Early Reading and Phonics. Objectives To share key messages from Rose Review To identify...
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Transcript of Early Reading and Phonics. Objectives To share key messages from Rose Review To identify...
Early Reading and PhonicsEarly Reading and Phonics
ObjectivesObjectives
• To share key messages from Rose Review• To identify implications for teaching of early
reading• To support knowledge and understanding
about early literacy• To provide support in implementing the
recommendations of the Rose Review
Key MessagesKey Messages
• Systematic and discrete phonics should be the first strategy taught to all children learning to read
• Fidelity to a programme• Majority of children should start phonics “by
the age of 5”• Developing positive attitudes to literacy along
with parents and carers
Key messages (continued)Key messages (continued)
• Phonics should be fun, multi-sensory and set within a broad and language rich curriculum
• Importance of quality first teaching with systematic approach to early intervention
• Commitment of school leaders essential• High quality training• Reconstruction of the searchlights model
Implications for teaching of early readingImplications for teaching of early reading
• Understanding how the ‘Simple view of reading’ supports the teaching of reading
• Statutory changes• Teaching of high quality phonic work• Broad rich language curriculum • Role of leadership and management teams• Involving parents and carers• Assessment and early intervention
from this …
or, why are we changing
Language comprehension processes
Wo
rd r
eco
gn
itio
n p
roce
sses
-- ++
++
--
Simple view of readingSimple view of reading…to this
Good language comprehension,
poor word recognition
Poor language comprehension,
poor word recognition
Poor language comprehension,
good word recognition
Good language comprehension,
good word recognition
Evidence that supports the Simple view of Evidence that supports the Simple view of readingreading
• Different skills and abilities contribute to successful development of each dimension
• There are children with good word recognition skills who fail to understand what they can read
• There are children with poor word recognition skills who make better than expected sense of what they read
Implications for teachingImplications for teaching
• Teachers need to be aware that different kinds of teaching are needed for the two dimensions
• The weighting between the two dimensions change as children develop as readers
• Teachers need therefore to keep these two dimensions of reading separate in their minds when planning
So that:So that:• They focus clearly on developing word
recognition skills through– Phoneme awareness and phonics teaching– Repetition and teaching of ‘tricky’ words
• And they focus clearly on developing language comprehension through– Talking with children– Reading to children – Teaching comprehension strategies
PhonicsPhonics
• Indicators of good practice• Phonics session - structure• Phonics programme – criteria for selection• Progression and expectations
Structuring learningStructuring learning
Revisit and review
Teach
Practice
Apply
Phonics – development phasesPhonics – development phases
• Phase 1 – developing phonological awareness
• Phase 2 – introduce some phoneme/grapheme correspondences
• Phase 3 – one grapheme for each of 44 phonemes
• Phase 4 – adjacent consonants
• Phase 5 – alternative pronunciation and spellings
• Phase 6 – developing skill and automaticity in reading and spelling
Broad and rich curriculumBroad and rich curriculum
• Interdependent nature of speaking listening reading and writing
• Stimulating experiences to develop language• Crucial place of speaking and listening
Parents and carersParents and carers
• Consider how your school encourages and supports the involvement of parents and carers in their children’s early literacy development
AssessmentAssessment
• Majority of children should start phonics “by the age of 5”
• Quality first teaching• Early Intervention• Challenge• Tracking• YRY1 transition• Age-related expectations
Leadership and ManagementLeadership and Management
• Commitment of senior leaders – one member of staff responsible to lead on literacy, including phonic work
• Involving governors
• Priority given to phonic work which is reflected in professional development for staff
• Monitoring and evaluating the quality and consistency of phonic work
• Ensure high quality teaching of reading in key stage one and beyond
Monitoring of teaching of early readingMonitoring of teaching of early reading
• Shared, guided, independent reading• Consistency and continuity• Impact of intervention• Tracking progress of children• Provision• Effective use of resources
Audit Tool
Action PlanningAction Planning
• Issues arising
• Further reading
• Planning for effective phonic development
• Auditing current practice