Early Reading Workshop

Bea Noble-Rogers, Wendy Jolliffe, David Waugh

21 April 2009

Aim for the day

To consider opportunities for developing provision in the light of the work of the National Strategies and ITT colleagues

Agenda10.30 Introduction & Key messages 11.00 Supporting trainees’ learning in

school – subject specific support Simple View of Reading

12.30 Lunch1.30 Working with Leading Literacy Schools2.15 Reviewing provision against national

ITT priorities2.45 Introduction to Talk for Writing, one-

one-tuition, Assessing Pupils’ Progress 3.30 Close

Responding to key questions• Challenges

• Ways forward

Revisiting the Rose Review and the Simple View of Reading

• Revisiting recommendations

Independent Review of the teaching of Early Reading (the Rose Review): Recommendations

• 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

Recommendations continued

• 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

Recommendations continued

• HTs and managers of settings should give phonic work appropriate priority and reflect this in their decision making

• At least one member of staff is fully able to lead on literacy

• Monitoring arrangements should assure the quality and consistency of phonic work

• High quality teaching of reading in KS1 should inform target setting for English at KS2

Supporting trainees

Watch the video example of a mentor supporting a trainee to understand the Simple View of Reading. Consider the implications for provision.

Developing Literacy in ITT (DLITT)

• Aims

• Format

• Contents

• Audiences

The Simple View of Reading• Reading has two essential components:

– Decoding (word recognition)– Comprehension (language comprehension)

• Word-level reading and language comprehension are both necessary to reading

• This is formalised in “The Simple View of Reading”

• Reading comprehension is a product of word recognition and language comprehension

Can you read this?

Can you read this?There are systematic differences between adults’ and children’s speech. These include assimilatory processes such as prevocalic voicing of consonants, final consonant devoicing, nasalisation of vowels, and velar and labial assimilation, and substitution processes such as the replacement of fricatives by stops, the fronting of velars and palatals, denasalisation, gliding of liquids, vocalisation of syllabic consonants, and vowel neutralisation.

-Language comprehension

Word recognition

Language comprehension

Simple View of Reading

Good language

comprehension, poor word recognition

Good word recognition,

good language comprehensio

Poor word recognition,

poor language

comprehension

Good word recognition,

poor language comprehensio

Language comprehension

Child 1

J ames reads accurately and fairly fluently, but often appears unable to recall or to understand what he has read or what has been read to him.

Child 2

Emma reads fluently, talks in an informed way about what she has read. She plays a full, often leading, part in class discussions, building on what other children say.

Child 3

Michael reads slowly, haltingly and often inaccurately, but enjoys discussing stories and characters and shows good understanding when taking part in role play and hot-seating.

Child 4

Anna struggles to read texts and reads hesitantly. She seems unable to discuss or even answer questions about stories she has read.

Implications for teaching and training for teaching• High quality, systematic phonic work

should be taught discretely and daily• It should immediately be applied

purposefully in reading (by blending phonemes) and writing (by segmenting phonemes)

• Phonics should be set within a broad and rich language curriculum

Implications for teaching and training for teaching

• More attention needs to be given to speaking and listening from the outset

• Importance of developing vocabulary• Awareness that different skills contribute to

development of word recognition from those that contribute to comprehension

• Teachers need therefore to keep these two dimensions of reading separate in their minds when they plan their teaching

So that….• they focus clearly on developing word

recognition skills through– Phoneme awareness and phonics teaching– Repetition and teaching of ‘tricky’ words

• and they focus clearly on developing language comprehension through– Talking with children– Reading to children – Teaching comprehension strategies

Application of skills: guided reading• Provides a sharp focus on the targeted needs of

a particular group with similar reading ability • Vital tool for developing language

comprehension• Provides diagnostic information in relation to the

Simple View of Reading• Has a structure:

introductionkey learning pointsindependent readingreturn to the text

A guided reading session• Watch a video example of a trainee (PGCE

final practice)• Reception class summer term• Look for:

– Introduction to the text– Support during the text– Response to the text

• Using observation form: what feedback would you give to this trainee?

• Mentor’s feedback

Contrasting example

• 1st term Reception class with a 2nd year BA trainee

• Introduction to the text

• What feedback would you give?

Using the Simple View of Reading to support older pupils

• Watch the video extract again of a Year 6 pupil during guided reading working with a 2nd year BA QTS trainee

• Pre-lesson discussion focus on Simple View of Reading

• Michael reading followed by hot-seating• Mentor’s feedback• What key aspects should trainees understand

with regard to working with older pupils?

Reviewing provision: implications for trainers

• What is the range of learning opportunities available within the partnership to develop trainees’ ability to teach and assess the teaching of early reading and phonics / reading?

• What more could you do – e.g. focused placements?

• How can you ensure that the activity results in trainees’ learning?

Implications for trainersAll trainers need to • be able to observe and evaluate trainees’

teaching of early reading and phonics• engage in professional dialogue to support

moving the trainees’ learning forward - intervention at the point of teaching and planning

• ensure appropriate learning opportunities

Implications for providers

• Know what is happening in your partnership• Review and develop elements of taught courses• Prepare mentors and tutors for their role• Develop working partnerships with LAs• Consider the implications for trainees in FS, KS1

and KS2

ITT Priorities

• Auditing, tracking and monitoring of trainee learning, including

• Subject-specific assessment and training of trainees in school

• Knowing the partnership• Professional development for mentors, link

tutors and tutors

Working with Leading Literacy Schools

• Ways of working

• Sharing practice

• FAQs

Key resources for literacy

• Support for writing

• Talk for writing

• AfL using APP processes

• One-to-One tuition

• Inclusion Development Programme

Support for writing

• Develops further teacher understanding of progression in writing

• Strengthens links with planning from the Framework

• Enhances subject knowledge

http://nationalstrategies.standards.dcsf.gov.uk/node/102688?uc=force_uj

Talk for writing

• DVDs and an accompanying booklet

• Video sequences of teachers working with their class or a group of children to develop ‘talk for writing’ – i.e. storytelling, dialogue, conversation and other oral work that supports and feeds into children’s writing

The teaching sequence for writing

• At the heart of teaching and learning• Benefits learners• Promotes curriculum breadth• Leads to better pedagogy• Increases professional skills and confidence• Provides more accessible information for

learners and parents / carers• Stronger basis for pupil tracking• Core component of school assessment policy

APP - reminder of key features

Two key aspects• Assessment guidelines – Assessment Focuses

(AFs)– sit between the National Curriculum programmes of

study and the level descriptions– provide a detailed assessment framework– are tools for assessment, not learning objectives– For most AFs there are two or three bullet points at

every level, which support periodic judgements about children’s progress

• Standards files • APP KS1 now available

One-to-one tuition • By 2010-11, 300,000 pupils a year will receive

tuition in English and mathematics• Initial phase: Spring/summer 2009 – Years 5 and

6• Tailored 10 x 1 hour tuition sessions by a

qualified tutor• Develops an effective pedagogy for additional

support – links to professional development• Close liaison with class teachers: target setting

and monitoring progress• Strong links to APP

• Next steps

• Evaluation

• Close

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