Becoming a Teacher of Early Readingd3mcbia3evjswv.cloudfront.net/files/BecomingATeacherOfReadingBooklet... · Becoming a Teacher of Early Reading . 1 Observation and Teaching record

Name of Trainee Teacher:

Becoming a Teacher of Early Reading

1

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

2

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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 with the Developing and Extending phases spanning the time that PGCE students will spend in a Lead Literacy School and their final school placement.

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 week 3 of the Core English module for PGCE students, please read:

Medwell, J., Wray, D., Minns, H., Griffiths, V., Coates, L. (2012) Primary English: Teaching Theory and Practice (6th edition), London: Sage (pages 49-65). Bring your notes on this reading to this taught session.

Please also read the set text for the phonics session: Joliffe, W., Waugh, D. and Carss, A. (2012) Teaching Systematic Synthetic Phonics in Primary Schools, London: Sage/Learning Matters Bring your notes on this reading to the first taught session of phonics week.

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

4

Overview

The following overview is your learning journey through the course. The colour coded sections correspond to the

headings within this booklet.

Initial University Taught Provision Through your English Core Module seminar (week 3) you will participate in:

A seminar on the Simple View of Reading and the Independent Review of the teaching of Early Reading. Seminars on: ‘quality first’ phonics teaching; planning for progression in phonics (reading and spelling); the four-part phonics lesson; assessment and tracking; and the Year 1 screening check. Subject Knowledge Auditing: You will undertake a short audit of your subject knowledge related to phonics as part of Week 3 of your English module. This will underpin action planning for your first School Experience (school A).

School A In school A you will: Observe at least 2 lessons on the teaching of phonics, making notes (see page 14)

Then, teach a phonics lesson to a small group, initially using the teacher’s planning but quickly progressing to your own planning.

Meet with the English Subject Manager to discuss how the school has responded to the government’s sustained focus on the teaching systematic synthetic phonics e.g. decodeable texts, Y1 phonics screening check etc.

With the support of your mentor / English subject leader, identify the phonics scheme used by your school (make notes on page 30 of this booklet).

Enhanced Placement Through your English Core Module preparation for the Lead Literacy School Enhanced Placement you will participate in:

A half day seminar focussing on the effective teaching of spelling and guided reading. In your Enhanced Placement Lead Literacy School you will:

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

Teaching guided reading and, as part of this, word reading strategies. Undertake careful assessment of 2 of your focus pupils using a phonics tracker and reading conference record sheet and collate a ‘summary of assessment information’ sheet (see page 26) to be passed to the next student who will be teaching your groups.

Subject Knowledge Auditing: You will undertake a more detailed subject knowledge audit after your Lead Literacy School enhanced placement (February or March 2013) which will guide you to identify strengths and weaknesses in the teaching of phonics and early reading to be addressed through action planning during your final (School B) placement.

School B In school B you will: If you have not already met the standards of the beginning and developing phases, ensure these tasks are addressed (see columns left). You may use information from your second phonics audit to inform target setting for your teaching of phonics in school.

Observe at least 3 lessons on the teaching of phonics, making notes (see page 27) 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.

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Outcomes

The following outcomes are associated with teachers beginning, developing and extending their knowledge of phonics.

Beginning Developing Extending A beginning teacher:

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

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

Understands the alphabetic code and begins to apply this to word reading.

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

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

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

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

A developing teacher:

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

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

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

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

Has an understanding of progression within the lesson.

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

An extending teacher:

Independently plans for and teach a series of phonics lessons.

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

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

As (s)he looks towards the NQT year, understands the implications of using decodeable texts, the year 1 phonics screening check and Ofsted recommendations.

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Terminology

What has been your experience in teaching phonics, prior to beginning your study at University?

Reflections: Prior to your phonics session (Day 3 of the Core English module), undertake the following reading: Medwell, J, Wray, D., Minns, H., Griffiths, V., Coates, L. (2012) Primary

English: Teaching Theory and Practice (6th edition), London: Sage (pages 49-65). Having read this text AND any other text that you consider relevant, please complete the

definitions below:

Phonological Awareness:

Phonemic Awareness: Phoneme-Grapheme correspondence:

Phoneme:

Grapheme:

Blend:

Digraph: Trigraph: Segment:

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Phonics Audit

Part 1: The Simple View of Reading

Place the names of the children described below in the correct quadrant of the Rose cross above.

These fictitious children have been stereotyped for the purposes of this exercise.

Joya: Joya is in Year 2 and enjoys stories. She can talk confidently about what she has heard. She can

describe characters and settings and can express personal opinion about these with reference to the

text. However she dislikes reading, especially aloud, and struggles to read independently. When

reading she relies heavily on picture cues and can only decode vc and cvc words without support.

Symon: Symon is in Year 5 and has lived in England for a year having previously lived in Poland. At

home he speaks Polish and in school he is starting to speak English. He reads fluently and his

pronunciation is good. However questioning reveals that he is not clear about the details of what he

has read.

Alice: Alice is in Year 2. She is English monolingual and is a confident speaker and listener with her

peers. When reading she struggles to ‘sound out’ words and is able to read only vc and cvc words

independently. Alice has a sight vocabulary of approximately 40 words. Alice has limited expressive

language for her age and offers simple literal explanations of texts read but generally cannot deduce or

infer meaning. She struggles to offer a personal opinion about stories that have been read to her.

Marking grid

Response Action

Score of full marks

Well done! – you understand

this well

Access a copy of Letters and Sounds and begin familiarising

yourself with the phases of progression.

Some errors -

Good try

You need to watch the ‘articulation of phonemes’ clip (accessible

from core English Moodle pages) and practise articulating

phonemes by copying the given example until you are fluent

Significant weaknesses -

Still some way to go

You must attend the phonics support session in Workshop week

Part 2: Phonemes and graphemes

Words are made up of letters which represent sounds. These sounds are called phonemes.

A phoneme is a single sound but it may consist of more than one letter to represent it. The

letter(s) that represent the phonemes are called graphemes.

How many phonemes can you hear in these words? Say them aloud, then write the

phonemes you hear as graphemes in the grid below in the grid below. The first one is

done for you.

1 2 3 4 5 6

Ship sh i p

Cat

Barn

Church

Through

Little

Landed

Jumped

Shoulder

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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.

og) 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

9




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


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


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

10



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


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

exactly what the child writes 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


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


read spell read spell went children

it’s just from help


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

some out come what

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Example Lesson Plan

Date: 4th October 2012

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 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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Lesson Plan

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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Lesson Plan



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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School A Observing good practice

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 observations so as to make the most of

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

these with your peer colleague and raise any questions you may have about these observations at the weekly meeting with your mentor.

Questions / prompts Lesson 1 Lesson 2 What teaching strategy is used for revising graphemes/phonemes/’tricky words’ that have already been taught? What NEW grapheme/phoneme correspondence is being taught? Does the teacher tell a story or teach an action or song (or do something else) that helps the children to remember the new grapheme/phoneme correspondence? Make a note of this. Note down any examples of the teacher correcting a child’s misunderstanding (misconception). How is this done? (e.g. explanation, modelling, follow-up questioning). Note down any activities used that allow the children to practise blending phonemes for word reading. Note down any activities used that allow the children to practise segmenting phonemes for spelling. How does the teacher ensure that ALL children are actively engaged in the learning throughout the lesson?

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School A Observation of trainee’s phonics lessons

This form is to be used for observation of the trainee’s phonics lesson. Written feedback must be recorded on this form.

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?


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. All 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 grapheme-phoneme correspondence. 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 and match appropriate 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 grapheme-phoneme correspondence. 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 and match appropriate 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 grapheme-phoneme correspondence 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 and match appropriate 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.

17

Enhanced Placement Overview

Whilst on your Lead Literacy School Enhanced Placement you will…

Work with a small group of pupils (4-8) each day to teach phonics and guided reading (2 separate sessions). This group will consist of the same pupils each day.

You will plan to teach this group using the 4-part phonics lesson structure that you have been introduced to in University (see pages 11-13 of this booklet). When teaching guided reading, you are expected to plan in accordance with the guidance for guided reading introduced to you at University. Students in Aldingbourne Primary will not teach guided reading; instead the teachers will guide these students in planning for literature circles, reading challenges and one-to-one reading.

When not teaching phonics or guided reading you will observe and teach small groups under the teacher’s guidance across the full range of curriculum subjects. You will also use your time in school to find out about The School’s approach to teaching reading, the phonics scheme that the school uses and how reading is assessed in Key Stage 1.

During the placement you are expected to undertake a phonics assessment and reading conference with 2 pupils from your focus group. A phonics tracker is included on pages 18-21 of this booklet and a reading conference on pages 22-23. In the ‘green’ spirit of seeking to reduce paper, you should record both children’s assessment on the phonics tracker in different coloured pen. You should also briefly record any other reading activities undertaken (see pages 24-25).

At the end of your placement you should complete the summary of reading skills and attitudes (see pages 26) for each child in your focus group. You should bring your booklet with you to the ‘handover day’ (the final Friday of the LLS enhanced placement) and be prepared to talk through your assessment records with the next student who will become responsible for teaching your focus group of children.

18

Phonics Tracker (p.1)



s m u a d r t g h p o b i c f,

ff

n k l,

ll

ck ss e


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

Pupil A: Pupil B:


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


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


read spell read spell the no to go I into

19




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


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


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


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

exactly what the child writes 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


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


read spell read spell went children

it’s just from help


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

some out come what

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Blending (children to read the following words – orally blend then put together) Practise items : p – l – ay = play b – ir – d = bird

Word to be read Tick if correct, if incorrect, record what the child said.

1. spray

2. found

3. tie

4. treat

5. enjoy

6. shirt

7. blue

8. raw

9. why

10. elephant

11. chew

12. toe

13. Paul

14. trolley

Tricky High Frequency Words

read spell read spell

oh looked

their called

people asked

Mr could

Mrs

Additional notes:

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Enhanced Placement Reading Conference

For at least two children, complete a reading conference to find out about their reading interests. Photocopy the page if you would like to carry out more conferences.

Pupil’s Name: Date:

Text chosen and reasons for choice

Confidence and attitude Degree of independence Involvement with text Reading with expression / intonation Enthusiasm for talking about text Text comprehension (literal and inferential) What do child find easy / tricky about reading? What helps?

Child’s response / preferences Favourite authors / types of book and other texts What sort of texts does the child enjoy reading? What do they read at home?

Teaching Implications New targets/ next steps (comprehension skills and/or reading attitude/behaviours) What does the child feel they need more help with? What texts would they like to read that they haven’t read yet?

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Enhanced Placement Reading Conference

For at least two children, complete a reading conference to find out about their reading interests. Photocopy the page if you would like to carry out more conferences.

Pupil’s Name: Date:

Text chosen and reasons for choice

Confidence and attitude Degree of independence Involvement with text Reading with expression / intonation Enthusiasm for talking about text Text comprehension (literal and inferential) What do child find easy / tricky about reading? What helps?

Child’s response / preferences Favourite authors / types of book and other texts What sort of texts does the child enjoy reading? What do they read at home?

Teaching Implications New targets/ next steps (comprehension skills and/or reading attitude/behaviours) What does the child feel they need more help with? What texts would they like to read that they haven’t read yet?

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Enhanced Placement Record of reading activities

Across the enhanced placement you may experience a range of reading activities that your focus children are involved in. When you have an opportunity to teach / observe these

activities, please keep a record here. Please note that these reading activities are in addition to the reading conference and phonics teaching that you are required to carry out.

Reading activity Reflective notes Guided Reading This is a specific instructional reading strategy where children are grouped with those of similar ability. The children will read a text that is at instructional reading level and will read it all (or as much as they can) by themselves (as opposed to listening to each other read sections). The teacher’s role is to listen on a 1:1 basis, to all of the children in the group while other children are quietly reading to themselves. The teacher will set specific objectives based on their assessment of this group.

Literature Circle This is a child-led activity similar to an adult book group. Groups are formed by book choice rather than ability with children who choose the same book forming a group of up to 8 pupils. Pupils read an agreed amount of text (e.g. the next 2 chapters) in their own time in preparation for the literature circle, using post-it notes to highlight any words, lines or sections they want to discuss. School time within the literature circle is used to discuss the text e.g. favourite parts, predictions about character action, discussion about character motivation etc.

Shared Reading The whole class will be involved in reading a shared text. The teacher supports the children in reading, enjoying and comprehending the shared text, often with the context of a literacy lesson.

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Enhanced Placement Record of reading activities

Reading activity Reflective notes Individual Reading The child reading to a teacher or other adult.

Independent Reading A child reading to themselves, often silently without adult instruction.

Paired Reading / Buddy Reading Two children reading to each other for enjoyment and developing attitudes. Sometimes a more able pupil (or a pupil from a higher year group) will read to / listen to a less able pupil (or pupil from a lower year group).

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Enhanced Placement Assessment Summary

At the end of your enhanced placement, please write a pen portrait of your 2 focus children ‘as readers’. This should include key information, drawn upon the Phonics

Tracker, Reading Conference and any other reading activities that are recorded in this book. You will pass on this information to another PGCE student / colleague and

so your assessment summary must be sufficient as a starting point for future teaching. Feel free to photocopy this page to make notes on other children in your reading

group. The class teacher may also be interested to read your notes.

Child A:

Child B:

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School B Observing good practice

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. 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. 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

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School B Observation of trainee’s phonics lessons

This form is to be used for observation of the trainee’s phonics lesson. Written feedback must be recorded on this form.

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.)


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


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. All 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 grapheme-phoneme correspondence. 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 and match appropriate 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 grapheme-phoneme correspondence. 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 and match appropriate 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 grapheme-phoneme correspondence 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 and match appropriate 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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Appendix A 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.

During School A, School B and the Enhanced Placement, it will be useful to 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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Alphabetic Code Consonants

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Alphabetic Code Vowels

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

Documents

Becoming a Teacher of Early Readingd3mcbia3evjswv.cloudfront.net/files/BecomingATeacherOfReadingBooklet... · Becoming a Teacher of Early Reading . 1 Observation and Teaching record