Workshop on early reading for primary ITT providers The Rose review, including the Simple View of Reading, Quality First Teaching etc Implications for.

Workshop on early reading for primary ITT providers

• The Rose review, including the Simple View of Reading, Quality First Teaching etc

• Implications for children• Implications for trainees• Implications for trainers• Implications for providers

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The Scene

• The Independent Review of the Teaching of Early Reading

• The Primary Framework• The simple view of reading• High quality phonics teaching• Communication language and literacy• Letters and sounds

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

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Recommendations cont

• 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.

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Recommendations cont

• 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

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Renewed framework

• Learning objectives under twelve strands • Explicit inclusion of speaking and

listening objectives within the renewed framework

• Stronger emphasis on building learning over time and developing the teaching sequence

• Adjustment of expectations particularly around phonics learning and teaching

• Closer focus on assessment for learning

Implications for young children (from 5 – 7 and beyond if necessary)• Entitlement to daily systematic teaching

of phonics which is lively, interactive, multi sensory and well matched to learning need

• Opportunities for speaking and listening• Opportunities to apply what they learn in

purposeful, engaging and meaningful contexts

• Exposure to variety of high quality texts

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Kai

• I am Erasmus and I tuck my teddy to the hall. The docta gevd me a yello baj. We played sum gams. I lernd how... (15/3)

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Useful resources

• Case studies on Kai and Mikey on the web from October:

• www.dfes.standards.gov.uk/clld• Note there is an ITT section to this

website – including coaching material

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Implications for trainees

• Subject knowledge: Simple view of reading - nature of reading, reading and language development, reading and language comprehension, knowledge of texts and how texts work, phonics and the phonic phases, terminology, interrelationship of the 4 strands……>

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Implications for trainees

This to informPedagogic knowledge –assessment

for learning, teaching and application strategies, lesson structure, high expectations and pace of lessons

Trainee teachers need to know and understand and recognise the clear distinction between:

• processes concerned with recognising the printed words that comprise the written text and …

• processes that enable the reader to understand the messages contained

in the text

Implications for trainees

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The Simple View of Reading

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

• Neither is sufficient on its own• This is formalised in “The Simple

View of Reading”• Reading comprehension is a product

of word recognition and language comprehension

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+

+

-

-Language comprehension

Word recognition

Language comprehension

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+

+

-

-

Word

Recog

nit

ion

Good language

comprehension, poor word recognition

Good word recognition,

good language comprehensio

n

Poor word recognition,

poor language

comprehension

Good word recognition,

poor language comprehensio

n

Language comprehension

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+

+

-

-

Word

Recog

nit

ion

Language comprehension

v

vv

Word recognition

Language comprehension

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Implications for teaching

• Teachers need to be aware that different skills and abilities contribute to development of word recognition skills 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

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So that….

• they focus clearly on developing word recognition skills throughPhoneme awareness and phonics teachingRepetition and teaching of ‘tricky’ words

• and they focus clearly on developing language comprehension throughTalking with childrenReading to children Teaching comprehension strategies

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Quality First Phonic Teaching should:

• Adhere to four key principles of high quality phonic work as defined by Rose review

• Use phonics as the prime approach for tackling unfamiliar words

• Engage all children and be fully participatory• Demonstrate clear enunciation of phonemes• Include both blending and segmenting

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Quality First Phonic teaching should:

• Be multi-sensory but tightly focused on the learning goal

• Ensure that all children can hear/see the teaching input

• Support progression in learning and consolidation

• Make full use of additional adults• Be sufficiently flexible to take account of

differing needs• Achieve the learning intention within the

optimum time

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The four principles

• Grapheme/phoneme (letter/ sound) correspondences ( the alphabetic principle) in a clearly defined, incremental sequence;

• To apply the highly important skill of blending (synthesising) phonemes, in order, all through a word to read it;

• To apply the skills of segmenting words into their constituent phonemes to spell;

• Blending and segmenting are reversible processes.

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Quality First Phonic teaching should:

Include discrete, daily sessions progressing from simple to more complex phonic knowledge and skills and covering the major grapheme phoneme correspondences in order to achieve the learning intention.

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Quality first Phonic teaching should:

• Support progression in learning and consolidation, but be sufficiently flexible to take account of differing needs

• Assess children's progress carefully and specifically to support learning

• Ensure children can and have opportunity to apply phonic knowledge and skills in reading and spelling even if a word is not completely phonically regular

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Model for daily discrete teaching of phonics skills and knowledge• Revisit and review• Teach• Practise• ApplyMany examples of activities in Letters

and Sounds.

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Learning opportunities for trainees

• Review a phonics lesson, e.g. by using an extract from the DVD.

• Use the prompt sheet to support you• Identify the teaching sequence.• What strategies make this teaching more

or less effective?

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Learning opportunities cont:

• Observation – using prompt sheet• Team teaching and planning• Discussion with the lead teacher for early

reading• Looking at examples of children’s writing• Review phonics programme using the

core criteria• Explore Letters and Sounds

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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? Eg focussed placements

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

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Implications for trainers

All 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

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Implications for providers

• Knowing what is happening in your partnership• Reviewing and develop elements of taught

courses• Preparing mentors and tutors for their role• Develop working partnerships with LAs• Considering the implications for trainees in FS,

KS1 and KS2

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What’s happening in schools?

• Fifty Local Authorities with funded Early Reading Consultant

• Targeted work in identified schools and linked settings

• Tracking children’s progress through phonic phases and in CLL and PSED

• The ‘universal offer’ to all schools – supply funding to review and develop practice in early reading

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So, ideally, trainees should be in contexts where• At least one member of staff is able

to lead on literacy• Funding has been used to review

and develop practice in the teaching of early reading

• NB Some trainees will be placed in schools that have had extensive consultant support to change practice – implications?

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Taking forward the recommendations - ITT

• Ongoing ITT PNS network meetings • Additional phonics and early reading conference• Cross ITT / LA events• SCITT/EBITT network meetings• Visits to providers of ITT• ITT specific materials and CLL ITT web page

www.dfes.standards.gov.uk/clld• CLL resources for Students -Letters and Sounds

Discussion

• How has the Rose Review impacted on your training to date?

• What have been the successes and challenges?

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Action planning

• Next steps. Consider eg • Programme design and resources• Expertise within the partnership• Mentor and tutor professional

development• Learning opportunities for trainees• Developing links with LAs• Areas where additional support would

be useful

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Comprehension

Teaching a range of comprehension strategies is not sufficient they need to be taught explicitly, to be strategically and systematically embedded in teaching to enable children to draw on as needed and at will to support their engagement with texts

• Explicit teaching of specific comprehension strategies supports developing comprehension skills

• leads to deeper understanding of texts and enhances engagement and enjoyment

• Once teachers understand and teach different aspects of comprehension they can more easily support their pupils in becoming effective comprehenders

Elements of comprehension

• Previewing and predicting• Activating and building prior knowledge• Questioning• Visualisation and other sensory

responses• Synthesising• Inference, deduction and drawing

conclusions• Summarising / determining importance• Empathising• Taking a critical stance

Some key questions• How do we teach reading beyond the very

early stages?

• Why is teaching comprehension important?

• What causes difficulties in comprehension?

• What are the main elements of comprehension?

• Which strategies can help children develop expertise in each of these elements?