Communication, Language and Literacy Development

Communication, Language and Literacy Development (CLLD)  Design of the CLLD programme draws on the recommendations of the Rose Review and the findings of the Early Reading Development pilot to form a coherent programme.  DfES funding for: –Two year programme –Enhancing the work of 18 pilot LAs –Launching CLLD programme to a further 32 LAs –Universal support to all schools –Data from target schools to be submitted termly – phonic progress and Foundation stage profile PSED and CLL.

What is the Rose Review?  The Secretary of State asked Jim Rose to examine current evidence about practices for teaching children to read to ensure that the Strategy can continue to provide the most effective support for assuring children's progression in reading.  In conducting the review, Jim Rose considered a wide range of evidence from practitioners, researchers, published reports and data, and submissions to the review.  The interim report from the review was published on 1 December 2005 and the final report in March 2006.

Key findings from the Rose Review  More attention needs to be given to speaking and listening from the outset  High quality, systematic phonic work should be taught discretely and daily and in line with the definition of high quality phonic work as set out in the Rose report  Phonics should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language  For most children phonics teaching should start by the age of five, subject to the professional judgement of teachers and practitioners

Key findings from the Rose Review  Quality first teaching reduces the need for later intervention  The EYFS and the renewed literacy framework must be compatible with each other and make sure that expectations about continuity and progression in phonic work are expressed explicitly in the new guidance  The searchlights model should be reconstructed to take full account of word recognition and language comprehension as distinct processes related one to the other.

 Successful reading demands both word level reading and the ability to comprehend what has been read.  This is formalised in “The Simple View of Reading” Developing Early Reading A new perspective :

The Simple view of Reading Word recognition  Word-level reading (i.e. the ability to recognise and understand the words on the page) and listening comprehension (i.e. the ability to understand language) are both necessary to reading.  Neither is sufficient on its own.  Reading comprehension is a product of word recognition and language comprehension together. Language Comprehension

Word Recognition Good language comprehension, poor word recognition Good word recognition, good language comprehension Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Language comprehension PE Gough, WE Tunmer

Messages to practitioners  Practitioners need to be aware that different skills and abilities contribute to development of word recognition skills from those that contribute to comprehension  Practitioners need therefore to keep these two dimensions of reading separate in their minds when they plan their teaching

Clear differentiation between the two dimensions allows teachers to:  Recognise that children will show variable performance or progress in each dimension  Separately assess children’s performance and progress in each dimension  Plan different types of teaching to develop each dimension

Word recognition ‘ Phonics should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language’ (speaking, listening, reading, writing). (Rose review) Evidence from ERDp demonstrated that progress in phonics can be accelerated without detriment to other areas of learning. Evidence from ERDp demonstrated that progress in phonics can be accelerated without detriment to other areas of learning. (Foundation Profile Scales monitored in PSED) (Foundation Profile Scales monitored in PSED) Developing Early Reading

Phonics Quiz 1.What is a phoneme? What is a grapheme? 2.How many phonemes are in the word ‘strap’? 3.a) What is a digraph? b) Can you give an example 4.a) What is a CVC word? b) Can you give an example? 5.a) What is a ‘trigraph’? b) Can you give an example 6.How many phonemes are in the word ‘twenty’? 7.Can you give at least 4 different ways of representing /ae/ 8.What is the best guess when you write /ae/ at the end of a word? 9.What are blending and segmenting?

Correct pronunciation is CRUCIAL! Consider how these phonemes are pronounced – practise them with the person next to you.! f l m n r s v z f l m n r s v z Now these : b c d g h j k t y No ‘schwa’ sounds !! See ‘Letters and Sounds’ – DVD clip – ‘articulation of phonemes’

3 important basic phonic principles  a phoneme can be represented by more than one letter e.g. /sh/ /oi/ /ay/  a grapheme can represent more than one phoneme e.g. meat; head  a phoneme can be represented by more than one grapheme e.g. day, maid, cake

Jim Rose ‘ It is … crucial to teach phonic work systematically, regularly and explicitly because children are highly unlikely to work out this relationship for themselves. It cannot be left to chance or for children to ferret out on their own how the alphabetic code works’ ‘ It is … crucial to teach phonic work systematically, regularly and explicitly because children are highly unlikely to work out this relationship for themselves. It cannot be left to chance or for children to ferret out on their own how the alphabetic code works’

Pace and Progression Phase 1 (aligns with Step 1 )  explore and experiment with sounds and words  distinguish between different sounds in the environment and phonemes  show awareness of rhyme and alliteration Phase 2 (aligns with Step 2 and beginning of steps 2-4) (6 weeks)  Know that words are constructed from phonemes and that phonemes are represented by graphemes  Know a small selection of common consonants and vowels which they can blend for reading and segment for spelling simple cvc words e.g. sit and tap Phase 3 (aligns withs Steps 2-4 and some elements of Step 6) (12 weeks) Children learn one representation of all 44 phonemes. They can read and spell a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes including 2 syllable words. e.g. sheep, boat, raincoat, frogspawn. ORAL BLENDING!

Pace and Progression Phase 4 (aligns with Step 5) (4 – 6 weeks) Children can blend adjacent consonants in words and apply this skill when reading unfamiliar texts e.g. spoon, cried, nest Children can blend adjacent consonants in words and apply this skill when reading unfamiliar texts e.g. spoon, cried, nest Phase 5 (aligns with Steps 6 and 7) (30 weeks)  Can use alt. ways of pronouncing & spelling graphemes corresponding to long vowel phonemes e.g. /oe/ o-e, o,oa,ow e.g. snake.  Can read phonically decodable 2 & 3 syllable words, e.g. bleating, frogspawn, shopkeeper  Can spell complex word using phonically plausible attempts. Phase 6 (aligns with Steps 6 and 7 and beyond)  Apply their 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/  Can recognise phonic irregularities.

The teaching sequence REVISIT AND REVIEW Recently and previously learned phoneme-grapheme correspondences, or blending and segmenting skills as appropriate. TEACH New phoneme – grapheme correspondences; skills of blending and segmenting. PRACTISE New phoneme – grapheme correspondences; skills of blending & segmenting APPLY New knowledge and skills while reading/writing Show large flashcards – children say sound and carry out mnemonics. (s / t / p / a / i / n) Say the sound and introduce the mnemonics for m, tell ‘story’ Show large flash card, sky write. Blend / segment explicitly CVC words with m in. Model blending using sound button activity words in a sentence. ‘a cat on a mat’ – Can children match this to the right picture? Children to blend /segment words with ‘m’ in them. Use interactive strategies such as fans, whiteboards, yes/ no cards, and make use of ‘talk’ partners

Key messages  Blending and segmenting through the word as soon as the first few phonemes are known. (no teaching of blends as children should be able to use their blending/ segmenting skills effectively)  Discrete, daily phonics session (15 – 20 mins) with clear teaching sequence  Revisit/review – recap on last session.  Teach – teach something new – phoneme / skill  Practise – practise what has been learn.  Apply – apply to real reading and writing situations.  Ensure that phonemes are correctly and consistently pronounced by all members of staff – no ‘schwah’ sounds!!  Provide planned opportunities for children to apply their developing phonics skills and knowledge across the curriculum and in meaningful everyday situations.  Involvement of leadership team and whole school awareness is crucial to successful implementation.  There needs to be systematic phonics teaching across FS and KS 1 and for most children, this should be completed by the end of Year 2.