Early Reading Workshop


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The presentation summarises the key recommendations from Rose and endorses the ‘Simple View of Reading' as the preferred approach to the teaching of phonics and early reading. The presentation is explicit about the implications for teacher training in schools and other settings. It establishes the expectation that trainees should be taught that word recognition and comprehension should be regarded as separate dimensions of reading. By inference, the ‘Simple View of Reading' is thus regarded as part of the subject knowledge base required in order for trainees to meet the requirements of QTS Standard 14.http://www.ttrb.ac.uk/ViewArticle2.aspx?contentId=15421

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  • Early Reading Workshop

    1. 1. Early Reading Workshop Bea Noble-Rogers, Wendy Jolliffe, David Waugh 21 April 2009
    2. 2. Aim for the day <ul><li>To consider opportunities for developing provision in the light of the work of the National Strategies and ITT colleagues </li></ul>
    3. 3. Agenda <ul><li>10.30 Introduction & Key messages </li></ul><ul><li>11.00 Supporting trainees’ learning in school – subject specific support Simple View of Reading </li></ul><ul><li>12.30 Lunch </li></ul><ul><li>1.30 Working with Leading Literacy Schools </li></ul><ul><li>2.15 Reviewing provision against national ITT priorities </li></ul><ul><li>2.45 Introduction to Talk for Writing, one- one-tuition, Assessing Pupils’ Progress </li></ul><ul><li>3.30 Close </li></ul>
    4. 4. Responding to key questions <ul><li>Challenges </li></ul><ul><li>Ways forward </li></ul>
    5. 5. Revisiting the Rose Review and the Simple View of Reading <ul><li>Revisiting recommendations </li></ul>
    6. 6. Independent Review of the teaching of Early Reading (the Rose Review): Recommendations <ul><li>More attention needs to be given to speaking and listening from the outset </li></ul><ul><li>High quality, systematic phonic work should be taught discretely and daily and in line with the definition of high quality phonic work as set out in the Rose report </li></ul><ul><li>Phonics should be set within a broad and rich language curriculum that takes full account of developing the four interdependent strands of language </li></ul><ul><li>For most children phonics teaching should start by the age of five, subject to the professional judgement of teachers and practitioners </li></ul>
    7. 7. Recommendations continued <ul><li>The EYFS and the renewed literacy framework must be compatible with each other and make sure that expectations about continuity and progression in phonic work are expressed explicitly in the new guidance </li></ul><ul><li>The searchlights model should be reconstructed to take full account of word recognition and language comprehension as distinct processes related one to the other </li></ul>
    8. 8. Recommendations continued <ul><li>HTs and managers of settings should give phonic work appropriate priority and reflect this in their decision making </li></ul><ul><li>At least one member of staff is fully able to lead on literacy </li></ul><ul><li>Monitoring arrangements should assure the quality and consistency of phonic work </li></ul><ul><li>High quality teaching of reading in KS1 should inform target setting for English at KS2 </li></ul>
    9. 9. Supporting trainees <ul><li>Watch the video example of a mentor supporting a trainee to understand the Simple View of Reading. Consider the implications for provision. </li></ul>
    10. 10. Developing Literacy in ITT (DLITT) <ul><li>Aims </li></ul><ul><li>Format </li></ul><ul><li>Contents </li></ul><ul><li>Audiences </li></ul>
    11. 11. The Simple View of Reading <ul><li>Reading has two essential components: </li></ul><ul><ul><li>Decoding (word recognition) </li></ul></ul><ul><ul><li>Comprehension (language comprehension) </li></ul></ul><ul><li>Word-level reading and language comprehension are both necessary to reading </li></ul><ul><li>This is formalised in “The Simple View of Reading” </li></ul><ul><li>Reading comprehension is a product of word recognition and language comprehension </li></ul>
    12. 12. Can you read this? <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>
    13. 13. Can you read this? <ul><li>There are systematic differences between adults’ and children’s speech. These include assimilatory processes such as prevocalic voicing of consonants, final consonant devoicing, nasalisation of vowels, and velar and labial assimilation, and substitution processes such as the replacement of fricatives by stops, the fronting of velars and palatals, denasalisation, gliding of liquids, vocalisation of syllabic consonants, and vowel neutralisation. </li></ul>
    14. 14. + + - - Language comprehension Word recognition Language comprehension Simple View of Reading
    15. 15. + + - - Word Recognition Good language comprehension, poor word recognition Good word recognition, good language comprehension Poor word recognition, poor language comprehension Good word recognition, poor language comprehension Language comprehension
    16. 21. Implications for teaching and training for teaching <ul><li>High quality, systematic phonic work should be taught discretely and daily </li></ul><ul><li>It should immediately be applied purposefully in reading (by blending phonemes) and writing (by segmenting phonemes) </li></ul><ul><li>Phonics should be set within a broad and rich language curriculum </li></ul>
    17. 22. Implications for teaching and training for teaching <ul><li>More attention needs to be given to speaking and listening from the outset </li></ul><ul><li>Importance of developing vocabulary </li></ul><ul><li>Awareness that different skills contribute to development of word recognition from those that contribute to comprehension </li></ul><ul><li>Teachers need therefore to keep these two dimensions of reading separate in their minds when they plan their teaching </li></ul>
    18. 23. So that…. <ul><li>they focus clearly on developing word recognition skills through </li></ul><ul><ul><li>Phoneme awareness and phonics teaching </li></ul></ul><ul><ul><li>Repetition and teaching of ‘tricky’ words </li></ul></ul><ul><li>and they focus clearly on developing language comprehension through </li></ul><ul><ul><li>Talking with children </li></ul></ul><ul><ul><li>Reading to children </li></ul></ul><ul><ul><li>Teaching comprehension strategies </li></ul></ul>
    19. 24. Application of skills: guided reading <ul><li>Provides a sharp focus on the targeted needs of a particular group with similar reading ability </li></ul><ul><li>Vital tool for developing language comprehension </li></ul><ul><li>Provides diagnostic information in relation to the Simple View of Reading </li></ul><ul><li>Has a structure: </li></ul><ul><li>introduction </li></ul><ul><li>key learning points </li></ul><ul><li>independent reading </li></ul><ul><li>return to the text </li></ul>
    20. 25. A guided reading session <ul><li>Watch a video example of a trainee (PGCE final practice) </li></ul><ul><li>Reception class summer term </li></ul><ul><li>Look for: </li></ul><ul><ul><li>Introduction to the text </li></ul></ul><ul><ul><li>Support during the text </li></ul></ul><ul><ul><li>Response to the text </li></ul></ul><ul><li>Using observation form: what feedback would you give to this trainee? </li></ul><ul><li>Mentor’s feedback </li></ul>
    21. 26. Contrasting example <ul><li>1 st term Reception class with a 2 nd year BA trainee </li></ul><ul><li>Introduction to the text </li></ul><ul><li>What feedback would you give? </li></ul>
    22. 27. Using the Simple View of Reading to support older pupils <ul><li>Watch the video extract again of a Year 6 pupil during guided reading working with a 2 nd year BA QTS trainee </li></ul><ul><li>Pre-lesson discussion focus on Simple View of Reading </li></ul><ul><li>Michael reading followed by hot-seating </li></ul><ul><li>Mentor’s feedback </li></ul><ul><li>What key aspects should trainees understand with regard to working with older pupils? </li></ul>
    23. 28. Reviewing provision: implications for trainers <ul><li>What is the range of learning opportunities available within the partnership to develop trainees’ ability to teach and assess the teaching of early reading and phonics / reading? </li></ul><ul><li>What more could you do – e.g. focused placements? </li></ul><ul><li>How can you ensure that the activity results in trainees’ learning? </li></ul>
    24. 29. Implications for trainers <ul><li>All trainers need to </li></ul><ul><li>be able to observe and evaluate trainees’ teaching of early reading and phonics </li></ul><ul><li>engage in professional dialogue to support moving the trainees’ learning forward - intervention at the point of teaching and planning </li></ul><ul><li>ensure appropriate learning opportunities </li></ul>
    25. 30. Implications for providers <ul><li>Know what is happening in your partnership </li></ul><ul><li>Review and develop elements of taught courses </li></ul><ul><li>Prepare mentors and tutors for their role </li></ul><ul><li>Develop working partnerships with LAs </li></ul><ul><li>Consider the implications for trainees in FS, KS1 and KS2 </li></ul>
    26. 31. ITT Priorities <ul><li>Auditing, tracking and monitoring of trainee learning, including </li></ul><ul><li>Subject-specific assessment and training of trainees in school </li></ul><ul><li>Knowing the partnership </li></ul><ul><li>Professional development for mentors, link tutors and tutors </li></ul>
    27. 32. Working with Leading Literacy Schools <ul><li>Ways of working </li></ul><ul><li>Sharing practice </li></ul><ul><li>FAQs </li></ul>
    28. 33. Key resources for literacy <ul><li>Support for writing </li></ul><ul><li>Talk for writing </li></ul><ul><li>AfL using APP processes </li></ul><ul><li>One-to-One tuition </li></ul><ul><li>Inclusion Development Programme </li></ul>
    29. 34. Support for writing <ul><li>Develops further teacher understanding of progression in writing </li></ul><ul><li>Strengthens links with planning from the Framework </li></ul><ul><li>Enhances subject knowledge </li></ul><ul><li>http://nationalstrategies.standards.dcsf.gov.uk/node/102688?uc=force_uj </li></ul>
    30. 35. Talk for writing <ul><li>DVDs and an accompanying booklet </li></ul><ul><li>Video sequences of teachers working with their class or a group of children to develop ‘talk for writing’ – i.e. storytelling, dialogue, conversation and other oral work that supports and feeds into children’s writing </li></ul>
    31. 36. The teaching sequence for writing
    32. 37. <ul><li>At the heart of teaching and learning </li></ul><ul><li>Benefits learners </li></ul><ul><li>Promotes curriculum breadth </li></ul><ul><li>Leads to better pedagogy </li></ul><ul><li>Increases professional skills and confidence </li></ul><ul><li>Provides more accessible information for learners and parents / carers </li></ul><ul><li>Stronger basis for pupil tracking </li></ul><ul><li>Core component of school assessment policy </li></ul>APP - reminder of key features
    33. 38. Two key aspects <ul><li>Assessment guidelines – Assessment Focuses (AFs) </li></ul><ul><ul><li>sit between the National Curriculum programmes of study and the level descriptions </li></ul></ul><ul><ul><li>provide a detailed assessment framework </li></ul></ul><ul><ul><li>are tools for assessment, not learning objectives </li></ul></ul><ul><ul><li>For most AFs there are two or three bullet points at every level, which support periodic judgements about children’s progress </li></ul></ul><ul><li>Standards files </li></ul><ul><li>APP KS1 now available </li></ul>
    34. 39. One-to-one tuition <ul><li>By 2010-11, 300,000 pupils a year will receive tuition in English and mathematics </li></ul><ul><li>Initial phase: Spring/summer 2009 – Years 5 and 6 </li></ul><ul><li>Tailored 10 x 1 hour tuition sessions by a qualified tutor </li></ul><ul><li>Develops an effective pedagogy for additional support – links to professional development </li></ul><ul><li>Close liaison with class teachers: target setting and monitoring progress </li></ul><ul><li>Strong links to APP </li></ul>
    35. 40. <ul><li>Next steps </li></ul><ul><li>Evaluation </li></ul><ul><li>Close </li></ul>
    36. 41. Slide
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