Becoming a Teacher of Early Readingd3mcbia3evjswv.cloudfront.net/files/BecomingATeacherOfReading... · Becoming a Teacher of Early Reading . 1 ... reading as decoding and blending

Name of Trainee Teacher:

Becoming a Teacher of Early Reading

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Observation and Teaching Record

As you progress through the programme, please record all of the occasions where you have

observed good practice and taught phonics.

Date Observed good practice Taught phonics

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Dear student-teachers and school-based colleagues,

You will be aware that there has been an increased focus on the role of systematic synthetic phonics in the teaching of reading and spelling and that this is reflected in the new Teachers’ Standards (2012). This booklet provides a comprehensive description of your journey towards developing competence and confidence in the teaching of reading and spelling using a systematic synthetic phonic (SSP) approach.

The booklet divides your journey into 3 phases - beginning, developing and extending and integrates your independent study, University-based sessions (seminars, lectures and tutorials) and school-based observation and planning activities. As such, the booklet outlines your experience of learning about and teaching SSP over the complete course. For undergraduate students, the three phases equate Y1, Y2 and Y3 whereas a PGCE student will complete the phases within a year.

It is the responsibility of the student-teacher to ensure that the professional development activities are completed, with school-based colleagues supporting students in scheduling these and arranging access to relevant colleagues, where necessary.

Whilst this booklet focusses primarily upon SSP, we recognise that there is much more to reading than phonics. As Dombey (2010, p. 5) notes, a balanced approach to the teaching of reading ensures that:

as well as working to master the mechanics of reading that allow them to lift the words off the page, children are encouraged and supported to focus on making sense of written text, and to see its uses in ordering, enlarging , enjoying and making sense of their lives1

Throughout the course, and in specifically identified sessions, students will also learn about the importance of reading for purpose and pleasure and the skills and competencies an effective teacher must develop in order to enable this for all pupils.

We value enormously the key role that school-based colleagues play in supporting and guiding students and enabling access to high quality observations of teaching and professional discussion. We are confident that through our successful partnership approach, our student teachers will develop the skills, knowledge and competence to become excellent teachers of early reading.

1. Dombey at al (2010) Teaching Reading: What the Evidence Says, UKLA

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Introduction

This teaching of reading booklet is designed to address Standard 3:

A teacher must demonstrate secure subject and curriculum knowledge - if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (DfE, 20121.)

In order to meet this standard a student teacher should, by the end of his/her training:

know and understand the recommendations of The Independent Review of the Teaching of Early Reading (DfES, 2006)2 and its implications for the teaching of reading and writing.

know and understand the principles that underpin the alphabetic code.

know and understand the principles of ‘high-quality phonic work’ (DfE, 2012)3 and be able to recognise how they are met in a range of phonic programmes.

be able to apply knowledge and understanding of ‘quality first’ phonics teaching to planning and teaching using a school’s phonic programme.

be able to identify and provide targeted support to ensure good progress for all pupils.

Prior to starting on Y3 School Experience, you may find it useful to read the following text: Joliffe, W., Waugh, D. and Carss, A. (2012) Teaching Systematic Synthetic Phonics in Primary Schools, London: Sage/Learning Matters. This reading will help you to revise key ideas related to the teaching of phonics that you addressed in the Year One and Two Core English modules and during phonics week. Having completed your reading, you may like to make notes on p5 of this booklet.

In addition to the tasks

outlined above, these

texts will provide further

subject knowledge,

pedagogic practice and

support with the

teaching of early reading

and phonics.

1. Department for Education (2012) Teachers’ Standards, DfE publications

2. Department for Education and Skills (2006) Independent Review of the Teaching of Early Reading, DfES publications

3. Department for Education (2012) http://www.education.gov.uk/schools/teachingandlearning/pedagogy/phonics/a0010240/criteria-

for-assuring-high-quality-phonic-work

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Overview

Beginning Developing Extending Learning Outcomes:

Understand key terms relating to the teaching of phonics and use these with confidence.

Understand the relationship between Letters and Sounds and begin to articulate the 40+ sounds that make up the English language.

Understand the alphabetic code and begin to apply this to word reading.

Be able to teach a phonics lesson to a small group, using a teacher’s plan.

Have a beginning understanding of the Simple View of Reading and its implications for early readers.

Understand word reading using synthetic phonics as a four-part process.

Have observed a number of phonics lessons in school and be able to identify good practice in the teaching of phonics.

Learning Outcomes:

Understand the principles of phonics in relation to spelling as segmenting and encoding; reading as decoding and blending.

Understand how to plan and teach a four-part phonics lesson and undertake rigorous assessment and tracking.

Understand the principles of ‘quality first’ phonics teaching and be able to apply these in the classroom.

Be familiar with a range of phonics schemes and, through this familiarity, develop an understanding of progression in KS1.

Begin to develop an understanding of progression within the lesson.

Have a clear understanding of the implications of the Independent Review of the Teaching of Early Reading and the Simple View of Reading.

Learning Outcomes:

Independently plan for and teach a series of phonics lessons.

Understand the importance of diagnostic assessment to ensure interventions within the lesson

Be able to plan for and provide targeted / differentiated support for reading and spelling within phonics lessons.

As you look towards your NQT year, understand the implications of using decodable texts, the year 1 phonics screening check and Ofsted recommendations.

Through university taught sessions and independent study:

Prior to PTCCE1, please read Medwell et al (2012) Primary English: Teaching Theory and Practice, pages 49-65

A University-based seminar within PTCCE1 will introduce you to the key principles of teaching phonics.


Whole cohort lecture on the Simple View of Reading and the Independent Review of the teaching of Early Reading.

Seminars: ‘quality first’ phonics teaching; planning for progression in phonics (reading and spelling); the four-part phonics lesson; assessment and tracking.

Review a range of reading schemes.


Final top-up session: subject knowledge, year 1 screening check, and ‘high-quality phonic work’ in NQT year.

In school you will:

Observe at least 2 lessons on the teaching of phonics, making notes (see page 8)

Then, teach a phonics lesson to a small group using the teacher’s planning.

In school you will:

Have an opportunity to observe ‘high-quality phonic work’ of phonics in a Lead Literacy School and plan and teach the subsequent lesson.

Observe at least 3 consecutive lessons on the teaching of phonics, making notes (see page 23)

Teach a sequence of phonics lessons using your own planning for a four-part lesson.

In school you will: If you have not already met the standards of the beginning and developing phases, ensure these tasks are addressed (see columns left) using the observation grids from the beginning and developing phases to help you

Teach a sequence of phonics lessons using your own planning for a four part lesson.

With the support of your mentor / English subject leader, identify the phonics scheme used by your school.

Subject Knowledge Auditing:

First subject knowledge audit at the end of PTCCE1 module. Small intervention and support groups will be implemented for invited trainees only as a result of this.


Second Phonics Audit: all learning outcomes of the beginning and developing phase. Small intervention and support groups will be implemented as a result of this. Students will also be invited to top-up sessions in year 3 (revision of phonics week).


End of year student survey to audit teacher confidence for the teaching of early reading.

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Extending Revision/Preparation for Y3 SE

What has been your experience in teaching phonics up to this point? As you look ahead to final School experience, reflect upon targets you still need to address. Use the

overview of skills on the previous page and your phonics audits from Years One and Two to aid this reflection.

Reflections/targets for Y3 SE: Prior to Y3 SE, as revision, complete the definitions below:

Phonological Awareness:

Phonemic Awareness: Phoneme-Grapheme correspondence:

Phoneme:

Grapheme:

Blend:

Digraph: Trigraph: Segment:

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Extending Phonics Scheme Review

Do you know your Read Write Inc from your Floppy Phonics? There are many reading schemes for teaching phonics and that schools might develop their own approach.

Make a note of the different schemes that you have encountered below.

Scheme Use of resources Approach to teaching Other points to note

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Extending Observing good practice whilst on SE

Observing good teachers teaching phonics will enable you to begin to make sense of the skills and knowledge needed to ensure that children make good progress.

However, it is possible to ‘see without really noticing’, and so the questions in the grid below are designed to help you to focus your three School Experience observations

so as to make the most of these learning opportunities. The Year Three SERE English Directed Task requires that:

“Student teachers must ensure that they observe the teaching of early reading in a range of year groups within the school. This is applicable to all student

teachers regardless of whether they are in Early Years, KS1 or KS2. In some KS2 classrooms, most of the children are already competent/confident

readers. As such, if the teaching of reading for some children occurs out of the classroom setting (e.g. with group of children working with the SENCo)

then the student teacher must ensure they observe 3 of these sessions. Students should make careful notes about their observation on pages 7 and 8 of

their ‘Becoming a Teacher of Reading’ booklet.”

Use the observation schedule below to make notes on the lessons that you observe. Talk through your observations and reflections upon these with your mentor at the

weekly meeting.

Questions / prompts Lesson 1 Lesson 2 Lesson 3 What teaching strategy is used for revising graphemes/phonemes/’tricky words’ that have already been taught? What NEW grapheme/phoneme correspondence or ‘tricky’ word is being taught? How is this shared with the group to ensure that all children are clear about what they are learning? Note down any activities used that allow the children to practise blending phonemes for word reading and segmenting phonemes for spelling.

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Note down any strategies you see (other than simply ‘look and remember’) that help children to read and recognise ‘tricky’ (or phonically irregular) words. How does the teacher ensure that ALL children are actively engaged in the learning throughout the lesson? Carefully describe how the teacher differentiates tasks, questions or explanations to support lower ability children or children with specific needs and challenge higher ability children. Carefully describe how the teacher adjusts his/her teaching to take account of feedback from pupils during the lesson e.g. to address a misconception or explain a point in a different way or use a child’s response as a teaching point for the group

Being Observed Teaching Phonics

The Year Three SERE English Directed Task also requires that:

“Students should also teach a sequence of phonics lessons using their own planning for a 4-part phonics lesson (see Appendices 2 and 3 for example and

blank planners). If the student is based in a KS2 class with already competent readers, (s)he should teach in another class or with a group of children for

whom the teaching of phonics is developmentally appropriate. Rather than using a generic University of Chichester Lesson Observation Sheet, the

mentor should give the student feedback on his/her phonics teaching using the observation form on pages 9 and 10 of the student’s ‘Becoming a

Teacher of Reading’ booklet. In light of this feedback, the student should reflect upon the learning journey in his/her ‘Becoming a Teacher of Reading’

booklet to ascertain progress against the learning outcomes (page 4) for the Beginning, Developing and Extending phases.”

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Extending Observation of trainee’s phonics lessons

Phonics scheme used: Phase taught:

General feedback relating to teaching skills Consider the general teaching skills that you would expect to see in a lesson (Assessment for Learning, teacher presence, behaviour management etc.)

Comments / feedback:

Multisensory teaching approach: Has the student adopted a multisensory approach to delivering their phonics lesson?

Comments / feedback:

Specific feedback relating to phonics

Revisit and Review Comments / feedback

Beginning The student attempts to revisit and review phonemes/learning already taught.. The review attempts to be well paced and active. All of the children are encouraged to contribute.

Developing The student ensures that children revisit and review phonemes/learning already taught The review is well paced and active. Children are encouraged to contribute at an appropriate level

Extending The student ensures that children revisit and review phonemes/learning already taught in a systematic way. The review is well paced and active. Children are active participants in tasks that are appropriately differentiated Additional adults contribute effectively to the learning and/or assessment.

Teach Comments / feedback

Beginning The student demonstrates the correct articulation of phonemes some of the time. The children practise articulating phonemes. The student teaches the skills of segmenting and/or blending as part of the lesson. The student has planned for new learning.

Developing The student demonstrates the correct articulation of phonemes most of the time The children practise articulating phonemes and the student addresses any incorrect articulation. The student teaches and models the skills of segmenting and/or blending as part of the lesson. The student shares new learning with the children and children are clear about what they are learning

Extending The student consistently demonstrates the correct articulation of phonemes The children practise articulating phonemes and the student addresses any incorrect articulation and, if necessary, uses this to inform future planning. The student teaches and models the skills of segmenting and/or blending as part of the lesson and addresses any difficulties that children may be having. Children are clear about what they are learning and learning time is maximised for all pupils

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Practise Comments / feedback

Beginning The student plans opportunities for children to read graphemes in words to practise the phoneme. The student plans opportunities for children to blend phonemes all through the word in order to read. The student plans opportunities for children to segment words into phonemes/ graphemes for spelling The student plans opportunities for children to write the grapheme or graphemes in order to spell words

Developing The student plans opportunities for and models reading graphemes in words to practise the phoneme The student plans opportunities for and models blending phonemes all through the word in order to read. The student plans opportunities for and models segmenting words into phonemes/ graphemes for spelling The student plans opportunities for and models writing the grapheme or graphemes in order to spell words

Extending Through teaching approaches which maximise learning time for all pupils: The student plans opportunities for and models reading graphemes in words to practise the phoneme with appropriate differentiation. The student plans opportunities for and models blending phonemes all through the word in order to read with appropriate differentiation. The student plans opportunities for and models segmenting words into phonemes/ graphemes for spelling with appropriate differentiation. The student plans opportunities for and models writing the grapheme or graphemes in order to spell words with appropriate differentiation.

Apply Comments / feedback

Beginning The student plans opportunities for children to apply their phonic knowledge and skills in reading and writing activities. The activities integrate speaking and listening strategies to support reading and writing.

Developing The student plans opportunities for and models how to apply phonic knowledge and skills in reading and writing The student makes explicit how the speaking and listening strategies will support the children with reading and/or writing.

Extending The student plans opportunities for and models how to apply phonic knowledge and skills in reading and writing with appropriate differentiation evident. The student makes explicit how the speaking and listening strategies will support the children with reading and/ or writing with appropriate differentiation evident.

Overall lesson grade (please circle): Beginning (Satisfactory: 3) Developing (Good: 2) Extending (Outstanding: 1) Following the observation, the trainee teacher should summarise below the subject specific feedback they have received and how they plan to address any issues:

Reflections: Please photocopy this form and ensure that link tutor, mentor and programme office (via the link tutor) has a copy.

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Extending Year 1 Phonics Screening Check

Through University taught sessions and your school placement, find out about the Year 1 Phonics Screening Check and make notes about how it is implemented in school. If

you have an opportunity to observe or are lucky to participate in the test, this will be of benefit to your understanding as a teacher.

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Appendix 1 Example Phonics Tracker (p.1)

Letters and Sounds – Phonics Assessment Phase 2

When shown the grapheme, can the child say the phoneme (grapheme/phoneme correspondence)?

s m u a d r t g h p o b i c f, ff n k l, ll ck ss e

When the child hears the phonemes read aloud, can he/she blend them for reading (oral blending)?

Word to be spoken by the adult Tick if correct,

if incorrect,

record what

the child said.

1. m – a – n 2. s – o – ck 3. c – u – p 4. p – e – g 5. f – i – sh 6. h – a – n – d 7. t – e – n – t 8. f – l – a – g 9. s – p – oo – n 10. s – t – a – m - p

When the child hears the word read aloud, can he/she segment the word into its phonemes (oral segmenting)?

Words to be spoken by the adult Tick if correct,

if incorrect

record what

the child says

1. jam 2. zip 3. net 4. dog 5. mint 6. sand 7. gran 8. snack 9. crash 10. dress

Name: Sally Brown

Can the child read these non-words?

Word Grapheme (e.g. o – g) Reading (e.g. 1. og 2. ab 3. liss 4. pim 5. ket 6. hin 7. reb 8. nud 9. cag 10. meck

Can the child read/spell these high frequency words?

read spell read spell a had

an back as and if get in big is him it has of his off not on got can up dad mum but

Can the child read/spell these tricky high frequency words?

read spell read spell the no to go I into

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When shown the grapheme, can the child say the phoneme (grapheme/phoneme correspondence)?

j sh ar v th, th or w ng ur x al ow y ee oi

z, zz igh ear qu oa air ch oo, oo ure

er

When the child hears the phonemes read aloud, can he/she blend them for reading (oral blending)?

Word to be spoken by the adult Tick if correct, if

incorrect, record what

the child said.

1. j – a –m 2. v – a – n 3. qu – i – t 4. sh – o – p 5 . ch – i - p 6. w – ai – t 7. f – ee – l 8. h – igh 9. c – oa – t 10. m – oo – n 11. p – ar - k 12. f – or – t 13. b – ur – n 14. c – ow 15. b – oi – l 16. h – ear 17. p – air 18. s – ure 19. l – e – tt – er 20. th – e – m

When the child hears the word read aloud, can he/she segment the word into its phonemes (oral

segmenting)?

Words to be spoken by the adult Tick if correct (or phonetically

plausible) if incorrect record

exactly what the child says

1. quick 2. chin 3. fish 4. moth 5. pain 6. meet 7. fight 8. road 9. took 10. car 11. cork 12. turn 13. town 14. join 15. near 16. hair 17. pure 18. coin 19. king

Can the child read these non-words?

Word Grapheme (e.g. d – ar) Reading (e.g. dar) 1. dar 2. zort 3. sair 4. kear 5. veng 6. jigh 7. quoam 8. doit 9. gax 10. hish 11. koob 12. fowd 13. chee 14. yurk 15. waiber 16. thorden

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Can the child read/spell these high frequency words?

read spell read spell will see that for this now then down them look with too

Can the child read/spell these tricky high frequency words?

read spell read spell he you she they we all me are be my

was her


Can the child isolate the phonemes then blend to read each word?

Word to be read Tick if correct, if incorrect, record what the child said. 1. band 2. gift 3. chimp 4. sandpit 5. stop 6. sniff 7. green 8. clown 9. swing 10. smell 11. brush 12. twist 13. think 14. crunch 15. string

When the child hears the word read aloud, can he/she write the segmented word (oral segmenting)?

Words to be spoken by the adult Tick if correct (or phonetically plausible) if incorrect record 1. wind 2. soft 3. bench 4. thank 5. paint 6. lunchbox 7. frog 8. clap 9. train 10. crash 11. growl 12. crisp 13. slept 14. shrink 15. street Can the child read these non-words?

Word Grapheme (e.g. o – g) Reading (e.g. og) 1. plood 2. grint 3. theest 4. dreet 5. bamp 6. fowspring 7. skarb 8. shreb 9. spunch 10. kelf 11. pronk 12. glorpid Can the child read/spell these high frequency words?

read spell read spell went children it’s just

from help Can the child read/spell these tricky high frequency words?

read spell read spell said were have there like little so one do when

some out come what

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Appendix 2 Example Phonics Plan

Date: 4th October 2010

Time: 14:00-14:20

Class/Set: Phase 3 phonics group Number: 25 children

Lesson subject/topic focus:

English: phonics (developing reading and writing skills)

Target for student teacher:

What target will I be focussing on within this lesson?

Develop confidence in modelling blending for reading using sound buttons.

Target achieved within this

lesson?

or x

Learning objective(s) (with reference to relevant curriculum documentation – only 1/2 key objectives per

subject being taught):

What do I want the children to know or be able to do by the end of the lesson?

YR S5 O6 Recognise common digraphs

YR S5 O5 Read simple words by sounding out and blending the phonemes all through the word from left to

right

YR S5 O8 Use phonic knowledge to write simple regular words

Success criteria:

How will I know this has been achieved? (you may use child-friendly ‘I can…’ statements here): All children:

I can match the grapheme sh with the phoneme ‘sh’ I can write the grapheme for ‘sh’ I can think of words that includes the ‘sh’ phoneme

Most children: I can use sound buttons to read words including the ‘sh’ phoneme I can write words that include the ‘sh’ phoneme/grapheme

Some children I can write captions that include the ‘sh’ phoneme/grapheme to label objects

Assessment evidence:

How will I gather evidence of pupil achievement? (e.g. observation of pupils, peer-assessment against

success criteria, self-assessment against success criteria, marking of work).

Working with the whole group I will use observation and targeted questioning to identify children’s skills and

knowledge in line with the success criteria.

Pupils’ prior experience and learning:

In light of the LO(s) and/or success criteria, what do the children in this class already know or what are they able to do? The children have (almost) all been able to match he first 19 graphemes/phonemes and are able to say the phoneme

when shown the grapheme. Almost all children can read and write simple vc and cvc words using these

graphemes and can orally blend and segment with these (See Sally’s phonics tracking sheet for example)

Teaching and learning activities: Timings

What teaching strategies and activities will I

use?

Chn working as part of shared reading and

writing

Introduce new grapheme. Review current

knowledge i.e. s and h sounded separately and

then explain how the phoneme changes when the

graphemes are put together. Model by getting 2

children to shake hands and stand close when

holding graphemes.

Model how to say phoneme ‘shhhh’ whilst

pointing to grapheme card (to reinforce GP

correspondence).

Model letter formation for s and h (review) with

children practising letter formation in the air/on

backs etc.

Introduce pirate treasure chest

(reinforcing/modelling ‘sh’ phoneme through use

of shovelling, shaker and wave sound) and

objects including ‘sh’ phoneme/grapheme. Ask

chn to apply new phoneme by working with a

talk partner to think of sh items that might be

in the treasure chest

Practise:

Apply:

What will the children/other adults do at key

points in the lesson? How will I ensure that

all children are able to access, participate

and succeed in all parts of the lesson?

Chn working throughout the lesson in mixed

ability chatting chums. Chn for whom EAL

(Sumon) to work with a Simon (confident

speaker, good listener)

Choose Sumon and Jade here as both need

reinforcement of ‘s’ and ‘h’ before moving on

to ‘sh’.

TA to target Sumon, Jade and Kirstie here to

reinforce conventions for letter formation

(modelling/reinforcing the phonemes as

they demonstrate letter formation)

Target less confident chn with questions

first as they may have only 1 or 2 words to

offer. Move to more able as words begin to

‘run out’

Encourage MA chn to use terms

grapheme/phoneme where app in the lesson.

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Appendix 3 Blank Phonics Planner (p. 1)

Please use this planner as a template for phonics planning whilst on SE.

DATE:

TIME:

Class/Set: Number:

Lesson subject/topic focus:

Target for student teacher:

What target will I be focussing on within this lesson?

Target achieved within this

lesson?

or x

Learning objective(s) (with reference to relevant curriculum documentation – only 1/2 key objectives per

subject being taught):

What do I want the children to know or be able to do by the end of the lesson?

Success criteria:

How will I know this has been achieved? (you may use child-friendly ‘I can…’ statements here):

Assessment evidence:

How will I gather evidence of pupil achievement?

Pupils’ prior experience and learning:

In light of the LO(s) and/or success criteria, what do the children in this class already know or what are they able to do?



use?

Review:

Teach:





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Appendix 3 Blank Phonics Planner (p. 2)



use?

Practise:

Apply:





Subject specific vocabulary:

Is this new or familiar vocabulary for the children?

Resources/ICT:

Lesson adaptation:

Do I need to make any special provision with regard to health & safety?

or x and detail as necessary

Assessment of pupil learning and implications for future planning:

Have I gathered and (where appropriate) attached evidence of pupil attainment/achievement?

(This might include photographs, annotated work, teacher/TA post-it notes, group assessment

sheets).

As a result of this, for which children do I need to tailor teaching in the next lesson? (Consider

individuals and groups of children who have exceeded or not met the learning objective/success

criteria and list initials/future actions below).

Evaluation of trainee learning as a result of teaching this lesson: final placement students

may choose to annotate this plan rather than complete the questions in detail below.

In light of what I now know about the pupils’ learning in this lesson:

What was successful in my teaching? Why was it successful? How do I know?

What was unsuccessful in my teaching? Why was it unsuccessful? How do I know?

What target would I set for myself that I will carry forward to future teaching? You may need to

continue with your target as previously.

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Appendix 4 Alphabetic Code: Consonants

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Appendix 4 Alphabetic Code: Vowels

Reproduced from DfES (2006) Letters and Sounds, DfES publications

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Becoming a Teacher of Early Readingd3mcbia3evjswv.cloudfront.net/files/BecomingATeacherOfReading... · Becoming a Teacher of Early Reading . 1 ... reading as decoding and blending