1. © Crown copyright 2006 Primary National Strategy Communication,Language and Literacy Development (CLLD) City Wide Phonics Training For Reception Practitioners

2. © Crown copyright 2006 Aims for today The context and recommendations from the Rose Report Introduction to and overview of CLLD To further develop practitioners phonic subject knowledge To give an overview of recommended phonics teaching and learning within the CLLD

3. © Crown copyright 2006 Agenda Introduction - Rose Report, CLLD in Manchester schools Auditing existing CLLD practice Developing phonic subject knowledge Phonic learning and teaching Assessment and planning Partnerships with parents/carers Next steps

4. © Crown copyright 2006 The Rose Report Concentrated on provision and practice up to the end of KS1 – phonics as a first strategy for reading and writing. Those consulted all agreed that securing reading is an entitlement for every child. Phonics is an essential part (but not the whole picture) of becoming a skilled reader. Quality phonic work relies on the expertise, understanding and commitment of those who teach it.

5. © Crown copyright 2006 Recommendations More attention needs to be given, right from the start, to promoting speaking and listening skills For most children, high quality, systematic phonics work should start by the age of 5, taking full account of professional judgements of children’s developing ability and should be taught discretely. In order to capture children’s interests, sustain motivation and reinforce learning, phonics should be set within a broad and rich language curriculum. It should also be multi-sensory, interactive.

6. © Crown copyright 2006 Introduction and background to the CLLD Programme Manchester was one of 18 L.A s in the country to be involved in the ERDP (Early Reading Development Pilot) 10 schools took part in this research

7. © Crown copyright 2006 Introduction and background to the CLLD Programme - Continued Recent national surveys suggest that,while practitioners are beginning to make use of the Playing with Sounds materials, it is rare to find them being used linked to systematic progression with clear expectations by practitioners of the expected pace of teaching and learning. Using Playing with Sounds (PwS) schools were asked to test the pace of teaching phonic knowledge and skills, including whether children could learn all phonemes, including the long vowel sounds by the end of the Foundation Stage.

8. © Crown copyright 2006 Findings Children are making greater progress than expected in phonics and have an increased vocabulary. Evidence of boys being more involved where activities are real and purposeful and in self- initiated writing. EAL learners make good progress and respond well to emphasis on phonics and segmentation skills. Positive impact on children’s PSED: they are more confident in applying phonic skills independently, help other children, are more prepared to take risks and have a go, are better listeners, have higher self- esteem, motivation and interest.

9. © Crown copyright 2006 Findings Practitioners are more knowledgeable and confident about how to teach and apply phonics in reading and writing activities. Improved assessment for learning evidenced in tighter and more precise planned next steps in teaching and learning. More opportunities are being provided for children to apply their phonic knowledge and skills through play based and child initiated activities across the FS curriculum. The knowledge and involvement of HTs and SMTs coupled with very good FS practice enable children to make significant progress.

10. © Crown copyright 2006 Early findings of final progress data 1.Children’s progress at step 2-4 and above (can read and spell regular cvc words) 34% December, 71% March, 84% June 2.Early progress data indicates for CLL (LSL): 84% of children achieving 6+ scale points in LSL- a very good level of achievement against previous national FSP data (2005 national figure 35%) 35% of children achieving 7 scale points or above in LSL PSED remains high for all LAs in the pilot

11. © Crown copyright 2006 Communication, Language and Literacy Development

12. © Crown copyright 2006 Developing learning across a week Every day Children are provided with: opportunities throughout the day,inside and outside,to engage independently in speaking,listening,reading and writing activities across the curriculum; an interactive, multi-sensory phonics session of up to 15 minutes, led by the practitioner,comprising direct teaching opportunities and opportunities to practice and apply new learning; opportunities to see writing modelled/demonstrated in a purposeful context

13. © Crown copyright 2006 Every Day - continued Children are provided with : session led by the practitioner of shared reading and/or shared writing opportunities to hear a wide selection of stories, poems, rhymes, and non-fiction as part of a regular read aloud programme.

14. © Crown copyright 2006 Developing learning across a week Minimum once a week Children take part in: guided reading with the practitioner.These small group sessions, begin with first hand experience related to the text, and are planned to support the development of reading strategies and skills according to the needs and experience of children. Children take part in: guided writing with a practitioner,where as part of the group they have the opportunity to develop their writing skills(including oral rehearsal) with support.The context for the writing could derive from any areas of the 6 areas of learning and the learning environment,and indeed over time should do so.

15. © Crown copyright 2006 Auditing Provision Questions for discussion 1.How do you currently teach phonics? 2.How effective is it? How do you know? 3.Is the approach to phonics consistent across the school? 4.What will you need to change?

16. © Crown copyright 2006 Auditing Tools CLLD audit Self evaluation tool

17. © Crown copyright 2006 CLLD Improving phonic subject knowledge

18. © Crown copyright 2006 1.What is a phoneme? 2.How many phonemes in the English language? 3.What is a grapheme? 4.Give a definition of blending and segmenting. 5.What is a digraph? Give an example. 6.What is a trigraph? Give an example. 7.Why has the word ‘miss’ got a ‘ss’ at the end (and not ‘s’) 8.How many phonemes in the word ‘stress’? 9.Write down at least four different ways of representing the /ee/ phoneme. 10.Can you think of two words that have the same spelling, but a different sound and meaning? A phonics quiz

19. © Crown copyright 2006 Phonic terminology: some definitions

20. © Crown copyright 2006 Some definitions Synthetic phonics ‘Synthetic phonics refers to an approach to the teaching of reading in which the phonemes [sounds] associated with particular graphemes [letters] are pronounced in isolation and blended together (synthesised). For example, children are taught to take a single-syllable word such as cat apart into its three letters, pronounce a phoneme for each letter in turn /k, æ, t/, and blend the phonemes together to form a word. Synthetic phonics for writing reverses the sequence: children are taught to say the word they wish to write, segment it into its phonemes and say them in turn, for example /d, ɔ, g/, and write a grapheme for each phoneme in turn to produce the written word, dog.’ Definition adopted by the Rose Report

21. © Crown copyright 2006 Some definitions A phoneme is the smallest unit of sound in a word

22. © Crown copyright 2006 Our Phonics System

23. © Crown copyright 2006 Activity Write down the 44 phonemes in our phonic system.

24. © Crown copyright 2006 Some definitions Grapheme Letter(s) representing a phoneme taiigh

25. © Crown copyright 2006 Enunciation Teaching phonics requires a technical skill in enunciation Phonemes should be articulated clearly and precisely

26. © Crown copyright 2006 Pronouncing Phonemes Practise saying the phonemes by: Continuing sounds f, l, m, n, r, s, sh, v, th, z Without voice c, p, t, ch, h As cleanly as possible b, d, g, w, qu, y

27. © Crown copyright 2006 Some definitions Blending Recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’

28. © Crown copyright 2006 Some definitions Segmenting Identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’

29. © Crown copyright 2006 Phonics at a glance

30. © Crown copyright 2006 A Basic Principle A phoneme can be represented by one or more letters d, h sh, th, ee igh

31. © Crown copyright 2006 Some definitions Digraph Two letters, which make one sound A consonant digraph contains two consonants sh ck th ll A vowel digraph contains at least one vowel ai ee ar oy A split digraph contains 2 letters which are not adjacent (make)

32. © Crown copyright 2006 Some definitions Trigraph Three letters, which make one sound igh dge

33. © Crown copyright 2006 p i gs h e e p s h i p c a r b o yc o w f i l l w h i p s o n gf o r d a ym i s s w h i z zh u f f CVC words – clarifying some misunderstandings

34. © Crown copyright 2006 CVC words – clarifying some misunderstandings p i gc h i c k s h i p c a r X b o y Xc o w X f i l l w h i p s o n gf o r X d a y Xm i s s w h i z zhuff

35. © Crown copyright 2006 ll ss ff zz ck fillmisswhizzhuff chick

36. © Crown copyright 2006 Examples of consonant clusters (CC) CCVC, CVCC, CCCVC and CCVCC b l a c ks t r o ng c c v c c c c v c f e l tb l a n k c v c cc c v c c

37. © Crown copyright 2006 A segmenting activity il sp

38. © Crown copyright 2006 A segmenting activity Segment these words into their constituent phonemes: shelf dress think string sprint flick

39. © Crown copyright 2006 Segmenting WORDPHONEMES shelfshelf dressdress thinkthink stringstring sprintsprint flickflick

40. © Crown copyright 2006 A basic principle The same phoneme can be represented in more than one way: Sail Day Make Sleigh

41. © Crown copyright 2006 The same phoneme can be represented in more than one way aa-eaiayeyeigh ee-eeaeey ii-eieighy oo-eoaoeow uu-eueooew oououl owouough oioy ara oraworeaough airareear eerear

42. © Crown copyright 2006 Sorting activity Field grow moon swarm bear grass rain cow dear hurt toy night book sure

43. © Crown copyright 2006 /ae/ day /ee/ Pete /ie/ sky /oe/ soap /ue/ took /oo/ glue /ow/ bough /oi/ foil /ar/ bath /au/ tore

44. © Crown copyright 2006 /ur/ earn /air/ fare /ear/ eerie /n//j/ /r//s/ slip /e/ bed

45. © Crown copyright 2006 WordMistake field/ie/ grow/ow/ moon/oo/ swarm/ar/ bear/ear/ grass regional pronunciation

46. © Crown copyright 2006 1.The best bets for representing /ae/ at the beginning and in the middle of a word are a-e and ai 2.The best bet for representing /ae/ at the end of a word is ay

47. © Crown copyright 2006 A basic principle The same spelling may represent more than one phoneme meatbread hebed bearhear cowlow

48. © Crown copyright 2006 High frequency words The majority of high frequency words are phonically regular Some exceptions – for example the and was – should be directly taught

49. © Crown copyright 2006 Phonics Learning and Teaching

50. © Crown copyright 2006 Progression in Phases The new phonic materials outline progression in the teaching of phonics in 6 phases and suggests a time table for learning phonemes. It is designed to help practitioners have an overview of how the majority of children should be able to progress over several terms.

51. © Crown copyright 2006 New Phonics Materials Phase 1 This phase has 7 aspects

52. © Crown copyright 2006 Phase 1 Seven Aspects Three Strands in each Modelling Speaking and listening Introduces oral blending and segmenting in Aspect 7 Adult-led activities Illustrated freely chosen activities Continues well beyond introduction of Phase 2

53. © Crown copyright 2006 Phase 1 Aspect 1: General Sound Discrimination- Environmental Talking about sounds Activity- Stuffed Socks Divide the children in to small teams of 3 or 4. Give each team a pair of socks and a different filling material, such as beads, rice etc. The children are to work together to fill both toes with the material provided. Gather together one sock from each of 4 pairs. Place the matching 4 socks in front of the children. With a spoken word and a gesture, ask the group to “listen”. Shake one of the socks and allow the children in turn to say what they can hear and guess which sock matches, after each suggestion the children can shake the chosen pair to check they sound the same. Simplify: Allow the children to feel and compare the socks before making a choice Extend: Introduce new vocabulary by offering natural filling materials in the outdoor area e.g. tray of shells, pebbles, chippings, acorns. Look, Listen and Note: Can children identify when sounds are the same or different? (If a child doesn’t respond to whether sounds are the same or different it would be wise to check their understanding of these words using pairs of identical objects) Can children identify the materials from the sound? Consideration- Use socks of the same colour and size to ensure that the children’s choice is not driven by visual clues. Scan the group before giving the sound cue. Use a child’s name if necessary, to gain their attention, then make the sound immediately after.

54. © Crown copyright 2006 Phase1 Sample Activities As a group: Look at one sample activity. Work through the sample activity and have a go, using the resources given. Share similar ideas that you use in your school

55. © Crown copyright 2006 Materials to support the teaching of hearing and discriminating general sounds, speech sounds and pattern: Rhyme sacks Beat babies Treasure baskets ‘Come and sing’ area Raps, chants and rhymes Sound games Sound exploration using instruments Small world Manchester’s Early Years Listening Programme Audit of listening opportunities

56. © Crown copyright 2006 Daily discrete phonics teaching Phases 2-5

57. © Crown copyright 2006 Key message The Rose Report recommended that whatever phonic programme is in use by the school, it should have a systematic progression with clear expectations by teachers and practitioners of the expected pace of teaching and learning http://www.standards.dfes.gov.uk/rosereview/

58. © Crown copyright 2006 Rose Report Observations The best teaching seen during the Rose Review consistently featured: Brisk pace Multi sensory activities A mix of stimulating resources Graphemes/phonemes correspondences (GPCs) taught in a a clearly defined sequence The application of phonic knowledge Praised effort and achievement …. and fired the children’s interests

59. © Crown copyright 2006 Outline of Phases 2-5 See handout

60. © Crown copyright 2006 Phase 2 Introduces 19 grapheme-phoneme correspondences Decoding and encoding taught as reversible processes As soon as children have a small number of grapheme/phoneme correspondences, blending and segmenting can start (s/ a/ t/ p/ i/ n/) ‘Tricky’ words Typical duration is 6 weeks

61. © Crown copyright 2006 Phase 3 Introduces another 25 graphemes Most comprising two letters Representation of each of the 43 GPCs Reading and spelling two syllable words and captions Typical duration: up to 12 weeks

62. © Crown copyright 2006 Phase 4 Consolidates knowledge of GPC’s Introduces adjacent consonants No new GPC’s Typical duration: 4-6 weeks

63. © Crown copyright 2006 Phase 5 Introduces alternative graphemes for spelling Introduces alternative pronunciations for reading Developing automaticity Duration: throughout Year 1

64. © Crown copyright 2006 Phase 6 Increasing fluency and accuracy Throughout Year 2 (although teaching of spelling continues will into KS2)

65. © Crown copyright 2006 Model for daily direct teaching of phonics,skills and knowledge REVISIT AND REVIEW recently and previously learned phoneme-grapheme correspondences and blending and segmenting skills as appropriate TEACH Teach new phoneme-grapheme correspondences;skills of blending and segmenting Teach common words PRACTICE new phoneme-grapheme correspondences;skills of blending and segmenting APPLY Read or write caption or sentence using one or more common words and words containing new letter/grapheme

66. © Crown copyright 2006 New Phonics Materials Phase 2-5 Each phase has the following structure Summary of phase Suggested daily teaching sequence Suggested timetable for discrete phonics teaching Revisit, review, teach and practice Ideas on how to teach and practice letter recognition, blending and segmenting Apply Ideas on practising reading and writing captions and sentences Assessment – expectations at the end of a phase Appendix – word banks, suggested phrases and silly sentences

67. © Crown copyright 2006 Phase2-5 Sample Session As a group: Look at one sample session Work through the sample session,try the activities using the resources given Discuss how you could use the sample sessions to further develop the planning and teaching of phonics in your setting

68. © Crown copyright 2006 Session Menu A menu of activities, which can be used within the teaching sequence for the daily phonics teaching. For segmenting For blending

69. © Crown copyright 2006 Phonics provision Provision for phonics development must always be stage appropriate. Ongoing, observation based assessment, discussed by all staff, is crucial to ensuring appropriate provision.

70. © Crown copyright 2006 Assessment and Tracking Assessment tools Assessing phoneme-grapheme correspondence Phonic Phases tracking sheet FSP data – changes LSL 5 and 6

71. © Crown copyright 2006 Planning and Differentiation Grouping Differentiating Possible planning formats

72. © Crown copyright 2006 Parents: Partners in learning Information for parents Parents meetings

73. © Crown copyright 2006 Next Steps for development? 1.Complete the CLLD audit 2.Familiarise yourselves with the new phonics materials coming into school and decide as a whole school, which phonics programme you will be using through out school. 3.Be ready to plan and deliver the discrete daily phonics sessions. 4.Discuss this training with your Literacy and FS coordinators and decide how it should be disseminated within your school