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Transcript of Sample Teacher Manual folder... · Page6%!! ! % % % % RESOURCES!byPhase! Phase! AvailableResources!...
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TEACHER MANUAL CONTENTS PAGE
A Rationale & Introduction to Systematic, Synthetic Phonics Page 2
B Identifying students, grouping, teachers & timetabling Page 3
C Assessment & Progress tracker Page 4
D Programme structure – 3 phase summary Page 5
E Detailed phase overview Page 6
F Itemised resources list for each phase Page 7
G Phase 2 template lesson plan Page 8
H Step-‐by-‐step guide to planning a session Page 9
I Session planning sheet Page 10
J Recommended session structure Page 11
K English alphabetic code chart Page 12
L Huddle navigation guide Page 13
M Glossary of terms Page 14
N Frequently Asked Questions Page 15
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RATIONALE PiXL CODE reading accuracy intervention has been designed in response to the lack of reading programmes available for older struggling readers who need support in Key Stages 3 & 4. This course provides a personalised, systematic approach to learning to read, drawing on evidence-‐informed methods to help students retain knowledge in the long-‐term. It is diagnostic, enabling students enabling students, with the continued support of the teacher, to target areas that are personal to them. SYSTEMATIC SYNTHETIC PHONICS (SSP) It is widely recognised that reading accuracy is best taught through systematic, synthetic phonics. While this pedagogical approach is recommended by the government, it has not been compulsory in recent years. As a result of varied teaching methods between different boroughs, schools and even classrooms nationwide, as well as other contributing factors such as poor literacy in the home, a slower processing speed, arriving into the UK with English as an additional language etc., some students arrive at secondary school without a basic understanding of how to read. The systematic, synthetic phonics (SSP) method advises that reading should be taught explicitly through discrete sounds, rather than whole words. The English Alphabetic Code contains 26 letters, around 45 sounds (‘phonemes’) and over 150 ways to spell those sounds (graphemes). During this programme, students will be introduced to these, gradually building a ‘toolkit’ over time that will help them to successfully decode familiar and unfamiliar words. In contrast, the other two phonic approaches are:
1. Analytic Phonics: emphasis is on the initial sound of a word, with students attempting to read the whole word before learning each individual sound. Drawback: attempt the first sound of a word but guess the rest – often incorrectly, unhelpful for students with EAL
2. Embedded Phonics: emphasis is on the meaning of the word, taught in the context of stories/texts Drawback: read around the word and attempt with contextual clues – words cannot be decoded in isolation
Benefits of the synthetic phonics approach include:
• Students learn to blend sounds together when reading • Students learn to segment words in order to spell them • Students cannot guess a word based on context/images/clues so have no other
option but to learn the sounds In light of this knowledge, PiXL CODE has been designed to teach reading through a synthetic phonics approach.
INTRODUCTION
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IDENTIFYING STUDENTS
• This programme is designed to target your weakest readers in KS3 & 4. Students are identified through: a) baseline testing (school’s own) b) a diagnostic test (provided)
• Students should be selected for this programme if they have a standardised reading accuracy score of 85 or below.
• This standardised score of 85 is one standard deviation below the ‘average’ score of 100 and so is considered in the ‘below average’ range, or even lower.
• To ensure the selection process is accurate, teachers should assess the reading accuracy ability and fluency of students on a 1:1 basis to confirm that they believe students would benefit from this programme (i.e. as opposed to a low score being the result of comprehension/range of vocabulary).
GROUPING
• Students should be grouped by current reading accuracy ability. Therefore, where there is more than one group running, reading accuracy scores and fluency should be considered when grouping students.
• Students should work in groups no larger than 6 due to the personalised nature of this programme. The ideal would be 4 per group, although staffing must be a consideration.
TEACHERS
• It is highly recommended that Teachers or Teaching Assistants delivering this programme have teaching experience in SEN/small intervention groups.
• Staff delivering PiXL CODE will need to dedicate time to thoroughly reading the Teacher Manual, as well as exploring the training documents and videos available before commencing the intervention with students. A comprehensive understanding of the programme is necessary in order to deliver it well.
• Teachers or Teaching Assistants who lack confidence in their own literacy skills are likely to have a negative impact on students’ learning, so it is crucial that the right staff are selected to deliver the programme.
TIMETABLING
• Ideally, students should participate in this intervention for 1hr a day, 4x a week. The reason for this is to ensure that information moves from the working memory (sometimes known as the “short-‐term” memory) into the long-‐term memory, and becomes secure over time. If this is not possible, the nearest alternative is required.
• It is advisable to timetable sessions as the first lesson of the day, preferably overriding their mainstream subjects. While it is obviously not ideal for students to miss core subjects, by prioritising the teaching of reading earlier on in the day, this establishes the course as an essential routine and prevents students becoming too tired to focus.
• Where possible, the ideal scenario would be to meet with relevant members of staff to request that KS3 core subjects are not timetabled for period 1 of the day, though there will naturally be implications to overcome with this system.
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ASSESSMENT
• Students will have been selected for this programme as a result of a baseline reading test and, where possible, a further standardised diagnostic test, to ensure that their area of weakness is reading accuracy rather than comprehension.
• In between a school’s pre and post standardised assessments, formative phonic assessments are provided by PiXL CODE (called the ‘Sounds Audit’) and will enable the teacher to identify sounds that their students are confident with and ones where they still require support. This is integral to the individualised approach of this programme.
• Once the Sounds Audit has been carried out on a 1:1 basis by the teacher and student, the teacher can then begin to analyse the information prior to beginning the course.
• The Progress Tracker has been devised to enable teachers to track the progress of students completing the Sounds Audit before, during and after the intervention. As teachers enter each student’s scores into the cells on the excel version of the assessment, final scores are recorded on the last tab of the workbook, giving teachers the option of an ‘at a glance’ view of progress made. This is an optional resource but may be very valuable in deciding which sounds to target first with individuals or clusters of students.
DELIVERY
The next section of the manual provides comprehensive guidance on how to deliver the PiXL CODE intervention.
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Phase Details
1: INTRO 8 sessions (baseline assessment and initial sounds audit)
Due to the fact that students at Key Stage 3 will have acquired different levels of phonic awareness at Key Stages 1 & 2, an initial assessment is required to assess which sounds students have secured already and which need to be targeted. Within this phase, the basic alphabet and different spellings of the long vowel sounds are explored. It is hoped that, by the end of this phase, students will have a stronger foundation on which to further build in phase 2. Session resources provided for this phase include: an introduction to the programme; alphabet order tasks; digraphs, trigraphs and clusters and long vowels.
2: PHONIC AWARENESS No. of sessions depends on student need/ progress (interim sounds audit)
During phase 2, students will begin exploring their own particular areas of need, as identified in the initial Sounds Audit assessment. This phase offers a range of resources that should be treated as a menu of activities, employed to suit the needs of each individual within the intervention group. If there are some sounds that are flagged on more than one student’s Sounds Audit, it may be that the teacher decides to target these as a group to begin, until the format of the session is familiar to both students and staff. It is advisable that teachers consult the primary phases overview document, to understand the general order of progression that primaries follow. Note: this order is not obligatory for teachers to follow, since students’ gaps of knowledge will vary greatly, though may help as a guide. Session resources provided for this phase include: PowerPoints outlining all sound families and their various spellings; reading passages; dictation passages; word lists for each spelling in the English phonic alphabet; editable worksheets; A5 teaching cards; speed cards; phonics games suggestions and additional materials.
3: FLUENCY Throughout course, as homework and on-‐going (final assessment and final sounds audit)
Phase 3 is essential in order for students to consolidate the phonic knowledge they learn during the intervention sessions. This phase highlights the importance of establishing a regular reading practice for all students. This phase, while it is listed after phase 2, is vital in offering students the opportunity to rehearse reading fluency throughout the course, and beyond. Therefore, appropriate texts should be decided in agreement with each individual student, and reading should be encouraged as homework throughout the course. Greater investment from parents/carers at home in listening to their child read will result in greater progress. Therefore, a strong home-‐school partnership with parents of students on this programme is highly recommended. It is in the application of phonic awareness that students will make the best, most stable progress in the long-‐term. While this course does not provide books for this phase, recommended resources are listed in the Phase 3 folder on Huddle, in the ‘Session Resources’ section.
PROGRAMME PHASE OVERVIEW
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RESOURCES by Phase
Phase Available Resources
1 INTRODUCTION
PowerPoint slideshows for: 1. The CODE introduction incl. alphabet basics and order 2. Digraphs, Trigraphs and Clusters 3. Long Vowels Sessions – A, E, I, O, U Activities & worksheets for Phase 1
2 PHONIC
AWARENESS
Session planning template PowerPoints for each sound family (e.g. all spellings of ‘j’ sound) Speed cards (quick recap cards) A5 teaching cards (for introducing a new sound/spelling) Reading passages Dictation passages Word lists Editable worksheet templates Phonic games suggestions and templates (PPT & PDF)
3 FLUENCY
n/a Texts selected by teacher, personalised to student interests. Range of genres and mediums (books, articles, websites etc.) Recommended sources listed on Huddle
ASSESSMENT Sounds Audit (teacher & student versions) PiXL CODE Progress Tracker Schools should carry out own standardised reading assessments
RESOURCES
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HUDDLE NAVIGATION GUIDE
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5 What should I do if I don’t recognise a spelling myself, or know how to
pronounce a particular sound? In the ‘Training Videos’ folder on Huddle, you will find a pronunciation guide video, where all sounds are pronounced, with all the possible spellings displayed of that particular sound. This can be used as a guide for teachers and teaching assistants, but also to be shown to students if/when necessary. 6 I have read the FAQs but I still have a question regarding PiXL CODE.
How can I find my answer? SUGGESTED NEXT STEPS:
1. Have you watched the training videos available on Huddle? 2. Have you had a refresher look at the Training PowerPoint, also available on Huddle? 3. Contact the PiXL CODE email address with any further queries: [email protected]
FREQUENTLY ASKED QUESTIONS