Assessing reading development

1. Assessing reading development PGCE FT English 11/12 Semester 2, week 4

2. Teaching early reading in action • Watch Lisa from Chandlers Ford Infants in her Year 1 class teaching from phase 4 of Letters and Sounds. • What understanding does she demonstrate in teaching her children to decode words? • What else, from your experience on SE 1, is involved in the teaching of reading?

3. The Simple View of Reading

4. The Simple View of Reading

5. Word Recognition: • phonemic awareness • learning grapheme-phoneme correspondences in a clearly defined, incremental sequence • establishing sight vocabulary • learning tricky words/HF words/sight vocabulary • applying skill of blending phonemes in order all through a word to read it • applying skills of segmenting words into their constituent phonemes in order to spell them • knowing that blending & segmenting are reversible processes • underpinned by Speaking and Listening

6. Comprehension of text entails : • understanding language whether it is spoken or written • depends on oral language skills and breadth of vocabulary • ability to develop a mental representation of the information • processing language and concepts • impact of general knowledge • capacity to understand text literally and inferentially • capacity to hypothesise and engage with alternative interpretations

7. Implications for teaching: • Develop word recognition skills through: phoneme awareness and phonics teaching, repetition and teaching of tricky words • Develop language comprehensionthrough: talking with children, reading to children, questioning, teaching comprehension strategies, role play • Within a shared reading context: • model reading strategies • Within a guided reading context: • focus on one aspect of reading only

8. Tom and the sack • We are going to watch David who is 6 years old reading Tom and the Sack • Follow the text and see how his errors have been recorded • Now read the questions about and the analysis of his errors on pages 19 – 23. Take just one or two errors and discuss them in depth. • Note how the miscues are recorded as ‘positive’ or ‘negative’; what is your understanding of this?

9. Next steps for David • Look at the next steps for David on page 24 • They are rather general – how could you make them more specifically related to David’s reading errors and strengths? • E.g. Teach and revise vowel digraphs (and split digraphs) • which ones specifically? • when would you do this?

10. Your child as a reader • Think of your child as a decoder; what do you know about him/her? • share in a pair • Now think of your child as a comprehender: what do you know about him/her? • share in a pair • What else do you know about your child as a reader ? • What targets does your child need in order to make progress? • How/when would you plan to work towards these?

11. What now? • On SE 2 try and engage with your profile children’s reading with increased depth of understanding that takes account of both comprehension and word recognition. • Sign up workshops for phonics teaching in week 6 • We have lots of early reading resources in the library for reference • If you are going in to KS 1 re-engage with the information you were given in semester 1 in relation to early reading. Get to know one phonics programme in depth e.g. Letters and Sounds • If you are going in to KS 2 consider getting to know a programme that supports the teaching of spelling such as THRASS

12. Good luck!