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DIRECT PHONICSDIRECT PHONICS

Jo Wilson and Rea Reason Jo Wilson and Rea Reason

2003 - 20052003 - 2005www.directphonics.co.uk

E-mail: info@directphonics.co.ukE-mail: info@directphonics.co.uk

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Sentences

Words

Letters

Sounds

CheckLeadModel

Book One: • Single letters/sounds• C-v-c words• Sight words for sentences

Book Two:• Consonant blends (e.g. bl, tr)• At beginnings and ends of words• Vowel digraphs (e.g. ee, ay)

Book Three:• Compound words (e.g. sea-side) • Polysyllabic words (e.g. lem-on-ade)• Stories

Cumulative and repetitive content

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KEY ELEMENTS

Content cumulative and repetitive

Checks of progress make sure that children have consolidated their learning

Teaching method follows routine of ‘model-lead-check’

Children listen, speak, read and write in each lesson

Each lesson has the same predictable pattern

Instructions can be followed by both teachers and teaching assistants

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CUMULATIVE AND VERY REPETITIVE CONTENT

NEW CONTENT REVISION

Block 1 a m s t

Lessons 1 to 6 am Sam at mat sat

I like Tim and

Block 2 d i a m s t

Lessons 7 to 12 dad mad sad is it sit at am Sam mat sat

Emma the on dog I like Tim and

Block 3 c p a m s t i d

Lessons 13 to 18 cat did as pat pit dip at am Sam mat sat

pip tip tap I like Tim and

my said see can Emma the on dog

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THE COMPLETE TRACK OR THE FAST TRACK

The Complete Track teaches all 60 lessons.

The Fast Track covers two lessons from each of the 10 blocks, i.e. 20 lessons.

It is possible to switch between the Complete Track and the Fast Track:

• If you start with the Complete Track and find that the children are not in need of that much repetition then …

• If you start with the Fast Track and think that the children need more repetition then …

• Later, progress may show that the children are ready to cope with the Fast Track again.

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RESOURCES

Whiteboard and marker pens

Teacher’s lesson notes

A photocopied lesson sheet for each pupil

Pencil and writing paper/book for each pupil

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THE ‘MODEL-LEAD-CHECK’ TEACHING METHOD

Holding the children’s attention

Two key words as signals:

‘Listen’: Before modelling the reading to the children, always begin by saying the word ‘listen’.

‘Ready’: Before asking children to respond in chorus or individually, begin by saying ‘ready’.

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THE ‘MODEL-LEAD-CHECK’ TEACHING METHOD

Steps for the Supported Learning Procedure

1. Model: Write the letter or word on the board, point to it as you read it to the children (Start by saying ‘listen’ to get the children’s attention)

2. Lead: Point again and read in chorus together with the children (Say ‘ready’ to get the children’s attention and signal when to start)

3. Check the group: Point again and the children read together as a group (Say ‘ready’ to signal when they should start)

4. Check on individuals: Point to a letter/word/sentence and ask individual children to read it.

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TEACHER LESSON NOTES

Notes for Lesson 1

Introduce sound/symbols: a m s Revise: -

Match sound/symbols: a m s

Make words: am Sam

Match words: Matrix (on pupil lesson sheet) Sight words: I like

Read: Matrix and sentences

Write: m s a am Sam

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PUPIL LESSON SHEETS

Lesson 1

Match:

a m s

Match:

I like

am Sam

Read: I am Sam.

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A SCRIPTED EXAMPLE OF LESSON 1

Activity 1: Say and match a m s

Activity 2: Make words am Sam

Activity 3: Match words like I Sam am

Activity 4: Reading

Activity 5: Writing

Pages 12-14

The script shows how each activity follows the ‘model-lead-check’ procedure.

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The purpose is to:

Provide opportunities for further consolidation of learning.

Enable children to develop greater speed and fluency.

Help the children apply (generalise) what they have learnt.

Introduce some variation through different kinds of activities.

Enable the children to succeed with the end-of-block assessment.

TOP UP ACTIVITIES

Each of the 10 teaching blocks has a photocopiable page containing a grid with the words that have been learnt in the block.

The manuals contain example activities.

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ASSESSING PROGRESS

Each teaching block ends with a page listing the words introduced in the block and a page of sentences for dictation.

Your judgment of the child’s progress depends on how accurately and fluently the child reads/writes.

It is difficult to state the exact ‘criteria’ for moving on to the next block. The blocks are cumulative and repeat the content of previous blocks.

The assessment will show whether the teaching is repetitive enough or too repetitive and enable you to switch between the Complete and the Fast Track.

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RECORDING PROGRESS 1

It is very motivating to involve the children in the record keeping.

The simplest way is to list the words assessed in each teaching block and let the children give ticks to the words learnt.

It can be useful to check more than once so that the children give each word several ticks.

There are example individual record and summary group record forms.

There is a photocopiable Certificate of Achievement at the end of each teaching block.

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RECORDING PROGRESS 2

Recording progress in sentence reading and writing

For each child, make a photocopy of the page that lists the sentences for assessment/dictation in the teaching block. Use it as a record by marking up the text as the child reads. For writing the sentences, the child’s own written work can act as a record.

Assessing progress when the Direct Phonics Book One has been completed

Each book has a table summarising learning outcomes. You can photocopy the table for each child and use it as your end of programme record.

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WORKING TOGETHER

Involving children in recording their own progress

Teachers and teaching assistants working together

Teachers and parent and children working together

Use of story books

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Theoretical and research background

• Theoretical explanations: Phonology, fluency, emotional factors

• Learning theory: Extensive research in USA into model-lead-check routine within a cumulative learning programme (Direct Instruction).

• Early Reading Research (ERR): Mainstream primary in some 200 schools mainly within Essex. Principles of direct instruction central. Empirical results impressive.

• Interactive Assessment and Teaching (IAT): Included in DfES management guidance on Wave 3 intervention. DP builds on this.

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FORMATIVE EVALUATION OF BOOK ONE

Individual differences in the progress made

Organisational factors, e.g. working space

Group dynamics/concentration span/TA skill

School attendance

Links with classroom practice

The importance of ‘real reading’

Initial evaluation: 25 TAs, 12 schools, 152 children

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Age range

KS3KS1 and KS2KS2KS1

Co

un

t

60

50

40

30

20

10

0

23

40

52

Survey responses from 116 schools

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Individuals or groups or both

bothgroupsindividuals

Co

un

t

80

70

60

50

40

30

20

10

23

70

23

21

Who did the teaching

bothTAteacher or Senco

Cou

nt

70

60

50

40

30

20

10

34

59

23

22

Advice from agencies

several

none

other

Specialist teacher

EP

Coun

t

50

40

30

20

10

06

40

3434

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How easy or difficult

4321

Co

un

t

100

80

60

40

20

0 6

29

80

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Evaluation in Middlesbrough

• Data frame: sample of volunteer schools• Specialist teacher undertook pre-post

assessments • Information on the way manuals and their

dissemination can be improved• Information on how schools are using the

materials• Data from 25 children in 5 schools: Mean

ratio gain is 1.54 (6 months gain in 4 months) on WRAPS (Word Recognition and Phonic Skills, Hodder &Stoughton, 1994)

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Observations by Specialist Teachers

• ‘Useful tool’, easy to set up and run in school• Format, structure and routine• Preparation time, timetabling and daily lessons • Content appeals to pupils and can be used

flexibly • Staff see results quickly as do the children• Experienced staff can add to lessons and focus

on different skills • It has not suited all children• Need for group register and a file for storing

assessments.

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Research in Tameside• 52 children in 7 schools• Pre-post assessment:

– Direct Phonics content – WORD– PhAB

• Results:– Children have learnt what they have been taught– PhAB scores have improved– Large individual differences on WORD– Organisational factors– Critique: ratio gains modest and no control groups

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Theoretical and research basisTheoretical and research basis Yes Yes

Previous intervention studiesPrevious intervention studies RangeRange

Normative tests and comparisonsNormative tests and comparisons Some Some

Systematic curriculum-based assessmentSystematic curriculum-based assessment YesYes

Individual differencesIndividual differences YesYes

Formative action research/organisationFormative action research/organisation YesYes

Motivation and emotionMotivation and emotion YesYes

A broader model of evaluation: Direct Phonics