Early Reading Development Sheila Hentall Kym Scott Wednesday 18 th October 2006 Friday 20 th October 2006

Early Reading Development Wednesday 18 th October

Aims Update on recent developments. Update on recent developments. Clarify expectations on pace and progression Clarify expectations on pace and progression Secure high quality learning and teaching of phonics. Secure high quality learning and teaching of phonics. Support strategic leaders in planning for the effective implementation of the recommendations of the Rose Review Support strategic leaders in planning for the effective implementation of the recommendations of the Rose Review

The Rose Review “ It is no surprise to find that the main ingredients for success in the teaching of beginner readers are : “ It is no surprise to find that the main ingredients for success in the teaching of beginner readers are : a well trained teaching force; a well trained teaching force; well designed, systematic programmes of work that are implemented thoroughly; well designed, systematic programmes of work that are implemented thoroughly; incisive assessment of teaching and learning, incisive assessment of teaching and learning, and strong, supportive leadership” and strong, supportive leadership”

Rose on Leadership Time and again, successful improvement within schools and high standards of work are shown to depend on the strength and quality of leadership …… Time and again, successful improvement within schools and high standards of work are shown to depend on the strength and quality of leadership …… Therefore, it is very important for all settings and schools to make sure that at least one senior member of staff is fully able to take the lead on literacy, especially phonic work. Therefore, it is very important for all settings and schools to make sure that at least one senior member of staff is fully able to take the lead on literacy, especially phonic work. Among other things, this must include an overview, well informed by monitoring, of the total provision for literacy that can be drawn upon to tackle inconsistent practice and deploy resources to best effect. Among other things, this must include an overview, well informed by monitoring, of the total provision for literacy that can be drawn upon to tackle inconsistent practice and deploy resources to best effect.

Beginning systematic phonics teaching Engaging young children in interesting and worthwhile pre-reading activities paves the way for the great majority to make a good start on systematic phonic work by the age of five. All that said, the introduction of phonic work should always be a matter for principled, professional judgement based on structured observations and assessments of children’s capabilities. All that said, the introduction of phonic work should always be a matter for principled, professional judgement based on structured observations and assessments of children’s capabilities.

Formal Phonics The term ‘formal’ in the pejorative sense in which phonic work is sometimes perceived is by no means a fair reflection of the active,multi- sensory practice seen and advocated by the review for starting young children on the road to reading.

Letter names The teaching of letter names is often left until after the sounds of letters have been learned in the belief that it can be confusing for children to have to learn both together. However, research indicates that children often learn letter names earlier than they learn letter sounds and that five year olds who know more letter names also know more letter sounds. The teaching of letter names is often left until after the sounds of letters have been learned in the belief that it can be confusing for children to have to learn both together. However, research indicates that children often learn letter names earlier than they learn letter sounds and that five year olds who know more letter names also know more letter sounds.

Decodable Books Such books can help children develop confidence and an appetite for reading. Such books can help children develop confidence and an appetite for reading. The simple text in some recognised favourite children's books can fulfil much the same function as that of decodable books. Thus it may be possible to use these texts in parallel, or in place of them. The simple text in some recognised favourite children's books can fulfil much the same function as that of decodable books. Thus it may be possible to use these texts in parallel, or in place of them. The use of decodable books should certainly not deny children access to favourite books and stories at any stage. The use of decodable books should certainly not deny children access to favourite books and stories at any stage. Much turns on the quality of the decodable books available. Much turns on the quality of the decodable books available.

Pace The sequence should be such that children have every opportunity to acquire rapidly the necessary phonic knowledge and skills to read independently. The sequence should be such that children have every opportunity to acquire rapidly the necessary phonic knowledge and skills to read independently. ‘Most of the letter-sound correspondences, including the consonant and vowel digraphs, can be taught in the space of a few months at the start of their first year at school.’ ‘Most of the letter-sound correspondences, including the consonant and vowel digraphs, can be taught in the space of a few months at the start of their first year at school.’

On Best Practice ……teaching relatively short, discrete daily sessions, designed to progress from simple elements to the more complex aspects of phonic knowledge, skills and understanding. The best teaching seen during the review was at a brisk pace, fired children's interest, often by engaging them in multi-sensory activities, drew upon a mix of stimulating resources, and made sure that they received praise for effort and achievement. ……teaching relatively short, discrete daily sessions, designed to progress from simple elements to the more complex aspects of phonic knowledge, skills and understanding. The best teaching seen during the review was at a brisk pace, fired children's interest, often by engaging them in multi-sensory activities, drew upon a mix of stimulating resources, and made sure that they received praise for effort and achievement.

Multi-sensory work Multi-sensory activities featured strongly in high quality phonic work Multi-sensory activities featured strongly in high quality phonic work Multi-sensory approach almost always captured the interest of boys as well as girls. A common feature of the best work was that boys’ progress and achievement did not lag behind that of girls: Multi-sensory approach almost always captured the interest of boys as well as girls. A common feature of the best work was that boys’ progress and achievement did not lag behind that of girls:

Conclusions ‘…the review has concluded that the case for systematic phonic work is overwhelming and much strengthened by a synthetic approach.’ ‘…the review has concluded that the case for systematic phonic work is overwhelming and much strengthened by a synthetic approach.’

The Simple View of Reading A Conceptual Framework to Inform the Teaching of Reading

The searchlight model Grammatical knowledge Knowledge of context Word recognition and graphic knowledge Phonics (sound and spelling) Text Slide 5

The Simple View of reading – two distinct processes Word Recognition a process by which words on the page can be recognised and understood a process by which words on the page can be recognised and understood time limited time limited Learning to read Learning to read Language comprehension a process by which both texts and spoken language are interpreted and understood continues throughout life Reading to learn

The Simple View of reading Word Recognition to develop automaticity in reading words children: in reading words children: Master the alphabetic code; Master the alphabetic code; Apply their phonic knowledge and skills to de code and encode; Apply their phonic knowledge and skills to de code and encode; Develop a store of familiar words. Develop a store of familiar words. Word recognition is set alongside Speaking and listening Phonemic awareness Vocabulary development Language comprehension

The Simple View of Reading

The Early Reading Development Pilot

Early Reading Development Pilot Carried out by PNS alongside Rose Review Involved 180 schools in 18 LAs Involved 180 schools in 18 LAs Trialled new approaches to using Playing With Sounds Trialled new approaches to using Playing With Sounds Focused on increasing the pace at which phonics is taught, with a view to progressing phonics more effectively in the Foundation Stage Focused on increasing the pace at which phonics is taught, with a view to progressing phonics more effectively in the Foundation Stage Focussed not just on phonics, but on Focussed not just on phonics, but on improving provision for Communication, Language and Literacy in general within the pilot schools.

Findings of the final national review of the early reading development pilot (as given at national conference 3/7/06) Children made greater than expected progress in phonics and reading Children made greater than expected progress in phonics and reading Positive impact on children’s Personal, Social and Emotional development Positive impact on children’s Personal, Social and Emotional development Evidence of impact on writing Evidence of impact on writing Evidence of boys being more involved in self- initiated writing as a result of real and purposeful activities Evidence of boys being more involved in self- initiated writing as a result of real and purposeful activities

EAL children making good progress in phonics and reading and significantly in vocabulary extension EAL children making good progress in phonics and reading and significantly in vocabulary extension Teachers in pilot were more knowledgeable and confident about how to teach and apply phonics in reading and writing activities Teachers in pilot were more knowledgeable and confident about how to teach and apply phonics in reading and writing activities Improved Assessment for Learning practices Improved Assessment for Learning practices More opportunities being given to children to apply their phonic knowledge More opportunities being given to children to apply their phonic knowledge Children made significant progress where there was Head Teacher support and effective Foundation Stage practice in place Children made significant progress where there was Head Teacher support and effective Foundation Stage practice in place

As a result schools have reviewed and raised their expectations of progress in phonic development, including the impact on children at risk of underachievement and those with SEN As a result schools have reviewed and raised their expectations of progress in phonic development, including the impact on children at risk of underachievement and those with SEN Practitioners reported that it is possible to focus on children’s development without compromising the wider principles underpinning the Foundation Stage curriculum Practitioners reported that it is possible to focus on children’s development without compromising the wider principles underpinning the Foundation Stage curriculum The phonic audit to identify priorities for early reading development, and the emphasis placed on tracking pupils’ progress to match provision to need, were welcomed and seen as strengths in the design of the pilot The phonic audit to identify priorities for early reading development, and the emphasis placed on tracking pupils’ progress to match provision to need, were welcomed and seen as strengths in the design of the pilot

These findings and those from the Rose Review support the conclusion that it is possible to start early phonic work whilst still giving children access to the full range of learning and development opportunities in the Foundation Stage These findings and those from the Rose Review support the conclusion that it is possible to start early phonic work whilst still giving children access to the full range of learning and development opportunities in the Foundation Stage Pilot will continue this year, under name CLLD. 10 schools in Lewisham will be part of this. Pilot will continue this year, under name CLLD. 10 schools in Lewisham will be part of this.

Using findings of the ERDP and Rose to support practice

High quality, systematic phonic work should be taught discretely. In practice this means teaching relatively short, discrete daily sessions, with the time distributed as judged best by the practitioner High quality, systematic phonic work should be taught discretely. In practice this means teaching relatively short, discrete daily sessions, with the time distributed as judged best by the practitioner It should include a variety of related activities that advance learning incrementally. It should include a variety of related activities that advance learning incrementally. Phonic work for young children should be multi-sensory in order to capture their interests and sustain motivation and reinforce learning Phonic work for young children should be multi-sensory in order to capture their interests and sustain motivation and reinforce learning Rose Review 2006

‘The best teaching seen during the review was at a brisk pace, fired children’s interest, often by engaging them in multi- sensory activities, drew upon a mix of stimulating resources, and made sure that they received praise for effort and achievement.’ Rose Review 2006

Discuss in pairs How does the teaching of phonics within your school already incorporate the following points: Multi-sensory Multi-sensory Firing children’s interests Firing children’s interests Drawing upon a mix of stimulating resources? Drawing upon a mix of stimulating resources?

The ERDP pilot found that successful discrete phonics sessions incorporated these elements: REVISIT AND REVIEW REVISIT AND REVIEW TEACH PRACTISE APPLY PNS July 06

REVISIT AND REVIEW Recently and previously learned phoneme grapheme correspondences, or blending and segmenting skills as appropriate. This should be a very brief recap of recently learned skills and knowledge

TEACH New phoneme-grapheme correspondences; Skills of blending and segmenting. A brief, interactive game or activity to introduce new skills and knowledge

PRACTISE New phoneme-grapheme correspondences; Skills of blending and segmenting. Another brief game or activity which provides an opportunity to practise these skills and knowledge

APPLY New knowledge and skills while reading/writing A brief experience which provides an opportunity for children to see how the new learning can be applied and contextualised eg by the practitioner writing a short sentence that includes a CVC word, or by children reading a phrase or short sentence that is phonically decodable.

DVD – example of a direct teaching session While watching the DVD, note where the adult does each of the four elements with the children: Revisit and Review Revisit and Review Teach Teach Practise Practise Apply Apply

‘Practitioners and teachers must exercise professional judgements about organising teaching groups to provide optimum conditions for learning. In these respects, good practice in phonic work simply reflects good practice in general’ Rose Review

Paving the way Getting ready for phonics

‘The introduction of phonic work should always be a matter for principled, professional judgement, based on structured observations and assessments of children’s capabilities’ Rose Review March 2006 ‘Practitioners who know the children they teach are able to judge when…children are able to distinguish between sounds sufficiently to do some direct teaching of letter/sound correspondence (phonics)’ Draft EYFS Framework May 2006

Discuss in pairs What knowledge and skills need to be in place in order for a child to be ready to begin on a ‘structured phonics programme’?

‘Obviously, developing children’s positive attitudes to literacy, in the broadest sense from the earliest stage is very important…exploiting play, story, songs and rhymes and providing lots of opportunities, and time, to talk with children about their experiences and feelings’ Rose Review

‘Far more attention needs to be given, right from the start, to promoting speaking and listening skills, to make sure that children build a good stock of words, learn to listen attentively and to speak confidently and clearly’ Rose Review

Learning and Teaching Communication, Language and Literacy in the Early Years Foundation Stage

Phonological awareness Ability to hear and discriminate general sounds, speech sounds and patterns Ability to hear and discriminate general sounds, speech sounds and patterns Awareness of rhyme, rhythm and alliteration Awareness of rhyme, rhythm and alliteration Understanding that words are composed of sounds/phonemes Understanding that words are composed of sounds/phonemesTHROUGH: Singing songs Responding to music Listening to rhymes Playing listening, rhyming, rhythmic and alliterative games Hearing rhyming, rhythmic and alliterative stories General speaking and listening experiences

Training day 29 th November Linking sounds to letters – the early stages Pack from this training available: Games to support phonological awareness

Assessing children’s phonics skills and knowledge

Practitioners should assess, in meaningful ways: Recognition of letters (and groups of letters, such as digraphs) Recognition of letters (and groups of letters, such as digraphs) The ability to sound out phonemes The ability to sound out phonemes The ability to hear and blend phonemes The ability to hear and blend phonemes The reading of phonetically regular words The reading of phonetically regular words The reading of some irregular words The reading of some irregular words Teaching should then be adapted to take account of the outcomes of this assessment. Teaching should then be adapted to take account of the outcomes of this assessment.

‘Assessment during the Foundation Stage should take full account of well informed observations of children’s early language development’ Rose Review 2006

‘Schedules, routines and activities MUST flow with the child’s needs, with practitioners planning for individual children using sensitive observational assessment. THERE MUST BE NO TESTS FOR CHILDREN AT ANY STAGE WITHIN EYFS.’ Draft Early Years Foundation Stage Framework May 2006 May 2006

Assessment for learning is most effective when: it takes account of the importance of learner motivation it takes account of the importance of learner motivation it is sensitive and constructive it is sensitive and constructive effective feedback is provided to children effective feedback is provided to children it develops learners’ capacity for self-assessment it develops learners’ capacity for self-assessment teaching is adjusted to take account of the results of assessment teaching is adjusted to take account of the results of assessment

Example of an assessment sheet for direct teaching session Practitioners should continue to make both spontaneous and planned observational jottings around children’s significant achievements Practitioners should continue to make both spontaneous and planned observational jottings around children’s significant achievements This sheet should be used for direct teaching (adult focus) sessions only This sheet should be used for direct teaching (adult focus) sessions only It should be used to help to plan the next steps in learning for each child and may feed into a class progress tracking sheet for phonics It should be used to help to plan the next steps in learning for each child and may feed into a class progress tracking sheet for phonics

Progression and pace in the teaching of phonics Phases Phases Phonic progress tracking sheet Phonic progress tracking sheet

Discuss in pairs Look at the phonic phases within the outline of progression in your packs, focusing particularly on phases two and three. Look at the phonic phases within the outline of progression in your packs, focusing particularly on phases two and three. How do these expectations compare with your school’s current end of reception expectations? How do these expectations compare with your school’s current end of reception expectations?