Phonics and Early Reading

1. Phonics and Early Reading Primary National Strategy and Cumbria Sure Start

7. Implications from the Rose Report • The Simple view of reading Both word recognition and language comprehension are necessary to achieve fluent reading • Phonics and Early reading High quality phonic work should be taught systematically and discretely as the prime approach used in the teaching of early reading • Progression and Pace Learning should be at a brisk pace but sensitive to children’s developing abilities • Broad and rich language curriculum Phonics work should be set within a broad and rich language curriculum

8. The Simple view of Reading Reading to learn for purpose and pleasure Learning to read Different kinds of teaching are needed to develop word recognition skills from those that are needed to foster the comprehension of written and spoken language

9. I like listening to stories and can tell you what has happened in the right order and which parts I like and why. I can talk about the characters and pretend to be them. I find it hard to read books for myself - the words and letters get muddled and it doesn’t make sense. I don’t know how to work it out. Sometimes this makes it hard to understand what I’m reading. I love reading and read lots of interesting books. I like to talk about the stories I’ve read with my friends. I can read lots of short easy words and some words I know straight away. When I see longer words I don’t know I look at the letters and say the sounds aloud in the right order to help me read it. I am a very good reader. I can read all the words on the page- some I have to work out and some I just know. I find it hard when the teacher asks me questions about what I’ve read- like when things happened or what I thought about the characters and how I felt. I don’t really think like that when I’m reading – it confuses me. I like books andI can read words by looking at the pictures and having a go. I know some letters and their sounds – like in my name – but not all of them. Sometimes I know the first letter and guess the rest. My favourite books are information books and I like using the computer. I like it when the teacher reads to us and looking at the big books.

10. Key Messages Phonics First! Fun! Focused! Frequent! Faithful! Fast!

11. First! Phonics….. ‘Findings suggest that using phonics instruction to remediate reading problems may be harder than using phonics at the earliest point to prevent reading difficulties’ Linnea C.Ehri • Reading Strategies • The Simple View of Reading • Word recognition and Language Comprehension

12. Fun! Phonics….. ‘Practitioners should enable all children to participate , enjoy and achieve in a rich , play based curriculum which fosters their physical, social, emotional and intellectual development’ EYFS • Engagement and motivation • Multi- Sensory activities • Resources

13. Focused! Phonics….. • Sequenced teaching • Organisation : whole class / groups • Knowledge and skills

14. Frequent! Phonics….. • Short , discrete, daily sessions • Progression • Expectations

15. Fast! Phonics….. ‘Learning should be at a brisk pace but sensitive to children’s developing abilities’ • Pace and progression • Acceleration through the phases

16. Faithful! Phonics….. • Fidelity to the programme • Consistency • Systematic

17. Frisky phonics! Playful Frolicsome Light- hearted Energetic Lively Spirited

18. Guided Reading FS/KS1 Phonics as a first resort Simple view of Reading Word Recognition and Language Comprehension Bookbands

19. Planning and Organisation Revisit and Review Teach Practice Apply

20. Fun in the phases !

21. Fun in the phases !

22. Tracking, Progression and Assessment Look, listen and note Development matters ‘ Robust assessment of children’s learning secures progression in phonic work’ ROSE Effective Practice Planning and resourcing

23. Practice • Implementing the plans • The learning environment- inside and outside • Play provision • Resources activities learning activities • Child – initiated experiences and activities • Teacher directed experiences and activities • Planning • Learning intentions / objectives • Success Criteria • The adult’s role in supporting learning : Resulting in a balance of - teacher directed and -child initiated experiences - activities both inside and outside • Assessment • Observations • Quick notes on achievements • Conversations and dialogue • Children’s self- evaluations • Samples of work • Deciding ‘ what’s next?’ • Evaluating the plans • Evaluating written plans – medium and short term • Did they help children to learn? • Evaluating what was learnt in self chosen – adult initiated activities • Evaluating learning in areas – inside and outside • Deciding next steps

24. Gap Task Audit Action Plan ‘We should strive to hang on to the ‘wow’ factor in all our dealings with young children… being ready to be impressed, amazed and enchanted by them..it takes courage, creativity and intelligence to understand and respond appropriately to children and take on the role of being challenging partners in their learning’ WHITEHEAD 99