leadership and monitoring of phonics learning and teaching kingsgate conference centre, 20 th march...

Leadership and Monitoring of Phonics learning and teaching

Kingsgate Conference Centre, 20th March 2015

Leadership and Monitoring of Phonics learning and teaching

Sue HowardLearning and Teaching Adviser (Literacy)

Aims

To support leaders in developing and embedding the following:

-closing the attainment gap for specific groups-phonic subject knowledge and progression in phonics-What does good teaching and learning look like?-tracking progress in phonics and using effective intervention programmes-administering and monitoring the phonics screening check

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Narrowing the Gaps to National in Phonics

School Improvement Team

Improvement Plan for Phonics 2014/15 (linked to the yearly school improvement plan for improving literacy)

Aim: To improve achievement in phonics through improved leadership, teaching and learning

Success Criteria:

Improved leadership and management of phonics and reading, supported by improved outcomesAchievement - gap to national similar groups are further closed for identified groups by July 2015:

o All to be less than 6ppts (currently 8ppts)o FSM to be less than 6ppts (currently 7ppts)o EAL to be less than 8ppts (currently 12ppts)o EFL to be less than 4ppts (currently 5ppts)o White British to be less than 4ppts (currently 5ppts)o OWB to be less than 15ppts (2013 20ppts)o Pakistani Heritage to be less than 12ppts (2013 14ppts)

Teaching of phonics to be judged good overall and no inadequate teaching identified by the end of the year



What would be your school’s priorities from the phonics action

plan?

Phonics Subject Knowledge and Progression


Articulation and technical vocabulary


Phase 1 (continuous through Phases 2 – 6)

Children:•Enjoy rhyme and alliteration•Can distinguish between sounds

•Explore and experiment with sounds and words

•Orally blend and segment phonemesBirth onwards – usually pre-school and Reception +


Children working at Phase 2

Know 19 consonants and vowels and can blend and segment them into CVC wordsReception - typical duration 6 weeks

pot chick church fair

boy down taught wheel thorn for

day dear

head shirt

CVC or not?


•Are learning one way of writing each of the 43 phonemes, including digraphs

•Are beginning to read and spell two syllable words and captionsReception - typical duration: Up to 12 weeks



•Can blend adjacent consonants in words for reading, e.g. spoon, pink, fright

•Can hear and segment adjacent consonants for writingUsually taught with Phase 3 at end of YR & Phase 5 in Y1




•Are learning alternative ways of pronouncing and spelling the long vowel phonemes, e.g. ay, ae, a-e, ai, a,

•Can read phonetically decodable two and three syllable words, e.g. frogspawn, shopkeeper and spell complex words using phonetically plausible attempts

•Can blend to read quickly and independentlyThroughout Year One

Long and Short Vowels

Activity:Sort the body parts into words with long and short vowels

Which of these words contain a split digraph?

time made spike have

come bride

some shine

time made spike have

come bride

some shine

Which of these words contain a split digraph?

Children working at Phase 6• Can apply 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 in vision

• Can recognise phonic irregularities• Read and write with increasing

fluency and accuracyThroughout Year Two (although teaching of spelling continues well into KS2)


Year 1 English Overview

Reading – Word Recognition Writing - Transcription Pupils should be taught to:

apply phonic knowledge and skills as the route to decode words

respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+

phonemes, including, where applicable, alternative sounds for graphemes

read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

read common exception words, noting unusual correspondences between spelling and sound

and where these occur in the word

read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

read other words of more than one syllable that contain taught GPCs

read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe

represents the omitted letter(s)

read aloud accurately books that are consistent with their developing phonic knowledge and

that do not require them to use other strategies to work out words

re-read these books to build up their fluency and confidence in word reading.

Spelling (see English Appendix 1)

Pupils should be taught to:

spell:

words containing each of the 40+ phonemes already taught

common exception words

the days of the week

name the letters of the alphabet:

naming the letters of the alphabet in order

using letter names to distinguish between alternative spellings of the same sound

add prefixes and suffixes:

using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular

marker for verbs

using the prefix un–

using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping,

helped, helper, eating, quicker, quickest]

apply simple spelling rules and guidance, as listed in English Appendix 1

write from memory simple sentences dictated by the teacher that include words using the GPCs and common

exception words taught so far.

Year 2 English OverviewReading – Word Recognition Writing - Transcription


continue to apply phonic knowledge and skills as the route to decode words until automatic

decoding has become embedded and reading is fluent

read accurately by blending the sounds in words that contain the graphemes taught so far,

especially recognising alternative sounds for graphemes

read accurately words of two or more syllables that contain the same graphemes as above

read words containing common suffixes

read further common exception words, noting unusual correspondences between spelling

and sound and where these occur in the word

read most words quickly and accurately, without overt sounding and blending, when they

have been frequently encountered

read aloud books closely matched to their improving phonic knowledge, sounding out

unfamiliar words accurately, automatically and without undue hesitation

re-read these books to build up their fluency and confidence in word reading.

Spelling (see English Appendix 1)


spell by:

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

learning new ways of spelling phonemes for which one or more spellings are already known, and learn some

words with each spelling, including a few common homophones

learning to spell common exception words

learning to spell more words with contracted forms

learning the possessive apostrophe (singular) [for example, the girl’s book]

distinguishing between homophones and near-homophones

add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

apply spelling rules and guidance, as listed in English Appendix 1

write from memory simple sentences dictated by the teacher that include words using the GPCs, common

exception words and punctuation taught so far.


Teaching Sequence

Observing Discrete Phonics

Phonics – a non-negotiable

Tracking Progress

Intervention

Phonics Counts• a teacher-led reading

intervention with support from a teaching assistant

• for children in Years 1 to 3who have the greatest difficulties with reading

• based on systematic synthetic phonics within a balanced approach to reading

• developed by Edge Hill University

29

Phonics Counts outcomes 2013 /14Impact on children • 78 children in Years 1 – 3 took part in Phonics Counts in 24 schools in 7 local

authorities. They received an average of 42 lessons from a teacher and 20 support sessions from a TA over 4.7 months.

• Standardised reading tests showed that: they made an average Reading Age gain of 14 months – over 3 times

the expected rate of progress this gain was consistent across both phonics and the reading of

whole sentences their comprehension scores more than doubled they gained an estimated 4.2 National Curriculum points class teachers said that every child showed more confidence and

interest in reading at the end of the programme

Project X CODE• a reading intervention

delivered by a trained teaching assistant or a teacher

• for children in Years 2 to 4 who need a helping hand with reading

• highly motivational books and resources published by Oxford University Press

• training developed by Edge Hill University

Project X CODE outcomes 2013158 children in 31 schools that received training had an average of 39 sessions over 4 months.

•they made an average Reading Age gain of 13.4 months- over 70% more than the gain achieved without training

•their comprehension scores doubled- over three times the gain achieved without training

•they gained an estimated 2 National Curriculum sublevels

“It was noticeable how children began to change their foremost strategy in solving unknown words – from guessing, using the initial letter to blending right through the word.”

Primary School

Phonics Screening Check


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th–r-a-ng

y-or-n


Raise Online:

Application of Phonics

Application of Phonics My Spelling Journal

Reading the Next Steps

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/409409/Reading_the_next_steps.pdf

Sets out four strategies, one of which is:

•the Phonics Partnership Grant Programme - a £10,000 grant for good schools to support other schools with phonics teaching.

CPD Opportunities

Year 1 Phonic Screening Check Workshops:

Wednesday 22nd April 4.00 – 5.30pmThursday 23rd April 4.00 – 5.30pm

Northminster House

Contact Details

Sue Howard: 01733 863717 Lesley Kelly: 01733 [email protected]@peterborough.gov.uk

leadership and monitoring of phonics learning and teaching kingsgate conference centre, 20 th march...

Documents

phonics slide

ppts teaching of phonics

progression slide

reception slide

management of phonics

phonics screening check

monitoring of phonics

y1 phonics subject knowledge