Early reading

00887-2007DWO-EN-14 © Crown copyright 2007

Early reading

CPD day 2


Outline of the day

• Introduction

• Session 1: Review of progress

• Session 2: Models of good practice for improving reading using AfL

• Session 3: Learning and teaching

• Session 4: Collaborative CPD – Lesson Study


Aims of the day• To review continuing professional development (CPD)

practice undertaken in school to identify the resulting changes• To review the progress of the identified children, what worked

well and next steps in their learning • To consider models of good practice of Assessment for

learning (AfL) for use in the classroom• To gain further understanding of the developing support for

AfL and planning on the Primary Framework, including the new Assessing Pupils’ Progress (APP) model of assessment

• To plan next steps in classroom-focused CPD based on a Lesson Study model


Session 1: Review of progress Pre-course tasks• Discuss with your headteacher and subject leader what has been

learned from day 1 of the continuing professional development (CPD) training and plan how you will carry out the interim task

• Identify four children whose progress in reading you will track • Work in-school with one or more colleagues to improve practice

relating to the teaching of reading, with a particular focus on the teaching of phonics

• Be prepared to discuss the outcomes of your classroom-focused collaborative CPD in terms of progress of identified children in your chosen theme


Discussion

• What aspects of the Primary Framework did you use to support improvements in reading?

• How has your classroom practice with regard to the teaching of reading, specifically the teaching of phonics, changed since day 1 of the CPD training?

• What has been the impact of this work?

• What reading assessments have you completed?


Session 2: Models of good practice for improving writing using AfL

• Key principles of assessment

• AfL and the Primary Framework

• AfL – models of classroom practice

• APP


Key principles of assessment

• Assessment is integral to effective teaching and learning

• Assessment systems must be fit for purpose

• National standards are an entitlement for learners, teachers and schools

• National standards are integral to national expectations of education


AfL in the Primary Framework

1. APP materials to strengthen teacher assessment

− About APP

− Planning for APP

− Making APP judgements

− Securing APP judgements

− Using APP outcomes

2. Exemplifying achievement levels – online Standards files


AfL in the Primary Framework

3. Developing Assessment for learning – repurposed material from E&E, teaching and learning materials– Conditions for learning– Use of curricular targets– Day-to-day assessment– Feedback on learning– Involving parents and carers– Involving children in their assessment– Using the social and emotional aspects of learning

(SEAL) materials to develop AfL


AfL – models of classroom practice

• Discussion• Day-to-day assessment: how are teachers

– questioning?– observing?– discussing?– analysing?– checking children’s understanding?– engaging children in the reviewing process?


AfL within the discrete phonics session

• View the video clip of a teacher working with a group of children at Phase 5

• What opportunities are there for effective AfL?

• Which of the elements in day-to-day assessment are covered?


Supporting teacher assessment using APPThe APP model of assessment :• draws on formative approaches and is diagnostic • is periodic and keyed to national standards• integrates assessment into teaching and learning• enhances classroom practice and encourages a broad-

based curriculum• is embedded in the renewed primary frameworks• is based on assessment focuses (AFs) that underpin

national curriculum assessment


The APP process

• Teachers select a sample of pupils• Each term, they review the full range of evidence

(written, spoken and observed) for each AF• They select the appropriate ‘level boundary’ and

arrive at judgements using the assessment guidelines sheet

• Annotated examples of pupils’ work provide reference points for teachers (Standards Files)


Session 3: AfL and learning and teaching

Year 1: End-of-year expectations

• Strand 5: Word recognition

• Strand 6: Word structure and spelling

• Strand 7: Understanding and interpreting texts


Learning and teaching: Phonics phase 5

• View the video clip – The clip shows the practitioner teaching

children an alternative spelling of the ‘ay’ phoneme: the split digraph a—e

– Consider the effectiveness of the teaching – what do the children learn during this session?


AfL and the Primary Framework• Year 1 Narrative – Unit 3: Traditional

and fairy tales – Read through the unit and note how the

teaching sequence integrates speaking, listening, reading and writing

– In pairs, focusing on reading comprehension, identify assessment opportunities and annotate accordingly

– What assessments might you carry out?– What type of evidence might you gather?


ELS: Aims of programme

• Designed for children in Year 1 who have already had access to high-quality systematic teaching of phonics during Early Years Foundation Stage

• Children will– be secure at Phase 2 of Progression and Pace but identified through

Foundation Stage Profile data and ongoing AfL as needing additional support to address learning involved in Phases 3 and 4

– also need additional opportunities to apply their knowledge

• Intended outcome of intervention programme is to ensure that involved children are able to keep up with their peers in core learning in literacy in Year 1


ELS: Changes to programme

• Materials revised to bring them into line with objectives in Primary Framework for Literacy 2006 and Rose Review’s recommendations into teaching of Early Reading

• Aligned with Primary National Strategy publication Letters and sounds: Principles and practice of high quality phonics and compatible with other similar approaches

• More emphasis given to reinforcing systematic teaching of phonics and applying ‘simple view of reading’


ELS: Structure and scope

• Extended from 12 to 16 weeks

– Two additional weeks at beginning for revision and consolidation of phase 2 of Letters and sounds

– Two additional weeks at end to introduce Phase 5 of Letters and sounds

• Divided into modules to make focus of each section clearer

• Structure of each week and time allocated to different activities changed substantially to place more emphasis on phonic teaching and application


ELS: AfL and selection of children for programme • Four sources of information used to identify children

for ELS programme:– Data on FS Profile– Data on phonic phase of Letters and sounds– Running records of reading– Observational assessment

• Reception and Y1 teachers should work closely from summer term to identify children who are falling below expectations and plan next steps in learning


Early literacy support (ELS)

• Consider the children who are not making expected progress (Refer to Phonics progress tracking sheet: Early Years Foundation Stage through Key Stage 1, FSP data and other reading assessments)

• Look at the ELS overview and decide which children should be placed on the ELS programme

• Look at the accelerated progress children are expected to achieve through ELS


ELS: Materials

• Early Literacy Support Programme: Handbook for teachers working in partnership with teaching assistants– Provides guidance and support on AfL and

screening, overview of programme and suggested links to other areas of curriculum

• Early Literacy Support Programme: Session materials for teaching assistants– Provides full script of each of 80 sessions


Session 4: Lesson Study

• What do we mean by Lesson Study?• Read through HO: Using a Lesson Study

continuing professional development approach in literacy: Early reading (Year 1comprehension)

• Discuss how you might use such an approach to improve practice in the teaching of reading


Next steps

• How will you carry forward the work on Lesson Study?

00887-2007DWO-EN-14

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© Crown copyright 2007

Early reading

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