FRESH START

FILLING IN THE GAPS

Where are the gaps

The foundation that creates access to the wonderful world of

stories, reading and comprehension

Phonics

What did we have before fresh start?

We had an adequate programme, which was a little antiquated.

We followed the National Literacy Progress Unit.

Spelling Programme.This consisted of eighteen lesson plans

which was developed in house to suit our classes.

I put together power point displays making the programme a little more

interesting.I used Rising Star plays for Reading

practice and comprehension.Question and answer sheets were

developed for these plays to assess comprehension.

A lesson consisted of 25 minutes spelling practice and 25 minutes reading practice.

GL assessmentDiagnostic Test of Word Reading Processes

• This test focuses on the cognitive processes that underlie the recognition and understanding of the written word.

• Assessing pupil performance on three types of words.

• Regular words: meet, shampoo, catapult, which conform to the grapheme-phoneme rules of language.

• Exception words: yacht, meringue which do not conform to these rules.

• Non-words: meckton, shelibowt, brafe, which are pronounceable sequence of letters but are nonsense words.

Lexical-semantic processes

• depend on accessing previously stored knowledge about a word

• Inferring the words meaning – correct pronunciation – linking letter sequence to the words meaning and pronunciation

Phonological processes

• Printed letters and letter groups (graphemes) and speech sounds (phonemes)

• Stored knowledge of grapheme-phoneme correspondence (GPC) rule.

• This is uniquely tapped by non-word reading because non-words do not exist as words in our language.

Fresh Start Testing

• Using the Fresh Start entry test – we identify our student

• This test consists of 6 written passages selected from the modules used in the programme.

• Students are tested on sound blending and comprehension

• The passages read predict which module the student will begin with.

• E.g. if a student can read passage 3 confidently but not passage 4 this student will start on Modules 15.

• The student will work on module 15 – 33 inclusive

Regular Assessment

The Fresh Start Assessment • This can be done half termly or termly

to track and record student progress.• This test covers oral sounds, blending

abilities, reading at speed, use of syllables and sight reading.

• A copy of an on-going assessment can be seen on the next slide.

Student: A M          

Assessmenttotal Score

Score & Date 20/12/12

Score & Date 28/02/13

Score & Date

Score & Date

A: Speed Sounds Cards Set 1 Known 31 18 31    at speed 31 18 31    

B: oral sound-blend 20 19 20    C: Sound blending for reading VC/CVC 10 9 10    

CVC 10 9 10    CCVC AND CVCC 10 10 10    

D: Red words 10 8 10    

E: Speed Sounds Cards Set 2 Known 12 8 11    at speed 12 8 11    

F: sound blending for reading real words 12 6 9    nonsense words 12 7 8    

G: Two syllable words 10 8 10    H: Red words 15 14 15    

I: Speed Sounds Cards Set 3 known 17 7 7    at speed 17 7 7    

J: Sound blending for reading real words 18 10 12    nonsense words 10 2 5    

K: Multi-syllable words 12 3 4    L: Red Words 30 23 27    Total 299 194 248    

THE MODULES

INTRODUCTORY MODULE

• this is used for students with a N/C level for reading 1c – 1b

• The average level of students in our pilot group are working at 2b with a predicted improvement to 3c by the end of Y7

THE MODULES 1 to 33

• these are used for students with a N/C level for reading 1b – 4b

• 1b to 1a modules 1 - 3• 1a to 2b modules 4 – 13• 2b to 3b modules 14 – 20• 3b to 4c/b modules 21 – 33

What does a module consist ofThere are nine reading activities

1. Practice reading the Speed Sounds.

2. Read the green, red and challenge words for the story.

3. Listen to the introduction4. Discuss the vocabulary check. 5. Read story.6. Discuss the ‘questions to talk

about’.7. Read story with fluency and

expression.8. Answer the questions to read

and answer.9. Practice reading the speed

words.

There are nine writing activities

1. Play sound-graphemes rhythms.

2. Play sound-grapheme fingers.3. Carry out a spelling check.4. Take a spelling check.5. Hold a sentence.6. Build a sentence.7. Edit for Spelling/punctuation/

grammar.8. Write a composition with the

support of a picture strip (module 1 – 13 only)

9. Write a guided composition with the support of a writing frame (module 15 – 33 only)

First Year Evaluation

Student4 boys2 girls

Reading level Autumn

Reading level Summer

Spelling level Autumn

Spelling level Summer

English level Autumn

English level Summer

A 5.00 5.83 5.00 5.00 2a 3b

B 6.17 9.25 5.83 7.33 2a 3c

C 7.17 12.00 5.00 7.33 2c 2a

D 7.83 8.20 5.00 6.33 2b 3c

E 7.00 7.67 5.00 6.58 2b 3c

F 7.50 7.58 5.58 7.83 2b 3c

The future

• Fresh Start was piloted in September 2012 and already the evidence through assessment has shown a marked improvement of the students reading and spelling ability.

Our investment

• Paignton Academy has invested in the Fresh Start Programme, which has continued this year.

• All Learning Support staff and English faculty took part in a two day training course.

• We have 10 Fresh Start classes which follow a 4 lesson a week timetable.

• We also have single withdrawal lessons, to accommodate students with low level spelling; providing techniques to improve in this area.

• A team of 3 members of staff have been assigned to run classes of up to 8 students.

• This year we have tested all KS3 students with a reading age of 10 years and below and have provided classes for:

• 48 Year 7 students 19 girls - 29 boys• 18 Year 8 students 7 girls – 11 boys• 9 Year 9 students 3 girls – 6 boys

*********• 53 Year 7 and 38 Year 8 students attend

spelling groups one lesson a week.

Our investment

This provision will continue into the next academic year and

beyond. For as long as we have students

who require our support.