they gained an estimated 2 National Curriculum sublevels “It was noticeable how children began to change their foremost strategy in solving unknown words – from guessing, using the initial letter to blending right through the word.” Primary School Phonics Screening Check Phonics Screening Check Phonics Screening Check Phonics Screening Check Phonics Screening Check Phonics Screening Check Phonics Screening Check Phonics Screening Check Phonics Screening Check y-or-n t-a-b th–r-a-ng Phonics Screening Check Phonics Screening Check Phonics Screening Check Raise Online: Phonics Screening Check Raise Online: Application of Phonics Application of Phonics My Spelling Journal Reading the Next Steps Sets out four strategies, one of which is: • the Phonics Partnership Grant Programme - a £10,000 grant for good schools to support other schools with phonics teaching. https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/409409/Reading_the_next_steps.pdf CPD Opportunities Year 1 Phonic Screening Check Workshops: Wednesday 22nd April 4.00 – 5.30pm Thursday 23rd April 4.00 – 5.30pm Northminster House Contact Details Sue Howard: 01733 863717 Lesley Kelly: 01733 863723 [email protected] [email protected]