The Primary Framework for literacy

1. The Primary Framework for literacy Manchester Literacy Subject Leaders 3+2 day course January 2007 Day 1

2. Programme Day 1 09:00 Aims and outline of the course inc. Gap Task 09:30 Session 1: Introduction to the framework for literacy 10:30 Break 10:45 Session 2: The 6 key messages form the renewed framework 11:30 Communication language and literacy development: Phonics 12:30 Lunch 13:15 Session 3: The simple view of reading 14:30 Break 14:40 Session 4: Planning for literacy across the curriculum 15:40 School based tasks 16:00 Evaluation and Close

3. Aim of the course To support subject leaders with: Developing their overall knowledge of the structure, content and implications of the renewed literacy framework Planning how they will introduce and develop the renewed framework within their school Be clear about the overall universal offer to all schools in terms of attending the course Talk about the exciting time that this is in terms of the true consultative nature of the renewed framework Stress that the course is to prepare them as subject leaders and how crucial that leadership role will be in terms of getting things right in their own school. Be clear that we will not be telling them what to do but that we intend to look at the big ideas underpinning the renewed framework and support them to make connections and raise questions for discussion that will in turn help them to clarify their priorities and how they will tackle them back in school. Our role is to help them through this course to have a professional discussion with SMT as to how they will utilise these materials to further improve standards of attainment and achievement for all within their own school setting.Be clear about the overall universal offer to all schools in terms of attending the course Talk about the exciting time that this is in terms of the true consultative nature of the renewed framework Stress that the course is to prepare them as subject leaders and how crucial that leadership role will be in terms of getting things right in their own school. Be clear that we will not be telling them what to do but that we intend to look at the big ideas underpinning the renewed framework and support them to make connections and raise questions for discussion that will in turn help them to clarify their priorities and how they will tackle them back in school. Our role is to help them through this course to have a professional discussion with SMT as to how they will utilise these materials to further improve standards of attainment and achievement for all within their own school setting.

4. Day 1 Objectives To support subject leaders with developing their overall knowledge of the structure, content and implications of the renewed literacy framework To discuss national and local expectations in relation to literacy To give an overview of phonics, the simple view of reading and literacy across the curriculum within the renewed framework To introduce the interim task

5. Leadership team establishes and agrees priorities Link to school self-evaluation and school improvement

6. CPD Themes literacy Remind them of the structure of the course And how it will fit with the materials they will receive from the strategy Remind them of the structure of the course And how it will fit with the materials they will receive from the strategy

7. Pack for schools:Booklet for headteachers Suggestions for an initial Senior Leadership Team meeting Support to implement the recommendations from the Rose Report PDM 1 (Professional Development Meeting) to support the implementation of the renewed frameworks Overview of further materials in subject leader DVD handbook PDMs 2 Progression in literacy and mathematics PDMs 3 Pedagogy in literacy and mathematics PDM 4 Reviewing and evaluating progress N.B. PDMs 2 & 3 are linked to the improvement themes (four for literacy and three for mathematics) DVD to support navigation of the framework (given out on mathematics 3+2) 2nd point: post-Rose support = audit tools PNS expectations to follow-up recommendations from Rose Report for every school 2nd point: post-Rose support = audit tools PNS expectations to follow-up recommendations from Rose Report for every school

8. Common and specific materials for subject leaders to lead the effective use of the renewed framework in their schools, including PDM's and suggestions for follow-up work Additional materials to support the implementation of the recommendations from the Rose Report Video sequences of good practice Pack for schools:Subject leader DVD Handbook Video sequences include good practice in The teaching of phonics and early reading Shared and guided reading across the primary age range (including some good use of embedded ICT from �Keys to Learning�)Video sequences include good practice in The teaching of phonics and early reading Shared and guided reading across the primary age range (including some good use of embedded ICT from �Keys to Learning�)

9. Day 5 overview Give out handoutsGive out handouts

10. Session 1 The Underlying Rationale: A focus on the 6 Key Areas

11. Aim To consider the rationale underpinning the Framework.

12. Needs of the school Consultation heads, teacher, consultants,la, hmi ofsted Wrong �getting through lots of teaching objectives �too much material Wants and needs of school Opportunities to support schools and improve reading Majority not taught this properly � needed by all teachers � not just early years and KS 1 Text � not a lot of emphasis on this area Every school should do something around simple view of reading 2. flexibility- became getting through the lesson � and not meeting the needs of the children Time of year Flexibility � was not explicit Structure � boys writing � lessons need to be about producing something at the end of a unit � teaching and learning will look different. Knowing what the children are aiming for Raising expectations � strategy has plataueed � raising expectations � track by strand � allows you to move forwards AF and Of learning � away from testing Broadening � which aspects are week and how to move forward ICT changes Needs of the school Consultation heads, teacher, consultants,la, hmi ofsted Wrong �getting through lots of teaching objectives �too much material Wants and needs of school Opportunities to support schools and improve reading Majority not taught this properly � needed by all teachers � not just early years and KS 1 Text � not a lot of emphasis on this area Every school should do something around simple view of reading 2. flexibility- became getting through the lesson � and not meeting the needs of the children Time of year Flexibility � was not explicit Structure � boys writing � lessons need to be about producing something at the end of a unit � teaching and learning will look different. Knowing what the children are aiming for Raising expectations � strategy has plataueed � raising expectations � track by strand � allows you to move forwards AF and Of learning � away from testing Broadening � which aspects are week and how to move forward ICT changes

13. Why should our school implement the Primary Framework? Not to give the answers � each school Not to give the answers � each school

14. Speaking and Listening In your groups consider� What was the value of the speaking and listening in this session?

15. Reflection Reflect on the six key areas from the renewed framework in the light of this session

16. Session 2 Getting to grips with the Renewed Framework

17. Aims: To enable teachers to familiarise themselves with the Renewed Framework. To draw attention to speaking and listening

18. Key changes-literacy Learning outcomes/objectives organised under twelve strands Explicit inclusion of speaking and listening outcomes Stronger emphasis on building learning over time and developing the teaching sequence Adjustment of expectations particularly around the learning and teaching of phonics Closer focus on assessment for learning during, as well as at the end of, units of work Reordering of the strands and separation of word reading from word comprehension Greater signposting of Early Reading Stress that we are talking about learning objectives. S/L are strands within the literacy. This has been welcomed because the profession has seen this as an underdeveloped area. Ensuring that learning is being built over time. Need also to ensure that literacy across curriculum is part of the planning as this is the application of literacy. Teaching objectives from 98 to 06 are not always directly linked. Change in teaching of phonics. Clarity about word recognition as opposed to word comprehension. Reading builds up and writing broke down in draft. Now have made a closer relationship between the decoding strand and the writing/spelling strand.Stress that we are talking about learning objectives. S/L are strands within the literacy. This has been welcomed because the profession has seen this as an underdeveloped area. Ensuring that learning is being built over time. Need also to ensure that literacy across curriculum is part of the planning as this is the application of literacy. Teaching objectives from 98 to 06 are not always directly linked. Change in teaching of phonics. Clarity about word recognition as opposed to word comprehension. Reading builds up and writing broke down in draft. Now have made a closer relationship between the decoding strand and the writing/spelling strand.

19. Organisation Learning outcomes/objectives Organised into twelve strands Also incorporated into 3 blocks

20. 12 strands Speaking Listening and responding Group discussion and interaction Drama Word recognition (up to yr 2/3) Understanding and interpreting text Engaging with and responding to text Creating and shaping text Text structure and organisation Sentence structure and punctuation Word structure and spelling Presentation

21. Looking at the strands Look at year 3 Consider how useful is it to have the complete overview of year 3 on one double page spread? Take the strand �understanding and interpreting texts� and look at progression from EYFS to Yr 7 If it your focus you can track progress What in the strand is not right Assessment Take an aspect � weak/strong and examine in detail If it your focus you can track progress What in the strand is not right Assessment Take an aspect � weak/strong and examine in detail

22. Literacy Planning Year narrativeLiteracy Planning Year narrative

27. Overview

28. Through discussion, identify: What is good about the renewed framework? Do you have any questions? Do you have any concerns?

29. Primary National Strategy Session 3: CLLD - Phonics Key area 1 � links to early readingKey area 1 � links to early reading

30. Aims To consider: What are the expectations for teaching and learning of phonics in EYFS and KS1? What phonic knowledge do I need? What do I need to know about phonics teaching and learning and standards across my school?

31. What are the expectations for teaching and learning of phonics in EYFS and KS1?

32. The context of the Rose Report Response to the Select Committee into the teaching of early reading 2005 Findings are based on recent research into how children develop language and learn to read Informing the development of the EYFS and the renewed literacy framework

33. 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. 2)Reminder that FS 1 would be focusing on phonological awareness etc � step 1 � planned input 3)reinforcing broad,rich curriculum � not about worksheets! etc2)Reminder that FS 1 would be focusing on phonological awareness etc � step 1 � planned input 3)reinforcing broad,rich curriculum � not about worksheets! etc

34. Key message The Rose Report recommended that whatever phonic programme is in use by the school, it should have a systematic progression with clear expectations by teachers and practitioners of the expected pace of teaching and learning http://www.standards.dfes.gov.uk/rosereview/ The HMI survey drawn on by the Rose Review found that �not all schools were clear about exactly what phonic knowledge (letter-sound correspondences) they expected their pupils to have learned at particular stages.� Emphasise that whatever programme of phonics teachers choose to use (and remind them of Rose�s emphasis on fidelity) it will be essential that teachers fully understand the progression set out in that programme. Programmes that do not have a full and clear statement of progression (i.e. that fully describes content, progression through that content and the pace of that progression) do not provide teachers with the support a scheme should provide. Fidelity to a programme is impossible if the scheme is so loose or imprecise that no one could know whether they were being faithful to that programme or not. The HMI survey drawn on by the Rose Review found that �not all schools were clear about exactly what phonic knowledge (letter-sound correspondences) they expected their pupils to have learned at particular stages.� Emphasise that whatever programme of phonics teachers choose to use (and remind them of Rose�s emphasis on fidelity) it will be essential that teachers fully understand the progression set out in that programme. Programmes that do not have a full and clear statement of progression (i.e. that fully describes content, progression through that content and the pace of that progression) do not provide teachers with the support a scheme should provide. Fidelity to a programme is impossible if the scheme is so loose or imprecise that no one could know whether they were being faithful to that programme or not.

35. Rose Report in practise - the CLLD Programme Manchester was one of 20 L.A s in the country to be involved in the ERDP (Early Reading Development Pilot) 10 schools took part in this research Moston Lane, Cheetham Community, Chorlton Park, Lily Lane Infants, Sandilands Primary, Broadoak Primary, St Clements, Cavendish, St Richards RC (Longsight), St Wilfrids RC (Hulme)

36. 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 PSED � Personal Social Emotional DevelopmentPSED � Personal Social Emotional Development

37. Introduction and background to the CLLD Programme - Continued 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 the long vowel sounds by the end of the Foundation Stage. Phonics materials used should have systematic progression with clear expectations by practitioners with the expected pace of teaching and learning.

38. Developing learning across a week 2) Times of year, maturity of children, events of the day2) Times of year, maturity of children, events of the day

39. 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.

40. Developing learning across a week However some children may need additional opportunities to read a book with an adult. E.g. in the book area or on a blanket under the treeHowever some children may need additional opportunities to read a book with an adult. E.g. in the book area or on a blanket under the tree

41. The Early Stages of Phonics In Foundation 1/ Nursery most children will be working within phase 1. This involves hearing and discriminating general sounds, speech sounds and pattern activities. These are: Tuning in Recognising gross sounds Sound location Sounds have meaning Discrimination of sounds Developing aural attention span Developing auditory memory If your practitioners have been on PwS training or developing speaking and listening training they should be well aware of how to ensure this provision. Relevant to VIPs and Nursrey classes also needed in Reception and should be ongoing whatever step the children are on If your practitioners have been on PwS training or developing speaking and listening training they should be well aware of how to ensure this provision. Relevant to VIPs and Nursrey classes also needed in Reception and should be ongoing whatever step the children are on

42. Suggested order of introducing the 44 phonemes This document outlines progression in the teaching of phonics in 6 phases suggests a time line 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. Hold up handout - Emphasise just a guide � changing expectationsHold up handout - Emphasise just a guide � changing expectations

43. Assessment Phonics progress tracking sheet Phase descriptors Record of phoneme-grapheme correspondences

44. Model for daily direct teaching of phonics, skills and knowledge

45. What phonic knowledge do I need?

46. Go through the quiz quickly. (Literacy Consultants have looked at this previously). Note your responses and in particular any uncertainties you have about questions in the quiz. Discuss these with your colleagues. It is highly likely that practitioners within your LA will have similar uncertainties. Consider using a similar test at the beginning of your own training sessions to enable you to monitor levels of subject knowledge locally. While teachers need more than this � training on structuring and linking teaching sessions, for example � core subject knowledge provides a critical foundation. When this quiz has been used by a literacy consultant with teachers and TAs the average scores to date are 7/10 for literacy co-ordinators, 4/10 for teachers and 2/10 for TAs. Individual scores vary from 0 to 9. Scores have been close to the average in all groups tested, so subject knowledge is likely to be an issue in your own authority. Go through the quiz quickly. (Literacy Consultants have looked at this previously). Note your responses and in particular any uncertainties you have about questions in the quiz. Discuss these with your colleagues. It is highly likely that practitioners within your LA will have similar uncertainties. Consider using a similar test at the beginning of your own training sessions to enable you to monitor levels of subject knowledge locally. While teachers need more than this � training on structuring and linking teaching sessions, for example � core subject knowledge provides a critical foundation. When this quiz has been used by a literacy consultant with teachers and TAs the average scores to date are 7/10 for literacy co-ordinators, 4/10 for teachers and 2/10 for TAs. Individual scores vary from 0 to 9. Scores have been close to the average in all groups tested, so subject knowledge is likely to be an issue in your own authority.

47. Rose Report Recommendations: Leadership and Management Headteachers and managers of settings should: Prioritise phonic work and reflect this priority in professional development for staff Ensure that one member of staff leads on literacy; Monitor the quality and consistency of phonic work; Ensure that high-quality teaching of reading promotes better outcomes for children Implications for leaders and managers. Ensure practitioners know what constitutes best practice in phonics, and support staff in receiving appropriate CPD CLL is of such fundamental importance, someone should take the lead on it. Ensure that children�s experience of phonic sessions is of high quality through monitoring. Implications for leaders and managers. Ensure practitioners know what constitutes best practice in phonics, and support staff in receiving appropriate CPD CLL is of such fundamental importance, someone should take the lead on it. Ensure that children�s experience of phonic sessions is of high quality through monitoring.

48. What do I need to know about phonics teaching and learning in my school? See pg 14 of Headteacher�s handbook and CLLD auditSee pg 14 of Headteacher�s handbook and CLLD audit

49. Reflection Reflect on the six key areas from the renewed framework in the light of this session

50. Session Four The Simple View of Reading

51. Aims Develop an understanding of the simple view of reading Consider the implications for teaching and learning Important to teach all elements of to get the resultImportant to teach all elements of to get the result

52. Searchlights model Model that we had Research � not grounded Impact not there Useful model Inlight of framework � research on understanding -new model has been developed PG 38 � head teachers bookletModel that we had Research � not grounded Impact not there Useful model Inlight of framework � research on understanding -new model has been developed PG 38 � head teachers booklet

53. PG 8 in framework Activity What does this mean for individuals, class and school!PG 8 in framework Activity What does this mean for individuals, class and school!

54. 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 You might want to set the term �simple view� in a context � the term is not used here in a populist or reductionist sense. The Simple Vew of Reading is a technical descriptor, standard in the professional literature about early reading. The first use of this is associated with the researcher Philip Gough. One website (American) quotes Nell Duke and Michael Pressley, the distinguished American reading experts as acknowledging that the �simple view of reading� is �overhwhelmingly accepted by the reading research community�.You might want to set the term �simple view� in a context � the term is not used here in a populist or reductionist sense. The Simple Vew of Reading is a technical descriptor, standard in the professional literature about early reading. The first use of this is associated with the researcher Philip Gough. One website (American) quotes Nell Duke and Michael Pressley, the distinguished American reading experts as acknowledging that the �simple view of reading� is �overhwhelmingly accepted by the reading research community�.

55. 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 Stress importance of structured systematic input on language from beginning These two aspects of reading can and will sometimes be brought together in teaching and learning sessions, e.g. in a discrete phonics session when blending and segmenting the phonemes in a word like �dish�, the teacher will want to ensure that all the children know what a dish is, as it may be an unfamiliar term, especially to some children with EAL. However, disrupting the flow of a shared reading session designed to extend children�s understanding of characters and their motivation, by explaining the unusual spelling of the /sh/ sound in �mission� is inappropriate and will distract and confuse some children. Stress importance of structured systematic input on language from beginning These two aspects of reading can and will sometimes be brought together in teaching and learning sessions, e.g. in a discrete phonics session when blending and segmenting the phonemes in a word like �dish�, the teacher will want to ensure that all the children know what a dish is, as it may be an unfamiliar term, especially to some children with EAL. However, disrupting the flow of a shared reading session designed to extend children�s understanding of characters and their motivation, by explaining the unusual spelling of the /sh/ sound in �mission� is inappropriate and will distract and confuse some children.

56. 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 Stress importance of structured systematic input on language from beginningStress importance of structured systematic input on language from beginning

57. Simrans story I am Simran and I'm going to tell a story. Long time ago there was a little girl with a coat with golden buttons on and they sparkled in the dark and she had a nice suit like that as well that sparked in the dark so she wasn't scared of dark-ness. A little boy came in for a golden button and she he said, and she said no, because you can't have one of my and the little boy cried and he was a bit upset, and he told his mom. Meanwhile a little boy came to steal her buttons but she dressed up as a monster and he ran home fast as he could and mom said "What's the matter", but he didn't say what's the matter because he was too scared. Ha ha ha ha ha ha. ......... touch my buttons ever again because I dressed up as a monster. The next day when she went to the shop nobody talked to her and nobody said "what lovely buttons" because they heard about how she frightened the little boy. As she went home she was very very sad and ....her friend asked her to ...........if you share your buttons you'll be the happier girl ever.

58. SIMRAN GILL � COMPLEX SENTENCES The next day, when she went to the shop, nobody talked to her. As she went home, she was very, very sad.

59. Reflection Reflect on the six key areas from the renewed framework in the light of this session

60. Session Five Planning for Literacy Across the Curriculum

61. Aims To focus on how texts can be linked to other curriculum areas To examine how purpose and audience drive texts Consider multi-modal texts

63. Activity One Using the A3 proforma, consider any unit of work you are familiar with. Decide which genres of writing could most usefully be developed in the units from other curriculum areas. Consider also an appropriate audience and purpose for the writing.

64. Activity Two Using the proforma with the Lowry picture on it, write a short opening paragraph of a letter. The letter must be to an audience from the selection given.

65. Audiences: A five year old child A parent Someone from another country Someone from another century The Queen A 14 year old boy A 75 year old woman A local mill owner

66. Multimedia/modal Multi media Is the hardware in which the mode is viewed Eg video, pc, dvd Multi modal Is the content/ breakdown of the media Eg � image, text, sound and moving image

67. Reflection Reflect on the six key areas from the renewed framework in the light of this session

68. Interim tasks - Day 1 Supplementary tasks � choose according to issues raised for you today Using the supporting guidance(page 14in HT booklet) or SL DVD look at/ consider the questions raised around phonics. Read the core position papers around reading comprehension and consider in the light of your school Look at writing expectations in all subjects, are pupils attaining the same? Are expectations the same?