Letters and Sounds Principles and Practice of High Quality
Phonics RB Slide 2 Agenda 10:00: Setting the Scene 10.45:
Principles of High Quality Phonics 11:30 Refreshments 12.00:
Introducing Letters and Sounds 1.15 Lunch 2.15: Presentation from
Educational Publishers Phonic Fair including refreshments 16:00
Close Slide 3 Aims of the day To inform Headteachers about the
National Strategy resource: Letters and Sounds To enable
Headteachers to make an informed decision about which phonics
programme best suits their needs and local contexts Slide 4 Setting
the Scene The Early Years Foundation Stage The Independent Review
of the Teaching of Early Reading The Primary Framework Slide 5 The
Early Years Foundation Stage An overview Slide 6 The Early Years
Foundation Stage Legislation in the Childcare Act From birth to the
end of the Foundation Stage An integrated approach to care and
education A principled play-based approach Strengthens the links
between Birth to Three Matters and the Foundation Stage Slide 7 The
EYFS: Incorporates elements of the National Standards Ensures a
consistent approach to care, learning and development from birth to
the end of the Foundation Stage Helps practitioners plan care and
learning that is right for each child at each stage of their
development Statutory framework, Practice Guidance, Cards, Poster
and CD Rom Slide 8 Aim of the EYFS The overarching aim of the EYFS
is to help young children achieve the five Every Child Matters
outcomes: Be healthy; Stay safe; Enjoy and achieve; Make a positive
contribution and Achieve economic well-being. Slide 9 Achieving the
aim The EYFS will achieve this aim by a principled approach to:
Setting standards Promoting equality of opportunity Creating a
framework for partnership working Improving quality and consistency
Laying a secure foundation for future learning and development
Slide 10 Independent Review of the teaching of Early Reading
Recommendations Slide 11 More attention needs to be given to
speaking and listening from the outset High quality, systematic
phonic work should be taught discretely and daily and in line with
the definition of high quality phonic work as set out in the Rose
report Phonics should be set within a broad and rich language
curriculum that takes full account of developing the four
interdependent strands of language For most children phonics
teaching should start by the age of five, subject to the
professional judgement of teachers and practitioners Slide 12
Recommendations The EYFS and the renewed literacy framework must be
compatible with each other and make sure that expectations about
continuity and progression in phonic work are expressed explicitly
in the new guidance The searchlights model should be reconstructed
to take full account of word recognition and language comprehension
as distinct processes related one to the other. Slide 13
Recommendations HTs and managers of settings should give phonic
work appropriate priority and reflect this in their decision making
At least one member of staff is fully able to lead on literacy
Monitoring arrangements should assure the quality and consistency
of phonic work High quality teaching of reading in KS1 should
inform target setting for English at KS2 Slide 14 Renewed framework
Learning objectives under twelve strands Explicit inclusion of
speaking and listening objectives within the renewed framework
Stronger emphasis on building learning over time and developing the
teaching sequence Adjustment of expectations particularly around
phonics learning and teaching Closer focus on assessment for
learning Slide 15 Discussion What are the key features of a broad
and rich language curriculum? In your role, consider how you
monitor and support the development of such provision Slide 16
Session 2 Principles of High Quality Phonics Slide 17 The Simple
View of Reading Word-level reading and language comprehension are
both necessary to reading Neither is sufficient on its own This is
formalised in The Simple View of Reading Reading comprehension is a
product of word recognition and language comprehension Slide 18
There is now considerable evidence to support the need for a clear
distinction between: processes concerned with recognising the
printed words that comprise the written text and processes that
enable the reader to understand the messages contained in the text
Clear distinction between processes Slide 19 + + - - Language
comprehension Word recognition Language comprehension Slide 20 + +
- - Word Recognition Good language comprehension, poor word
recognition Good word recognition, good language comprehension Poor
word recognition, poor language comprehension Good word
recognition, poor language comprehension Language comprehension
Slide 21 + + - - Word Recognition Language comprehension v vv Word
recognition Language comprehension Slide 22 Implications for
teaching Teachers need to be aware that different skills and
abilities contribute to development of word recognition skills from
those that contribute to comprehension Teachers need therefore to
keep these two dimensions of reading separate in their minds when
they plan their teaching Slide 23 So that. they focus clearly on
developing word recognition skills through Phoneme awareness and
phonics teaching Repetition and teaching of tricky words and they
focus clearly on developing language comprehension through Talking
with children Reading to children Teaching comprehension strategies
Slide 24 Core criteria which define an effective phonic programme
present high quality systematic phonic work as the prime approach
to decoding print enable children to start learning phonic
knowledge and skills systematically by the age of five with the
expectation that they will be fluent readers having secured word
recognition skills by the end of key stage one be designed for the
teaching of discrete, daily sessions progressing from simple to
more complex phonic knowledge and skills and covering the major
grapheme phoneme correspondences Slide 25 Criteria for assuring
high quality phonic work enable children's progress to be assessed
use a multi-sensory approach so that children learn variously from
simultaneous visual, auditory and kinaesthetic activities which are
designed to secure essential phonic knowledge and skills
demonstrate that phonemes should be blended, in order, from left to
right, 'all through the word' for reading demonstrate how words can
be segmented into their constituent phonemes for spelling and that
this is the reverse of blending phonemes to read words Slide 26
Criteria for assuring high quality phonic work ensure children
apply phonic knowledge and skills as their first approach to
reading and spelling even if a word is not completely phonically
regular ensure that children are taught high frequency words that
do not conform completely to grapheme/phoneme correspondence rules
ensure that, as early as possible, children have opportunities to
read texts (and spell words) that are within the reach of their
phonic knowledge and skills even though every single word in the
text may not be entirely decodable by the children unaided Slide 27
Criteria for assuring high quality phonic work
www.standards.dfes.gov.uk/phonics Slide 28 Quality First Phonic
Teaching should: Adhere to four key principles of high quality
phonic work as defined by Rose review Use phonics as the prime
approach for tackling unfamiliar words Engage all children and be
fully participatory Demonstrate correct enunciation of phonemes
Include both blending and segmenting Slide 29 Quality First Phonic
teaching should: Be multi-sensory but tightly focused on the
learning goal Ensure that all children can hear/see the teaching
input Support progression in learning and consolidation Make full
use of additional adults Be sufficiently flexible to take account
of differing needs Achieve the learning intention within the
optimum time Slide 30 Communication, Language and Literacy
Development An overview of the National Strategy programme Slide 31
Taking forward the Rose recommendations Fifty Local Authorities
with funded Early Reading Consultant Targeted work in identified
schools and linked settings Consultant support for schools and
settings Visits and Cluster meetings Tracking childrens progress
through phonic phases and in CLL and PSED Slide 32 CLLD: Resources
Materials for Consultants Material for Practitioners Collection and
use of data CLLD website: www.dfes.standards.gov.uk/clld Slide 33
Expectations for schools supported through the CLLD programme At
least 80% children in the programmes schools leave YR in July:
having achieved Phase 3 reading and writing confidently and
independently maintaining secure attainment in PSED Slide 34
Discussion For Headteachers, discuss how childrens progress in your
school compares to these expectations For LAs, compare the picture
of childrens achievement in Linking Sounds and Letters in your LA
with these expectations For both, discuss ways in which childrens
progress in phonics might be accelerated in the context of a broad
and rich language curriculum. Slide 35 Session 3 Introducing
Letters and Sounds Slide 36 Letters and Sounds: The new phonics
resource Developed by independent experts in partnership with the
PNS Meets criteria for high quality phonic work Notes of Guidance
Six phase teaching programme DVD CLLD website Slide 37 Letters and
Sounds- some key messages The importance of flexibility Making a
good start Phase One Systematic high quality phonics Phase 2 and
beyond Multi-sensory learning Fidelity to the programme Slide 38
The role of Phase 1 Central importance of developing speaking and
listening skills Relies on and complements a broad and rich
language curriculum Promotes the range and depth of childrens
language experience Introduces oral blending and segmenting Paves
the way for systematic phonic teaching to begin Slide 39 Phase 1
Seven Aspects: Three Strands in each Introduces oral blending and
segmenting in Aspect 7 Adult-led activities Illustrated freely
chosen activities Continues well beyond introduction of Phase 2
Slide 40 Phase 2 introduces 19 grapheme-phoneme correspondences
Decoding and encoding taught as reversible processes As soon as
children have a small number of grapheme/phoneme correspondences,
blending and segmenting can start ( /s/a/t/p/i/n/) Tricky words
Typical duration: Up to 6 weeks Slide 41 Phase 3 Introduces another
25 graphemes Most comprising two letters One representation of each
of 43 phonemes Reading and spelling two syllable words and captions
Typical duration: Up to 12 weeks Slide 42 Phase 4 Consolidates
knowledge of GPCs Introduces adjacent consonants No new GPCs
Typical duration: 4-6 weeks Slide 43 Phase 5 Introduces additional
graphemes Introduces alternative pronunciations for reading
Introduces alternative graphemes for spelling Developing
automaticity Throughout Year One Slide 44 Phase 6 Increasing
fluency and accuracy Throughout Year Two (although teaching of
spelling continues well into KS2) Slide 45 Website
www.standards.dfes.gov.uk/clld
