1. Assessing reading development PGCE FT English 11/12 Semester 2, week 4

2. Teaching early reading in action  Watch Lisa from Chandlers Ford Infants in her Year 1 class teaching from phase 4 of Letters and Sounds.  What understanding does she demonstrate in teaching her children to decode words?  What else, from your experience on SE 1, is involved in the teaching of reading?

3. The Simple View of Reading

5. Word Recognition:  phonemic awareness  learning grapheme-phoneme correspondences in a clearly defined, incremental sequence  establishing sight vocabulary  learning tricky words/HF words/sight vocabulary  applying skill of blending phonemes in order all through a word to read it  applying skills of segmenting words into their constituent phonemes in order to spell them  knowing that blending & segmenting are reversible processes  underpinned by Speaking and Listening

6. Comprehension of text entails :  understanding language whether it is spoken or written  depends on oral language skills and breadth of vocabulary  ability to develop a mental representation of the information  processing language and concepts  impact of general knowledge  capacity to understand text literally and inferentially  capacity to hypothesise and engage with alternative interpretations

7. Implications for teaching:  Develop word recognition skills through : phoneme awareness and phonics teaching, repetition and teaching of tricky words  Develop language comprehension through: talking with children, reading to children, questioning, teaching comprehension strategies, role play  Within a shared reading context :  model reading strategies  Within a guided reading context:  focus on one aspect of reading only

8. Tom and the sack  We are going to watch David who is 6 years old reading Tom and the Sack  Follow the text and see how his errors have been recorded  Now read the questions about and the analysis of his errors on pages 19 – 23. Take just one or two errors and discuss them in depth.  Note how the miscues are recorded as ‘positive’ or ‘negative’; what is your understanding of this?

9. Next steps for David  Look at the next steps for David on page 24  They are rather general – how could you make them more specifically related to David’s reading errors and strengths?  E.g. Teach and revise vowel digraphs (and split digraphs)  which ones specifically?  when would you do this?

10. Your child as a reader  Think of your child as a decoder; what do you know about him/her?  share in a pair  Now think of your child as a comprehender: what do you know about him/her?  share in a pair  What else do you know about your child as a reader ?  What targets does your child need in order to make progress?  How/when would you plan to work towards these?

11. What now?  On SE 2 try and engage with your profile children’s reading with increased depth of understanding that takes account of both comprehension and word recognition.  Sign up workshops for phonics teaching in week 6  We have lots of early reading resources in the library for reference  If you are going in to KS 1 re-engage with the information you were given in semester 1 in relation to early reading. Get to know one phonics programme in depth e.g. Letters and Sounds  If you are going in to KS 2 consider getting to know a programme that supports the teaching of spelling such as THRASS

12. Good luck!