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Paired Reading and Phonic Programme Pam Macdonald Faculty Head Pupil Support (Learning and Behaviour) Castlemilk High School, Glasgow. 1. 1. Aims of Programme. To give basic li t eracy skills so pupils can become independent in classes.
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Paired Reading and Phonic Programme Pam Macdonald Faculty Head Pupil Support (Learning and Behaviour) Castlemilk High School, Glasgow 1 1
Aims of Programme • To give basic literacy skills so pupils can become independent in classes. • To involve pupils in their own learning and encourage them to be active, analytical learners. • To activley involve parents and guardians
Rationale • Must be able to support all pupils • Pupils who have failed on exisitng programmes (Dyslexia, MLD, Absenses) • Hesitant readers • Behaviour – avoidance tactics, low self-esteem • Raising attainment • Must be able to read • Tackle specific difficulty • Pupils need to see progress quickly • Must be able to transfer skills • Phonic rules and word patterns (syllabification) • Attitude and motivation • Ownership, responsibility, reflective (detectives) • Improved reading, spelling and writing in all subjects • Must link to current policies and practices • School policies , improvement plan • National Initiatives – ACE, TFEL, AiFL 3
Background to Programme • History of programme • Paired Spelling in primary • Paired Reading in secondary • Present Programme • Transition programme P6 - P7 • Intervention programme S1 – S4 • Paired spelling and writing programme in secondary • Format of programme • Not a commercial programme • More structured than traditional paired reading • Use real books • Mechanical reading (Look Say), phonics, comprehension (contextual clues) • Links phonic teaching to the reading process 4
The Paired Reading Programme • How you choose pupils • Screening Test (Schonell Test) • Specific Screening (Listen to mechanical reading) • Assessment (Neale Analysis) • How to choose appropriate books • Real books and continuous text • 2-3 unknown words • Size of print • How you practise the programme • Paired with a senior (Registion) • Paired with a good reader of the same age (English Class) • Paired with a teacher or a PSA (Extraction Group) • Paired with a parent or a relative (Home Practice) • Small groups extraction (RE, PSE, EC, Library) 5
The Phonic Programme • Vowel Blends ea, ou, ai ........ • Consonant Beginning bl, cr, dr ........ • Endings ...and, ...ell, ...ill, ...ack • Difficult endings tion, iency, scious ....... • Chunking Words in / de / pen / dent • Phonic Rules magic e, ing, y = long vowels , soft c /g double glazing (hoping) (hopping) ing, ed, ly 8
ou shout ou shout out Strategies - Visual aids
Next steps - Cross Curricular Links 14
Evidence of Improvement • Mechanical reading and comprehension improved significantly • Spelling and writing improved • Confidence, motivation, attention and behaviour improved • 5-14 results improved • Pupils became more independent in classes • Fewer pupils receive SQA exam support
Why is it Successful? • Reinforced on many levels • Actively involves pupils, teachers, parents, departments, schools • Good relationships and positive approach to learning • Shares common approaches and skills • Promotes active and co-operative learning • Identifies and teaches to specific needs • Targets support needs (flexibility of groups) • Uses multi-sensory approaches • Promotes real and meaningful learning • Structured approach • Links reading, phonics, spelling and writing • Promotes planning, assessment and reporting • Reflects present policies and practices • Encourages ownership and responsibility • Develops tools to become independent readers • Encourages reflective, critical and analytical thinking (detectives, problem solve) • Empowers and improves confidence and motivation • Improves self belief and high expectations
Reading Support (S1-S4) S1 = 26 pupils S2 = 10 pupils S3 = 2 pupils S4 = 3 pupils