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Early reading

Early reading. CPD day 2. Outline of the day. Introduction Session 1: Review of progress Session 2: Models of good practice for improving reading using AfL Session 3: Learning and teaching Session 4: Collaborative CPD – Lesson Study. Aims of the day.

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Early reading

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  1. Early reading CPD day 2 00887-2007DWO-EN-14

  2. Outline of the day • Introduction • Session 1: Review of progress • Session 2: Models of good practice for improving reading using AfL • Session 3: Learning and teaching • Session 4: Collaborative CPD – Lesson Study 00887-2007DWO-EN-14

  3. Aims of the day • To review continuing professional development (CPD) practice undertaken in school to identify the resulting changes • To review the progress of the identified children, what worked well and next steps in their learning • To consider models of good practice of Assessment for learning (AfL) for use in the classroom • To gain further understanding of the developing support for AfL and planning on the Primary Framework, including the new Assessing Pupils’ Progress (APP) model of assessment • To plan next steps in classroom-focused CPD based on a Lesson Study model 00887-2007DWO-EN-14

  4. Session 1: Review of progress Pre-course tasks • Discuss with your headteacher and subject leader what has been learned from day 1 of the continuing professional development (CPD) training and plan how you will carry out the interim task • Identify four children whose progress in reading you will track • Work in-school with one or more colleagues to improve practice relating to the teaching of reading, with a particular focus on the teaching of phonics • Be prepared to discuss the outcomes of your classroom-focused collaborative CPD in terms of progress of identified children in your chosen theme 00887-2007DWO-EN-14

  5. Discussion • What aspects of the Primary Framework did you use to support improvements in reading? • How has your classroom practice with regard to the teaching of reading, specifically the teaching of phonics, changed since day 1 of the CPD training? • What has been the impact of this work? • What reading assessments have you completed? 00887-2007DWO-EN-14

  6. Session 2: Models of good practice for improving writing using AfL • Key principles of assessment • AfL and the Primary Framework • AfL – models of classroom practice • APP 00887-2007DWO-EN-14

  7. Key principles of assessment • Assessment is integral to effective teaching and learning • Assessment systems must be fit for purpose • National standards are an entitlement for learners, teachers and schools • National standards are integral to national expectations of education 00887-2007DWO-EN-14

  8. AfL in the Primary Framework 1.APP materials to strengthen teacher assessment • About APP • Planning for APP • Making APP judgements • Securing APP judgements • Using APP outcomes 2. Exemplifying achievement levels – online Standards files 00887-2007DWO-EN-14

  9. AfL in the Primary Framework 3. Developing Assessment for learning – repurposed material from E&E, teaching and learning materials • Conditions for learning • Use of curricular targets • Day-to-day assessment • Feedback on learning • Involving parents and carers • Involving children in their assessment • Using the social and emotional aspects of learning (SEAL) materials to develop AfL 00887-2007DWO-EN-14

  10. AfL – models of classroom practice • Discussion • Day-to-day assessment: how are teachers • questioning? • observing? • discussing? • analysing? • checking children’s understanding? • engaging children in the reviewing process? 00887-2007DWO-EN-14

  11. AfL within the discrete phonics session • View the video clip of a teacher working with a group of children at Phase 5 • What opportunities are there for effective AfL? • Which of the elements in day-to-day assessment are covered? 00887-2007DWO-EN-14

  12. Supporting teacher assessment using APP The APP model of assessment : • draws on formative approaches and is diagnostic • is periodic and keyed to national standards • integrates assessment into teaching and learning • enhances classroom practice and encourages a broad-based curriculum • is embedded in the renewed primary frameworks • is based on assessment focuses (AFs) that underpin national curriculum assessment 00887-2007DWO-EN-14

  13. The APP process • Teachers select a sample of pupils • Each term, they review the full range of evidence (written, spoken and observed) for each AF • They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet • Annotated examples of pupils’ work provide reference points for teachers (Standards Files) 00887-2007DWO-EN-14

  14. Session 3: AfL and learning and teaching Year 1: End-of-year expectations • Strand 5: Word recognition • Strand 6: Word structure and spelling • Strand 7: Understanding and interpreting texts 00887-2007DWO-EN-14

  15. Learning and teaching: Phonics phase 5 • View the video clip • The clip shows the practitioner teaching children an alternative spelling of the ‘ay’ phoneme: the split digraph a—e • Consider the effectiveness of the teaching – what do the children learn during this session? 00887-2007DWO-EN-14

  16. AfL and the Primary Framework • Year 1 Narrative – Unit 3: Traditional and fairy tales • Read through the unit and note how the teaching sequence integrates speaking, listening, reading and writing • In pairs, focusing on reading comprehension, identify assessment opportunities and annotate accordingly • What assessments might you carry out? • What type of evidence might you gather? 00887-2007DWO-EN-14

  17. ELS: Aims of programme • Designed for children in Year 1 who have already had access to high-quality systematic teaching of phonics during Early Years Foundation Stage • Children will • be secure at Phase 2 of Progression and Pace but identified through Foundation Stage Profile data and ongoing AfL as needing additional support to address learning involved in Phases 3 and 4 • also need additional opportunities to apply their knowledge • Intended outcome of intervention programme is to ensure that involved children are able to keep up with their peers in core learning in literacy in Year 1 00887-2007DWO-EN-14

  18. ELS: Changes to programme • Materials revised to bring them into line with objectives in Primary Framework for Literacy 2006 and Rose Review’s recommendations into teaching of Early Reading • Aligned with Primary National Strategy publication Letters and sounds: Principles and practice of high quality phonics and compatible with other similar approaches • More emphasis given to reinforcing systematic teaching of phonics and applying ‘simple view of reading’ 00887-2007DWO-EN-14

  19. ELS: Structure and scope • Extended from 12 to 16 weeks • Two additional weeks at beginning for revision and consolidation of phase 2 of Letters and sounds • Two additional weeks at end to introduce Phase 5 of Letters and sounds • Divided into modules to make focus of each section clearer • Structure of each week and time allocated to different activities changed substantially to place more emphasis on phonic teaching and application 00887-2007DWO-EN-14

  20. ELS: AfL and selection of children for programme • Four sources of information used to identify children for ELS programme: • Data on FS Profile • Data onphonic phase of Letters and sounds • Running records of reading • Observational assessment • Reception and Y1 teachers should work closely from summer term to identify children who are falling below expectations and plan next steps in learning 00887-2007DWO-EN-14

  21. Early literacy support (ELS) • Consider the children who are not making expected progress (Refer to Phonics progress tracking sheet: Early Years Foundation Stage through Key Stage 1, FSP data and other reading assessments) • Look at the ELS overview and decide which children should be placed on the ELS programme • Look at the accelerated progress children are expected to achieve through ELS 00887-2007DWO-EN-14

  22. ELS: Materials • Early Literacy Support Programme: Handbook for teachers working in partnership with teaching assistants • Provides guidance and support on AfL and screening, overview of programme and suggested links to other areas of curriculum • Early Literacy Support Programme: Session materials for teaching assistants • Provides full script of each of 80 sessions 00887-2007DWO-EN-14

  23. Session 4: Lesson Study • What do we mean by Lesson Study? • Read through HO: Using a Lesson Study continuing professional development approach in literacy: Early reading (Year 1comprehension) • Discuss how you might use such an approach to improve practice in the teaching of reading 00887-2007DWO-EN-14

  24. Next steps • How will you carry forward the work on Lesson Study? 00887-2007DWO-EN-14

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