Transcript Slide 1

The Primary Framework for
literacy
Manchester
Literacy Subject Leaders
3+2 day course
January 2007
Day 1
Programme
Day 1
09:00
09:30
10:30
10:45
11:30
12:30
13:15
14:30
14:40
15:40
16:00
Aims and outline of the course inc. Gap Task
Session 1: Introduction to the framework for literacy
Break
Session 2: The 6 key messages form the renewed framework
Communication language and literacy development:
Phonics
Lunch
Session 3: The simple view of reading
Break
Session 4: Planning for literacy across the curriculum
School based tasks
Evaluation and Close
Aim of the course
To support subject leaders with:
• Developing their overall knowledge
of the structure, content and
implications of the renewed literacy
framework
• Planning how they will introduce and
develop the renewed framework
within their school
Day 1 Objectives
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To support subject leaders with
developing their overall knowledge of the
structure, content and implications of the
renewed literacy framework
To discuss national and local expectations
in relation to literacy
To give an overview of phonics, the simple
view of reading and literacy across the
curriculum within the renewed framework
To introduce the interim task
Leadership team establishes and agrees priorities
• Link to school self-evaluation and school improvement
Ensuring impact on pupil learning
•Identify strand from an area of learning in literacy and/or mathematics
•Identify focus children
Where are the
children now?
Where
should
they be?
Monitoring
implementation
Evaluating impact
How are we
going to get
them there?
What are the
barriers that need
to be addressed?
PDM 1
Preparation
and setting
the vision
PDMs 2
Progression
PDMs 3
Pedagogy
PDM 4
Review and
evaluation
CPD Themes literacy
THEMES
PDM1
PDM2
PDM3
PDM4
Pace and
progression:
Strengthening
pedagogy:
generic
CLLD exploring
progression
through a strand
The simple view
of reading
Walk through the
strands in the
new framework
that support
writing
shaping the
curriculum,
writing, speaking
and listening
Enhancing
literacy
exploring units of
work and
assessment for
learning
Personalising
learning
Supporting
underachieving
pupils
Focusing in on
underperforming
pupils and their
needs
Shaping and
inclusive
curriculum
generic
Developing
phonics and
reading (CLLD)
Improving
Writing
Introduction to
the renewed
frameworks
Review and
evaluation of
the impact
on pupil
progress
Pack for schools:
Booklet for headteachers
• Suggestions for an initial Senior Leadership Team meeting
• Support to implement the recommendations from the Rose Report
• PDM 1 (Professional Development Meeting) to support the
implementation of the renewed frameworks
• Overview of further materials in subject leader DVD handbook
• PDMs 2 Progression in literacy and mathematics
• PDMs 3 Pedagogy in literacy and mathematics
• PDM 4 Reviewing and evaluating progress
• N.B. PDMs 2 & 3 are linked to the improvement themes
(four for literacy and three for mathematics)
• DVD to support navigation of the framework
(given out on mathematics 3+2)
Pack for schools:
Subject leader DVD Handbook
• Common and specific materials for subject leaders to
lead the effective use of the renewed framework in their
schools, including PDM's and suggestions for follow-up
work
• Additional materials to support the implementation of the
recommendations from the Rose Report
• Video sequences of good practice
Day 5 overview
Day 5 – Workshop day
You will opt on to one of these according to your priorities following day 1 of your course.
The themes chosen reflect the content of the materials that you will receive from the strategy and will
consist of a training input and planning time to support you with delivering aspects of the material to
your own staff
Developing
phonics and
reading (CLLD)
Improving
Writing
Enhancing
Literacy
Supporting
underachieving
pupils
Session 1
The Underlying Rationale:
A focus on the 6 Key Areas
Aim
To consider the rationale underpinning
the Framework.
Why should
our school
implement the
Primary
Framework?
The Renewed framework
key messages
Do any of
these resonate
with our school
context?
•Improving the teaching of early reading
•Encouraging flexibility in the organisation of the curriculum and
the structure of literacy and mathematics lessons
•Structuring learning over sequences of lessons as well as within
lessons
•Raising expectations for all children, especially those at
greatest risk of underachievement
•More effective use of assessment to inform and direct teaching
and learning
•Broadening and strengthening pedagogy to include a clearer
focus on inclusion, the use of ICT,the teaching of early reading,
speaking, listening and learning, and in developing core areas of
learning in literacy and mathematics across the curriculum.
Which children do
we need to focus
on to make sure
we’re making a
positive impact
Do these headings
help us to think
differently about what
we need to do to
address our current
priorities in literacy
and mathematics?
Do any of these
resonate with
our school
context?
Which children
do we need to
focus on to make
sure we’re
making a positive
impact
Why should our
school
implement
the Primary
Framework?
Do these headings help
us to think differently
about what we need to
do to address our
current priorities in
literacy and
mathematics?
Speaking and Listening
In your groups consider…
• What was the value of the speaking
and listening in this session?
Reflection
Reflect on the six key areas from the
renewed framework in the light of this
session
Session 2
Getting to grips with the
Renewed Framework
Aims:
• To enable teachers to familiarise
themselves with the Renewed
Framework.
• To draw attention to speaking and
listening
Key changes-literacy
• Learning outcomes/objectives organised under
twelve strands
• Explicit inclusion of speaking and listening outcomes
• Stronger emphasis on building learning over time
and developing the teaching sequence
• Adjustment of expectations particularly around the
learning and teaching of phonics
• Closer focus on assessment for learning during, as
well as at the end of, units of work
• Reordering of the strands and separation of word
reading from word comprehension
• Greater signposting of Early Reading
Organisation
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Learning outcomes/objectives
Organised into twelve strands
Also incorporated into 3 blocks
Narrative
Non –Fiction
Poetry
12 strands
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Speaking
Listening and responding
Group discussion and interaction
Drama
Word recognition (up to yr 2/3)
Understanding and interpreting text
Engaging with and responding to text
Creating and shaping text
Text structure and organisation
Sentence structure and punctuation
Word structure and spelling
Presentation
Looking at the strands
Look at year 3
• Consider how useful is it to have the
complete overview of year 3 on one
double page spread?
• Take the strand ‘understanding and
interpreting texts’ and look at
progression from EYFS to Yr 7
Overview
Through discussion,
identify:
• What is good about the renewed
framework?
• Do you have any questions?
• Do you have any concerns?
Primary National Strategy
Session 3:
CLLD - Phonics
Aims
To consider:
• What are the expectations for teaching
and learning of phonics in EYFS and
KS1?
• What phonic knowledge do I need?
• What do I need to know about phonics
teaching and learning and standards
across my school?
What are the
expectations for
teaching and learning
of phonics in EYFS and
KS1?
The context of the Rose Report
• Response to the Select Committee into the
teaching of early reading 2005
• Findings are based on recent research into
how children develop language and learn
to read
• Informing the development of the EYFS and
the renewed literacy framework
Recommendations
• More attention needs to be given, right from the
start,to promoting speaking and listening skills
• For most children, high quality, systematic phonics
work should start by the age of 5, taking full
account of professional judgements of children’s
developing ability and should be taught discretely.
• In order to capture children’s interests, sustain
motivation and reinforce learning, phonics should
be set within a broad and rich language curriculum.
It should also be multi-sensory, interactive.
Key message
The Rose Report recommended that whatever
phonic programme is in use by the school, it
should have a systematic progression with clear
expectations by teachers and practitioners of
the expected pace of teaching and learning
http://www.standards.dfes.gov.uk/rosereview/
Rose Report in practise the CLLD Programme
• Manchester was one of 20 L.A s in the
country to be involved in the ERDP
(Early Reading Development Pilot)
• 10 schools took part in this research
Moston Lane, Cheetham Community, Chorlton Park, Lily Lane
Infants, Sandilands Primary, Broadoak Primary, St Clements,
Cavendish, St Richards RC (Longsight), St Wilfrids RC (Hulme)
Early findings of final
progress data
1.Children’s progress at step 2-4 and above
(can read and spell regular cvc words)
34% December, 71% March, 84% June
2.Early progress data indicates for CLL (LSL):
• 84% of children achieving 6+ scale points in LSL- a
very good level of achievement against previous
national FSP data (2005 national figure 35%)
• 35% of children achieving 7 scale points or above in
LSL
PSED remains high for all LAs in the pilot
Introduction and background to the
CLLD Programme - Continued
• Using Playing with Sounds (PwS) schools
were asked to test the pace of teaching
phonic knowledge and skills, including
whether children could learn all phonemes,
including the long vowel sounds by the end
of the Foundation Stage.
• Phonics materials used should have
systematic progression with clear
expectations by practitioners with the
expected pace of teaching and learning.
Developing learning across a
week
Every day
Children are provided with:
•opportunities throughout the day,inside and outside,to
engage independently in speaking,listening,reading
and writing activities across the curriculum;
•an interactive, multi-sensory phonics session of up
to 15 minutes, led by the practitioner,comprising direct
teaching opportunities and opportunities to practice and
apply new learning;
•opportunities to see writing modelled/demonstrated
in a purposeful context
Every Day - continued
Children are provided with:
• session led by the practitioner of shared reading
and/or shared writing
• opportunities to hear a wide selection of stories,
poems, rhymes, and non-fiction as part of a regular
read aloud programme.
Developing learning
across a week
Minimum once a week
Children take part in:
•guided reading with the practitioner.These small group sessions, begin
with first hand experience related to the text, and are planned to support
the development of reading strategies and skills according to the needs
and experience of children.
Children take part in:
•guided writing with a practitioner,where as part of the group they have
the opportunity to develop their writing skills(including oral rehearsal) with
support.The context for the writing could derive from any areas of the 6
areas of learning and the learning environment,and indeed over time
should do so.
The Early Stages of
Phonics
In Foundation 1/ Nursery most children will be working
within phase 1. This involves hearing and discriminating
general sounds, speech sounds and pattern activities.
These are:
• Tuning in
• Recognising gross sounds
• Sound location
• Sounds have meaning
• Discrimination of sounds
• Developing aural attention span
• Developing auditory memory
Suggested order of
introducing the 44
phonemes
This document outlines progression in the
teaching of phonics in 6 phases suggests a
time line for learning phonemes.It is
designed to help practitioners have an
overview of how the majority of children
should be able to progress over several
terms.
Assessment
• Phonics progress tracking sheet
• Phase descriptors
• Record of phoneme-grapheme
correspondences
Model for daily direct teaching
of phonics, skills and knowledge
REVISIT AND REVIEW
recently and previously learned phoneme-grapheme
correspondences and blending and segmenting skills as
appropriate
TEACH
new phoneme-grapheme correspondences;skills of blending
and segmenting
PRACTICE
new phoneme-grapheme correspondences;skills of blending
and segmenting
APPLY
new knowledge and skills while reading/writing
What phonic
knowledge do I need?
A phonics quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is a phoneme?
How many phonemes are in the word ‘strap’?
a) What is a digraph? b) Give an example
a) What is a trigraph? b) Give an example
a) What is a CVC? b) Give an example
Why has ‘hiss’ got ‘ss’ at the end (and not ‘s’)?
Why has ‘think’ got a ‘k’ at the end (and not ‘ck’ or ‘c’)?
How many phonemes are in the word ‘twenty’?
Write down at least four different ways of representing
/ae/
10. What is the best guess when you write /ae/ at the end
of a word?
Rose Report Recommendations:
Leadership and Management
Headteachers and managers of settings should:
• Prioritise phonic work and reflect this priority in
professional development for staff
• Ensure that one member of staff leads on
literacy;
• Monitor the quality and consistency of phonic
work;
• Ensure that high-quality teaching of reading
promotes better outcomes for children
What do I need to know
about phonics teaching
and learning in my
school?
Reflection
Reflect on the six key areas from the
renewed framework in the light of this
session
Session Four
The Simple View of Reading
Aims
• Develop an understanding of the
simple view of reading
• Consider the implications for
teaching and learning
Searchlights model
Phonics
(Sounds and spelling)
Knowledge of
context
TEXT
Word recognition and
graphic knowledge
Grammatical
Knowledge
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
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
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
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
Simrans story
I am Simran and I'm going to tell a story.
Long time ago there was a little girl with a coat with golden buttons on
and they sparkled in the dark and she had a nice suit like that as well
that sparked in the dark so she wasn't scared of dark-ness.
A little boy came in for a golden button and she he said, and she said
no, because you can't have one of my
and the little boy cried
and he was a bit upset, and he told his mom.
Meanwhile a little boy came to steal her buttons but she dressed up as
a monster and he ran home fast as he could and mom said "What's the
matter", but he didn't say what's the matter because he was too
scared.
Ha ha ha ha ha ha. ......... touch my buttons ever again
because I dressed up as a monster.
The next day when she went to the shop nobody talked to her and
nobody said "what lovely buttons" because they heard about how she
frightened the little boy.
As she went home she was very very sad and ....her friend asked her to
...........if you share your buttons you'll be the happier girl ever.
SIMRAN GILL –
COMPLEX SENTENCES
The next day, when she went to the
shop, nobody talked to her.
As she went home, she was very, very
sad.
Reflection
Reflect on the six key areas from the
renewed framework in the light of this
session
Session Five
Planning for Literacy Across
the Curriculum
Aims
• To focus on how texts can be linked
to other curriculum areas
• To examine how purpose and
audience drive texts
• Consider multi-modal texts
‘There is no requirement for
subjects to be taught discretely –
they can be grouped, or taught
through projects – if strong
enough links are created
between subjects, pupils’
knowledge and skills can be used
across the curriculum.’ (p.17)
(Excellence and Enjoyment 2003)
Activity One
• Using the A3 proforma, consider any
unit of work you are familiar with.
• Decide which genres of writing could
most usefully be developed in the
units from other curriculum areas.
• Consider also an appropriate
audience and purpose for the writing.
Activity Two
• Using the proforma with the Lowry
picture on it, write a short opening
paragraph of a letter.
• The letter must be to an audience
from the selection given.
Audiences:
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A five year old child
A parent
Someone from another country
Someone from another century
The Queen
A 14 year old boy
A 75 year old woman
A local mill owner
Multimedia/modal
Multi media
Is the hardware in which the mode is
viewed
Eg video, pc, dvd
Multi modal
Is the content/ breakdown of the media
Eg – image, text, sound and moving image
Reflection
Reflect on the six key areas from the
renewed framework in the light of this
session
Interim tasks - Day 1
Core tasks with SMT:
1. Feedback with SMT the key messages from today and how they
could support priorities within your school
2. Interrogate the data for your school and consider the accuracy
of your priorities(include historical tracking as well as national and
local comparisons)
3. Begin to consider with SMT how you will timetable the
implementation of the renewed framework for literacy
Core tasks as a subject leader:
1. Become familiar with the renewed framework as an online tool
2. Familiarise yourself with the Subject Leader’s DVD, especially the
PDM’s
Supplementary tasks – choose according to issues raised for you
today
A.
Using the supporting guidance(page 14in HT booklet) or SL DVD look
at/ consider the questions raised around phonics.
B.
Read the core position papers around reading comprehension and
consider in the light of your school
C.
Look at writing expectations in all subjects, are pupils attaining the
same? Are expectations the same?