InformationThe Pr im ary Fram ew ork : im proving t he te a c h in g of e arly re
adin gT he re n ewal of the F r a m ewo r k p r o vid e s a u niq ueopp o rt u nity to lo o k a gai n at ho w we ca n be st supp o rt the teachi n g of liter acy in or de r to sec u re the b e st lea r nin g
fo r all childre n. I n pa rticula r, the R o se r ep o rt pr o vid e s th e opp o rt u nity a nd th e challe n g e fo r sch o ol s a nd
settin g s to re vi ew th eir p ractice in the teachi n g of ea rl y r eadi n g. T he re p o rt m a ke s a n u m be r o f r eco m m e n
dati on s f o r e ff ective teachi n g of e a rl y r eadi n g a nd fo r th e rec o n st ructio n o f the
N atio n al Liter acy Str ate g y’ s ‘ sea rc hlig hts’ m od el. T h e se rec o m m e n datio n s u nde rpi n the r e ne wal of the liter acyFr a m e wor k. T he el ectr o nic Fra m e wo r k f o r literac y pr o vid e shi gh -le vel guid a nce f or th e teac hin g of p h o nics a nd wo rd rec o g nitio n, a s well a s detailed supp o rt f or pla n nin g a nd teachi n g ea rl y r e adin g .T he rep o rt ad voc ate s a syste m atic pr o gr a m m e ofhi gh -q ualit y ph o nic wo r k, tim e-li mited a nd r einf o rcedthr o u g h o ut the cur ricul u m with ca re f ul a sse ssm e nt a nd m o nito ri n g of child re n’ s pr o g r e ss a s t he y m o ve f r o m
plan n ed, r ei nf o rcin g a nd buildin g o n p re vi o u s lea r ni n g to secu r e childr en’ s p r o gr e ss. It ne ed s to be ta u ght di scr etel y an d daily a nd n e ed s to be e n g a gin g a nd m ultise n so r y.Hi g h-q u ality ph o nic s pr o g r a m m e s ne ed to be f ollo wedcon si st e ntly a nd with ‘fid elity to the p r o gr a m m e ’ to sec ur e the n ece ssa r y p ace a nd pr o g r e ssi o n.T he r ep o rt gi ve s a de finitio n of hi g h-q u ality p h onic wo r k, ba sed on a r ec o m m e nd ed synt hetic app r oac
Curriculum andS t and ards
• g ra ph e m e –p h o n e m e (letter – so u nd) co r re sp o nd enc e s(t he alp h abetic principle) in a clea rl y defi ned , incr e m e ntal seq u ence ;to appl y the hi g hly i mp o rt ant skil l of ble ndin g(synt he si si n g) ph o n e m e s in or de r, all thr o u gh a wo rd, to re ad it;to appl y the skil l s of se g m e ntin g word s i nto thei r con stitu e nt ph o ne m e s t o sp ell;
The Primar yprogress for
Framework: ensuring Primar y h e adt e ach e rs ,pr imar y SENCOs and te ach er s in Ye ar 1S t atus: Rec omme nde d
D at e of issue: 02- 2007
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children with literacy•
Key Stag e 1
difficulties in•T he rep o rt m a ke s clea r the two di me n si o n s o f r eadi n g:‘dec odin g’ and ‘c o mp r e he n si on ’. T h e se two di m en si o n s ar e r ep re se nted in a ne w co nceptu al fr a m ewo r k – ‘thesi m ple view of r eadi n g’ – a s wo rd r ec o gnitio n p r oce sse s an d lan g u a ge co m p re h en si on p r oce sse s.T he ne w co nceptu al fr a m ewo r k o utline d in the r ep o rtm a ke s clea r th e imp o rt a nt jou r ne y f r o m ‘l ea r ni ng to r e ad’to ‘re adi n g to lea r n, f or ple a su r e and p u rp o se’ – bec o mi n ga flu ent r ea de r with the skill s to acce ss, e n g a ge withan d enj o y a wid e ra n g e of te xt s. It emp h a si se s th at thepr oce ss of p h o nics acq ui sitio n is tim e-li mited , wh e r ea s th e de vel op m e nt of co m p re h e n si on i s a lifelo n g activit y.
• G r e ate r attenti on sh o uld be paid to the de velo p m e nt of childre n’ s sp ea ki ng and li ste nin g skill s.Hi g h-q u ality, syste m atic pho nic wo r k sh o uld be ta u ght disc retel y.Ph o nic wo r k sh o uld be set within a b r oad andrich la n gu a g e cur ricul u m th at take s f ull accou nt ofde vel opi n g the f o ur in dep e nd ent str a nd s o f lan g u a ge – sp e a ki n g, list eni n g, r e adin g a nd writin g – a nd e nla r gin g childre n’ s stoc k of wo rd s.Hi g h-q u ality ph o nic wo r k sh o uld be a p rio rit y within‘qu ality-fi r st’ te achi ng , to mini mi se the ri sk o f childr
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fallin g be hin d in re adi ng .To be syst e m atic, pho nic s teachi n g n ee d s to be car ef ull y Interve n tio n s upport for literacy in Key Stage 1
T h e Natio nal St rat egie s ad voc ate a syst ematic app ro ach to teachi ng b a sed onthr e e ‘wa ve s’ of tailore d su ppo rt. School s ca n u se the ‘wa ve s’ a pp ro ach to plan,• Wave 1 – Th e effe ct i ve i n c l u sio n of al l c hi ldre n i n dai l y ‘q ua li t
y-fir st teac h i ng’Wh e n ap plied to ea rl y r e adi ng, this me a n s th e pro vi sio n of a rich la ng u ag ecu r ricul um that fo ste r s all fou r inte rd ep e nd e nt st r a nd s of la ng u age – sp e aking, liste ni ng, re adi ng a nd writi ng – while pro vi ding acc e ss fo r all childre n to high -qu ality p ho nic wo rk a s pa rt of qu alit y-fi r st teac hi ng.
Wave 2 – Wa ve 1 pl u s addit io na l, time - lim ited, tai lored i nter ve n tio ns upportWa ve -2 pro vi sio n i s de sig ned to incr e a se r ate s of p rog r e ss a nd sec u r e lea r ni ng for g ro up s of p upil s a nd to put them back on cou r se to meet or e xce ede xp ectatio n s fo r thei r ag e. T hi s u su all y take s t he fo rm of a tight, str uctu r ed prog r amme of sm all-g ro up suppo rt, car ef ull y ta rg eted a nd d eli ve r ed b yteac he r s o r te achi ng a ssi st a nt s who h a ve th e skills to help p upil s ac hie ve th ei r lea r ni ng objecti ve s. T hi s ca n occur o ut sid e (b ut in addition to) whol e-cl a ssle sson s, o r be b uilt into mainst r eam le sso n s a s p a rt of guid ed wo rk. C riticall y, inte r ve ntion supp o rt n ee d s to help p upil s ap pl y thei r le a r ning in mai n st r eamle sson s, an d it sho uld th e r efo re b e f ully compatible wit h main st r e am
•Bibi liogr ap h yHat ch er, P. J. e t al ( 2006 ) E viden ce f or the effe cti v ene s s of the Early Litera c y S up po rt p ro gr am me, B ritis h Jour nal of Edu cationalPs ych ology, 76, pp 35 1–3 67Pri ma r y F ra mewor k f or litera cy an d mathe matics (200 6), DfES, L ond on, 02 011 - 200 6B OK -E N Ro se, J. (200 6) In de pen den t r eview of the teaching of e arl y rea ding, DfES, L ond T h i s p u b l i c a ti o n i s a v a il a b l e f or d o w n l o a d fr om:
DisclaimerT he c o n t e n t o f t h i s pu b li c a t io n m a y be r e pr o d u c e dfr e e o f c ha r g e b y s c h o o l s a n d l o c a l a u t h or i t ie spro v i de d t h a t t h e m a te r i a l i s a c k n o w l e d g ed a sC r own c o p yr i g h t, t h e pu b li c a t io n ti t le i s s p e c i fi ed ,it i s r ep r o d u c e d a c c u r a t e l y an d n o t u s e d in
ww w.standar d s . d f e s . g o v .uk
T he D e p a r t m e n t f or E d u c a t i on a n d S k ill s w i s h e sto m a k e i t cl e ar th a t t h e D e p ar t m e n t an d i t s ag e n t sac c ept no r e s p on s i b i li t y f or t h e a c t u a l c o n t e n t o f an y m a t er i a l s s u g ge s t e d a s i n f or m a t io n s o u r c e s
ww w.tea c he r n e t . g o v .uk/p ublications •C o p i e s m a y b e a v a il a b l e fr om:D f E S P u b l i c a t i o n sTe l :F a x :Te x t p h o n e :e -ma il:
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The p e r m i s s i o n t o re pr oduce Cr own c o p y r i g h t protec ted ma ter ia l does not exte nd t o a n yma ter ia l i n t h i s p u b l i c a t i o n w hich i s iden tified
In t he s e m a t er i a l s i c o n s , l o g o s , s o f t w a r e produc tsa nd w e b s i t e s ar e u s e d f or c o nt e x t u a l an d pr a c t i c a lr e a s on s . T h e ir u s e s h ou l d no t b e i n t er p r e t e d a s an e n do r s e m e n t o f p ar ti c u l ar c o m p a n ie
An ev idence-based approachHig h -q ualit y p ho nic work, a s defi n ed b y th e Ro se re vi ew, sho uld b e a key f e atu r eof literac y p ro vi sio n in all the ‘wa ve s’ of inte r ve ntion. At all thr ee le vel s, it is al soe sse ntial to u se app ro ac he s t hat ca r r y a stro ng e vid e nc e ba se of succe ss. T hi s is
the foc u s of th e Eve r y C hild a R e ad e r pr og ramme, which ad d re sse s high -q u ality
A p p li c a t io n s to r e pr o d u c e t he m a t er ia l fr om t h i s p ub li c a t i on s h o u ld b e a dd r e s s e d to:
2007OPSI, In f or m a t io n P o li c y Tea m , S t C l e m e n t s H o u s e ,2 –1 6 C o l e ga t e , N o r w i c h N R 3 1 B Q F a x : 01603 723000e- m a il : h m s o li c e n s i n g @ c a b in e t- o f fi c e . x . g s i . go v. u k
Tu t or s s h o u ld c h e c k a l l w e b s i te r e f e r e n c e s c a r e f u ll y to s e e i f t h e y ha v e c h a n g e d a n d s u b s t i tu t e o t he rr e f er e n c e s w h e r e a p p r op r i a t e .
Pr o d u c e d b y t h eD e p ar t m e n t f or E d u c a t i on a n d S ki ll sw w w . d fe s . g o v. u k
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I t i s n ot t h e p u r p o se o f i n te r ve n ti o n w o rk t o sh o re u p w eak tea c h i n g at W a ve 1. Se tt i n g s a n d sc h o o l ssh o u l d e st a b li s h ‘ q u a li t y- fi r st tea c h i n g ’ t o m i n imi se t h e ri sk o f c hi l d re n f al li n g b e h i n d a n d t h e re b y se c u ret he m o st c o st -e f f ec ti ve u se o f re so u rc e s. H i g h - q u a l it y p h o n ic w o rk sh o u l d t h e re f o re be a p ri o ri t y w it h i nW a ve - 1 t eac h i n g .G i ve n t h at i nt er ve n tio n work wil l be ne ce s sar y, set ti ng s a nd sc hool s s ho u ld make su re t h at addit io nals upport i s compat ible w it h m ai n stream pract ice. I rre spec ti ve of w het h er i nt er ve n tio n work i s ta u g
Fo r man y c hildr e n, incipie nt r ea ding di fficultie s c a n be p re ve nted, or nipp ed in the b ud, by tho ro ug h, e arl y a sse ssme n t s o f th eir p e r fo r ma nce, th e info r matio n fro m which i s th e n u sed to adju st a nd tailor wor k mor e clo sel y to thei r n e ed s.
T h e se adj u st me nt s ca n o ft en b e made ef f ectivel y, so th at the c hildr e n contin u e
to be taug ht in thei r r eg ul ar setting s a nd cla sse s. Wh e r e thi s i s not in th eir b e st inte r e st, howe ve r, the a r r a ng e me nt s fo r inte r ve ntion ad vocat ed b y the P ri ma r yN ation al St rat eg y r e mai n so u nd ad vic e. T hat is to sa y, wor k sho uld be ad apted wit hi n the cla ssr oo m, f u rt he r sup po rt in sma ll gro up s sho uld be p ro vid ed fo r
2006: renewing the primary National Strategy Early Literacy Support programme
Wh y is E L S be ing re v ise d ?EL S is b ei ng r e vi sed in or de r to bri ng it into line with th er en e wed P rima r y Fr ame wo rk for lite rac y a nd, sp ecificall y, toe n su re th at it is con si ste nt with th e ‘simple vie w of r e ading’a nd th e r ecommen datio n s of the I nd ep e nd e nt r e view o f theteac hing of ea rl y re adi ng (t h e R o se r epo rt, Ma rc h 2006).
T h e si mpl e vi ew of re adi ng p ropo se s t hat skille d r ea dinge ntail s de velop me nt o f a set of p roce sse s b y which theword s on t he p age a re recog ni sed an d u nd e r stood (i.e. wor dr ecog nition pr oce sse s), a nd d e velop me nt of i ncr e a si ngl yso p hi sticated la ng u age co mpr e h e n sio n p roce sse s, by which text s a s well a s spo ken la ng u ag e a r e u nd e r stooda nd inte rp r ete d. Le a r ning to r ea d the r ef or e in vol ve s setting up p roce sse s b y which the word s o n th e pag e ca n ber ecog ni sed a nd u nd e r stood, a nd conti n uing to de velopthe la ng u ag e comp r eh e n sio n p roce sse s th at u nd e rlie bothspo ke n a nd written la ng uag e co mp r e h e n sio n. Both set s o f proc e sse s a re n ece ssa r y fo r r e adi ng, but n eith e r is su fficie nt on its own. C hildr e n who can not ad eq uat el y r ecog ni se the word s on t he p age a re b y that f act alon e pr e ve nted f ro mfull y u n de r st a ndi ng th e te xt; howe ve r, r ecogni si ng an du nd e r st an ding t he word s o n th e pag e i s no g ua r a nte e thatthe te xt wil l be u nd e r stood.
How w ill E L S c h a n ge ?
Introd uctory materials and suppor ting gu idance for teachers and teaching ass ista ntsT h e se will be re written to ali gn wit h the Lite r acy a nd Sp e a ki n g& liste nin g str a nd s of th e pri m a r y F r a m ewo r k 2 0 0 6.
It follows th at whe n p ractition e r s a nd te ac he r s u nd e rt aker ea ding acti vitie s, includi ng sh a red, guid ed a nd di scr eteteac hing of r e adi ng, the y n e ed to think car ef ull y a bo ut whic h compone nt of r e ading t he y int e nd to focu s on.
Screening and selectio nT h e se mate rial s will be re vi se d to take account of theLite r acy st r a nd s of th e P rima r y F r ame wo rk, including th o seadd r e ssi ng spe aking a nd liste ni ng, a nd in or de r to make dir ect u se of th e p ho nics tr acking mate ri al s pro vi de d inthe F r ame wo rk which e n abl e teac h er s a nd p ractition e r s toa sse ss child r en’ s prog r e ss t h ro ug h the p h a se s of p ho nicprog r e ssion. Accu r ate a sse s sm e nt of childr e n’s p ho nic
The ELS sess ion sT h e se will be r econ fig ur ed to give g r eat er time a nd promin e nc e to phonic s a nd wor d r ecognitio n skill s, an dto follow the teachi ng seq u e nce p romoted in th e P rima r yF ram ewo rk. T he e xi sting emp ha si s o n sp e aking an
T h e simple vi ew of re adi ng emp h a si se s th e criticalimporta nc e of the d e velo pme nt of word recog nition skills a s the ke y focu s for l ea r ni ng a nd te achi ng in th e e a rl y stag e sof r ea ding. T he r e vi sed ve r sio n of E L S will th er efo r e gi ve gr eat e r p romin e nc e to h elping child r e n to d e velop t h eir wor d r ecog nition skills b y emp h a si si ng th e de velopm e nt of mast e r y of th e alp h ab etic code and th e ap plication ofpho nic kno wledg e a nd skills to de velop a utomaticity in wor dr ea ding. In k ee ping with t he n e w conc eptu al f r ame wo rk (t h esimple vi ew of r e adi ng), the EL S p rog ramme will maintain its focu s o n sp e aking a nd li ste ni ng skills, pho nologicalawa r e ne ss, voc ab ul a r y de velopm e nt an d la ng uag ecompre h e n sio n. T h e prog r amme will al so contin u e to str e ssthe impo rta nce of ‘lea r ni ng-to-l e a rn’ skil l s in h elpi ng childr e nu nd e r st a nd th eir le a r ning a nd ta rget s, a nd of r ecog ni si ngprog r e ss towa rd s achi e vi ng the se.
A s b ef or e, it is esse ntial that the pr o vi sio n of E LS o p e rate swit hi n t h e co n t e xt o f a n d i n ad d i ti o n t o da y-t o- da y hi g h-q uality tea chi n g of e a rly r e a din g fo r all child r en , in clu di n g
Progress c h eck s will be r e vi sed to align with th e ph onic s tracking mate ri al s pro vi d ed in the F ram ewo rk, whic h e n able teac he r s a nd p ractition e r s to a sse ss c hildr e n’s p rog re ssthro ug h th e p ha se s o f pho nic pro gr e ssio n.Contin uing professio nal developmentA n ew p ackag e of C P D mate rial s will be de velope d tosu ppo rt the implem ent ation of the re vi se d E LS p rog r amme.T h e se will includ e pro fe ssio n al de velopme nt modul e s a nd vid eo e xemplification d e sig n ed fo r tailor ed u se by sc hool s,a nd will focu s o n the e ff ecti ve te achi ng of e a rl y r e ading
Whe n w ill t he re vise d e dit io n of E L S be ava ilable ?T h e r e vi sed E LS p rog r amme a nd accompa n yi ng C P Dmate rial s will be a vailabl e in a ut umn 2007.
The Prima r y F rame wo r k: e ns uring pr og res s f or children with litera c y diffic ulties in Ke y Sta ge 1Prim ar y N ational Strateg y
The Prima r y F rame wo r k: e ns uring pr og res s f or children with litera c y diffic ulties in Ke y Sta ge 1
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R e vi si t a n d re vie w r ece ntly a nd pr e vi o u sl y lea r n edg r ap he m e –p h o n e m e co r re sp on de nce s, ble ndi n g &se g m e ntin g skil ls a nd a pplication in re adi n g and w ritin g .Teach n ew gr ap h e me – p ho n e me co rr e spo nd e nce s; skills of ble ndi ng a nd seg me nti ng; a nd r ea ding a n d writing high- f re qu e nc y word s.
Practi se n ew gr ap h e me –p ho n e me co r re spo nd e nc e s; skills of bl en ding an d seg me nti ng; a nd r e adi ng a nd writing high- f re qu e nc y word s.
Appl y n ew kno w le dge a nd skill s th rou gh sh a r ed a nd guid ed r e adi ng a nd writing activitie s.
E a rl y L it e r ac y S u pp o r t (E L S ) w as i n trod uc ed by t h e N at io n al L it e r ac y S t r at eg y i n 2001. It i s a W a v e-2 lit e r acy i nt e r v e n ti o n p rogr am m e f o r child r e n i d e n t ifi ed a s n e e di ng add iti o n a l s upp o r t a t t h e e nd of t h e fi rs tte rm i n Ye a r 1. T h e p rogr am m e consis t s of scr e e ni ng proc ed u r e s, 60 d e t ai l ed addit i o n a l l it e r ac y s e s si o n s a nd s upp o r ti ng g u id a nc e f o r t e a ch e rs a nd t e achi ng a s si st a n t s. T h e s e s si o n s , u s u a ll y l ed by a t e achi nga s si st a n t w o rki ng w it h a gro up of u p to si x child r e n, foc u s o n k e y l it er a cy obje ctiv e s f rom R ec epti o n a nd Ye a r 1 which a r e d e s ig n ed to b ri ng p a r tic ipa ti ng child r e n b ack ‘ i nto st e p’ w it h t h e ir p e e r s by t h e tim e
