Primary National Strategy

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

2. 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. 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. 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. 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. 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. 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 thelong vowel sounds by the end of the Foundation Stage.

8. 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. 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. 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. Communication, Language and Literacy Development

12. 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. Every Day - continuedChildren 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. 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. Auditing Provision • Questions for discussion • How do you currently teach phonics? • How effective is it? How do you know? • Is the approach to phonics consistent across the school? • What will you need to change?

16. Auditing Tools • CLLD audit • Self evaluation tool

17. CLLDImproving phonic subject knowledge

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

19. Phonic terminology:some definitions

20. 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. Some definitions A phonemeis the smallest unit of sound in a word

22. Our Phonics System

23. Activity Write down the 44 phonemes in our phonic system. Good Luck!

24. Some definitions Grapheme Letter(s) representing a phoneme t ai igh

25. Enunciation • Teaching phonics requires a technical skill in enunciation • Phonemes should be articulated clearly and precisely

26. 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. 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. 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. Phonics at a glance

30. A Basic PrincipleA phoneme can be represented by one or more letters d, h sh, th, ee igh

31. 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. Some definitions Trigraph Three letters, which make one sound igh dge

33. CVC words – clarifying some misunderstandings p i g s h e e p s h i p c a r b o y c o w f i l l w h i p s o n g f o r d a y m i s s w h i z z h u f f

34. CVC words – clarifying some misunderstandings • p i g c h i c k • s h i p c a r X • b o y X c o w X • f i l l w h i p • s o n g f o r X • d a y X m i s s • w h i z z huff

35. ll ss ff zz ck fill miss whizz huff chick

36. Examples of consonant clusters (CC)CCVC, CVCC, CCCVC and CCVCC b l a c k s t r o ng c c v c c c c v c f e l t b l a n k c v c c c c v c c

37. A segmenting activity s p l i

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

39. Segmenting

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

41. The same phoneme can be represented in more than one way a a-e ai ay ey eigh e e-e ea ee y i i-e ie igh y o o-e oa oe ow u u-e ue oo ew oo u oul ow ou ough oi oy ar a or aw ore a ough air are ear eer ear

42. Sorting activity • hurt • toy • night • book • sure • Field • grow • moon • swarm • bear • grass • rain • cow • dear

45. Word Mistake field/ie/ grow /ow/ moon/oo/ swarm/ar/ bear /ear/ grassregional pronunciation

46. The best bets for representing /ae/ at the beginning and in the middle of a word are a-e and ai • The best bet for representing /ae/ at the end of a word is ay

47. A basic principleThe same spelling may represent more than one phoneme meat bread hebed bearhear cowlow

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

49. PhonicsLearning and Teaching

50. 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.