1 Paired Reading and Phonic Programme Pam Macdonald Faculty Head Pupil Support (Learning and...

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Paired Reading

and

Phonic Programme

Pam Macdonald Faculty Head Pupil Support (Learning and Behaviour)

Castlemilk High School, Glasgow 1

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Aims of Programme

To give basic literacy skills so pupils can become independent in classes.

To involve pupils in their own learning and encourage them to be active, analytical learners.

To activley involve parents and guardians

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Must be able to support all pupils• Pupils who have failed on exisitng programmes (Dyslexia, MLD, Absenses) • Hesitant readers • Behaviour – avoidance tactics, low self-esteem• Raising attainment

Must be able to read• Tackle specific difficulty• Pupils need to see progress quickly

Must be able to transfer skills• Phonic rules and word patterns (syllabification)• Attitude and motivation• Ownership, responsibility, reflective (detectives)• Improved reading, spelling and writing in all subjects

Must link to current policies and practices• School policies , improvement plan• National Initiatives – ACE, TFEL, AiFL

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Rationale

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Background to Programme History of programme

• Paired Spelling in primary• Paired Reading in secondary

Present Programme• Transition programme P6 - P7• Intervention programme S1 – S4• Paired spelling and writing programme in secondary

Format of programme• Not a commercial programme• More structured than traditional paired reading• Use real books• Mechanical reading (Look Say), phonics, comprehension (contextual clues)• Links phonic teaching to the reading process

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The Paired Reading Programme How you choose pupils

Screening Test (Schonell Test) Specific Screening (Listen to mechanical reading) Assessment (Neale Analysis)

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How to choose appropriate books Real books and continuous text 2-3 unknown words Size of print

How you practise the programme Paired with a senior (Registion) Paired with a good reader of the same age (English Class) Paired with a teacher or a PSA (Extraction Group) Paired with a parent or a relative (Home Practice) Small groups extraction (RE, PSE, EC, Library)

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Castlemilk High School

Paired Reading Record Sheet

Name : - Class : -

Write words that you are not sure of in the Words column. Put a tick on the box if you recognise the word and a dot if you do not.

Block 1 Block 2 Words 1 2 3 4 5

√ 1 2 3 4 5

√ Carried For ward Words

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40


Chunking Sheet

Name : - Class : -

Date Page Word Chunk Sound

The Look-Say Approach

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Carried Forward Record Sheet

Name : - Class : -

Write words that you are not sure of in the Carried Forward Words column. Put a tick on the box if you recognise the word and a dot if you do not.

Carried Forward Words

Block 1 √ Block 2 √ Block 3 √ 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

Sound Blend Help Sheet

au =

ai =

aw = ay = ea = ea = ea = ew = ei = ee = ie = oa = oi =

sauce stair jaw day head bead great screw weight street niece cloak point

ow = ow = ou = oo = ue = oy = ui = a…e = i…e = o…e = u…e =

cow blow shout look value toy fruit stare smile store use

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Record and Help Sheets

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The Phonic Programme Vowel Blends ea, ou, ai ........

Consonant Beginning bl, cr, dr ........

Endings ...and, ...ell, ...ill, ...ack

Difficult endings tion, iency, scious .......

Chunking Words in / de / pen / dent

Phonic Rules magic e, ing, y = long vowels , soft c /g double glazing (hoping)

(hopping) ing, ed, ly

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Strategies - Visual aids

shout out shout ou

ou

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a

e

i

o

u

b r

p d

g c

fl

sh

pr

wh

sp ch

shr squ

thr scr

spl str 10

Sound Cards - beginnings

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…ong ...ost

...ack ...ift

...ory ...ice

…ar

...um

…op

...ic

…ed

…able

...ould

…ough

...ing

...ture …alk

…ient

...sion

…iency

...tious

...aught …cian

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Sound Cards - endings

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Fast Track ProgrammeCastlemilk High School

Sound Record Sheet

Name : - Class : -

Write words that you are not sure of in the Carried Forward Words column . Put a tick on the box if you recognise the word and a dot if you do not.

Block 1 Block 2 Block 3 Block 4 Sound 1 2 3 4 5

√ 1 2 3 4 5

√ 1 2 3 4 5

√ 1 2 3 4 5

Single Vowels

1 a 2 e 3 i 4 o 5 u

Vowel Blends

1 au 2 ai 3 aw 4 ay 5 ea 6 ew 7 ei 8 ee 9 ie 10 oa 11 oi 12 ow 13 ou 14 oo 15 ue 16 a…e 17 i…e 18 o…e 19 u…e

Consonant Blends

1 bl 2 br 3 cl 4 cr 5 dr 6 dw 7 fl 8 fr 9 gl 10 gr 11 gl 12 gr 13 pl

CHUNKING WORDS - 3 PARTS

Section 1 1 2 3 4 5 6 7 8 9 10

resigned re sign ed

aerodrome aer o drome

emergency e merg ency

designed de sign ed

chocolate choc o late

transmission trans mi ssion

behaviour be hav iour

enthusiasm en thus iasm

frightened fright en ed

taxation tax a tion

powerful pow er ful

occupy occ u py

collection coll ec tion

condition con di tion

location lo ca tion

partition part i tion

correction corr ec tion

extinction ex tinc tion

solution sol u tion

rotation ro ta tion

official off i cial

corridor corr i dor

happiness happ i ness

difficult diff i cult

accurate acc u rate

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Results of 3 year study into readingPupil 1 (Dys) (+3.11) (+0.6) (+0.4) (Years) Date Tested Reading Age

Accuracy Reading Age Comprehension

Reading Age Rate

5.10.05 6.10 7.04 -6.00 28.3.06 7.11 7.08 6.01 18.5.07 10.09 7.10 6.04

Pupil 2 (+4.10) (+4.01) (+0.3) (Years) (Suspected Dyslexia) Date Tested Reading Age


Reading Age Rate

7.10.05 7.01 7.07 6.07 29.3.06 8.06 8.07 6.05

25.4.07 11.11 11.08 6.04

Pupil 3 (Dys) (+ 4.10) (+2.10) (+0.07) (Years)

Date Tested Reading Age Accuracy

Reading Age Comprehension

Reading Age Rate

5.10.05 7.06 9.10 - 6.00 29.3.06 11.08 12.02 6.07 27.3.07 12.04 12.08+ 6.07

Pupil 4 (Dys) (+4.02) (+4.00) (-1.04) (Years) (Significant Dyslexia ) Date Tested Reading Age


Reading Age Rate

3.10.05 7.00 8.08 8.05 27.3.06 9.02 10.08 6.11 5.6.07 11.02 12.08+ 7.01

Pupil 5 (Dys) (+4.04) (+3.07) (same) (Years) (Significant Dyslexia) Date Tested Reading Age


Reading Age Rate

28.9.05 6.09 8.01 - 6.00 29.3.06 9.08 10.04 6.04 23.3.07 11.01 11.08 -6.00

Pupil 6 (Dys) (+4.09) (+4.00) (-4.01) (Years) (Significant Dyslexia) Date Tested Reading Age


Reading Age Rate

6.10.05 6.11 8.08 11.02 27.3.06 9.05 11.01 - 6.00

14.5.07 11.08 12.08+ 7.01

Pupil 7 (Dys) (+2.02) (+2.09) (same) (Years) (Very Significant Dyslexia)

Date Tested Reading Age Accuracy

Reading Age Comprehension

Reading Age Rate

5.10.05 6.06 8.07 -6.00 28.3.06 7.10 8.07 -6.00 24.4.07 8.08 11.04 -6.00

Pupil 8 (Dys) (+1.09) (+2.10) (-1.02) (Years) (Significant Dyslexia) Date Tested Reading Age


Reading Age Rate

21.9.05 7.04 - 6.0 7.03 28.3.06 7.07 8.10 6.05 27.4.07 9.01 10.04 -6.01

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Next steps - Cross Curricular Links

Wrongly Spelt Words Sheet Name : - Class : - Teacher : - Date : - Book : - Section : -

Block 1 Block 2 Words 1 2 3 4 5

√ 1 2 3 4 5

√ Carried Forward Words

1 2 3 4

5 6 7 8 9 10

11 12 13 14 15 16

17 18 19 20 21 22

23 24 25 26 27 28

29 30

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Living Things and the Processes of Life

Breathing and Digestion Unit2

Breathing 1 2 3 4 5 √ 6 7 8 9 10 Test

breathing

breath

digestion

organs

diaphragm

mouth

ribcage

trachea

bronchi

oxygen

plastic tube

muscles

chest cavity

upwards

outwards

dome

inflate

deflate

flattens

inhale

exhale

processes Score

chest cavity 23

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Evidence of ImprovementMechanical reading and comprehension improved

significantly

Spelling and writing improved

Confidence, motivation, attention and behaviour improved

5-14 results improved

Pupils became more independent in classes

Fewer pupils receive SQA exam support

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Why is it Successful? Reinforced on many levels

Actively involves pupils, teachers, parents, departments, schools Good relationships and positive approach to learning Shares common approaches and skills Promotes active and co-operative learning

Identifies and teaches to specific needs Targets support needs (flexibility of groups) Uses multi-sensory approaches Promotes real and meaningful learning

Structured approach Links reading, phonics, spelling and writing Promotes planning, assessment and reporting Reflects present policies and practices

Encourages ownership and responsibility Develops tools to become independent readers Encourages reflective, critical and analytical thinking (detectives, problem solve) Empowers and improves confidence and motivation Improves self belief and high expectations

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Thank you [email protected]

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S1-S2 Ongoing record sheetsTransition Information

2009Name Pr Sex PraE R W MCHS RA Tr W Siblings PC L A B Inf SfLPSAASPISTExAgPsychGTSMedTR LA SWKWG Ahara C M L 1.2 1A D D D D- 9.10 NR 4 2 2 √ √ H √

D Allan C M L 1.5 1B D D E C+ 10.06 NA 3 2 TK 3 √ √ √ √

M Ball S M N 1.1 1B C C C C? 8.05 PR 5 4 2 √ √ √ √

C Benson C F N 1.4 1A D D D D- 9.05 NR 4 2 1 √

B Berwick C F L 1.5 1B D D E E+ 9.07 NR 4 Lauren 2 2

S Black C F T 1.5 1A D E E E+ 10.07 NA 3 2 1 √

L Blair C F T 1.4 1B D E E D 9.00 NR 4 Ryan 1 TK 1 √ 3 √ √ √ HI TD

A Broadley M F T 1.5 1A D D D D++ 12.01 NA 1 2 2

D Brown C M L 1.4 1B D D E C 12.01 NA 1 2 TK 3 √ SD

C Bryce C F N 1.3 1D D D D C 10.03 NA 3 3 1

C Buckley C M N 1.2 1D D D D D 11.00 NA 2 2 3 √

D Bulloch C M N 1.3 1B D D E C+ 9.10 NR 4 Liam 2 3 √ √ √

J Burges C M T 1.4 1C B B D B+ 7.08 PR 6 GT 4 4 √ √ √ √RP √ √

A Bush C M N 1.1 1D C C C C 8.07 NR 5 4 TK 3 √

C Cameron C F N 1.3 1D D E D D 10.07 NA 3 3 TK 1 CL

J Clark M F T 1.4 1A D D D E- 9.01 NR 4 J asmine 3 1 √ CM

A Coats M M T 1.5 1A C C C C++ 9.04 NR 4 3 4 √

S Cochrane M F L 1.2 1A D D C E+ 11.02 NA 2 3 TK 1 √ dysp √ HL √ √

C Convey M F T 1.2 1A D D D D++ 9.01 HPR 4 3 1

D Crawford M M L 1.4 1C A A B A 6.08 PR 6 GT 5 5 √ √ √ √RP √ √

D Cunningham SB M N 1.3 1D C D C C 8.05 NR 5 3 2 √

C Daly M M L 1.1 1A D D D D 11.04 NA 2 2 3 √

K Deacon C F L 1.3 1D D D D C 9.07 NR 4 Dale 3 TK 3 √

T Desmond C F T 1.4 1D D C D C 9.05 NR 4 3 1 √ LB

D Dickie M S T 1.5 1C D C D C 8.11 NR 5 3 1Dougherty C M L 1.4 1D D D E E 10.08 NA 3 Victor 2 2 DB

E Dougherty C M L 1.1 1A D D D E 9.08 HR 4 2 TK 3 √

A Doyle M F L 1.2 1A D C C D 9.01 HPR 4 3 1 √

S Duffy S F L 1.2 1B F E D D 10.03 NA 3 Chantelle 1 1 √

H Duncan M F N 1.2 1A D C D C++ 10.05 NA 3 3 1 √ dysp

L Elliott C F N 1.1 1B D E E D- 11.11 NA 2 1 2 √

S Fraser SB M N 1.3 1C C B D C- 9.01 NR 4 GT 4 4

Specific Record SheetsMechanical Reading Test

January 2010

Surname Forename PrimarySexHoPraE RWMCHS RA Sup InformationDillon Crawford M M L1 1 1C A A B A 6.08 6 PR Total non reader. Not co-operating or accepting supportTaylor Moffat M M L2 1 1C B B B B 7.02 6 PR Lacks confidence.Read quite well.Unsure of some difficult long words but much more fluent

J ay Burgess C1 M T2 1 1C B B D N 7.08 6 PR Good attempt. Shows promise. Finds longer words difficult but tried. Behaviour is problem.Elizabeth Gavan Cr F L1 1 1C B C B N 7.08 6 PR Read well. Fluent. Unsure of some longer more difficult words. Lacks confidence

Daniel Linning M M N1 1 1C B B B B 7.09 6 HPR Sticky, struggled with some words. Continue with PR & HPR

Nicole Welsh C2 F T1 2 1D D C C D+ 8.00 5 NR Excellent. No support neededChloe Murray M F T1 1 1C B A A B 8.01 5 PR Good attempt. Becoming more fluent. Struggled with more complicated words. PR

Kreisson Lisungi M M N2 1 1B B B C C 8.02 5 HPR Read fluently. Sticky with some big words. Stop HPR (Chunking)Charley Miller M F T2 1 1B C B C C 8.03 5 PR Reading has improved but still a bit sticky and lacks confidence continue with PR.

Owen McLeod M M T1 1 1C B A B A 8.04 5 PR Good attempt. Becoming more fluent. Struggled with more complicated words. Continue PRMark Ball Sp M N1 1 1B C C C C? 8.05 5 HPR Very good. Only struggled with a few more complicated words. Stop PR but keep HPR.

Ariel Sztubecki M M L2 1 1C B B B B++ 8.05 5 HPR Read fluently & accurately. Sticky with a few longer words. Stop PR but continue with HPR Richard Young C2 M N2 1 1C C B C C 8.07 5 HPR Excellent & fluent. Stop PR & continue with HPR until spring break

Declan Kitson M M T2 1 1C B A B N 8.09 5 PR Good attempt.Becoming more fluent.Struggled with more complicated words.Continue PRChelsea Greenhill C2 F N2 1 1D D D D N 8.10 5 HR Read well. Stumbled over some big words. Use finger to track. (Chunking)

Casey McLaughlin C2 F L1 1 1B C B C C 8.11 5 HPR Very good at chunking but very slow reader. Continue with HPRChristopher Reston M M L2 1 1B C C C C 8.11 5 HPR Reading was fine but a bit sticky on some words. Lacked confidence. HPR + (Chunking)

Courtney Convey M F T1 1 1A C D D N 9.01 4 NR Excellent read fluently No Support NeededAmy Doyle M F L2 1 1A C C C D 9.01 4 HPR Read fluently. A bit sticky with some big words. (Chunking) Continue with HPR

Amy Ward C1 F L2 2 1D D D D C 9.01 4 NR Excellent read fluently No Support NeededEmma McLaughlin M F L2 1 1B C B C C 9.03 4 HR Reading well. Still lacks a bit confidence with long difficult words HR (Chunking)

Nicole Morgan Sp F N1 2 1B D D D D 9.05 4 HR Excellent. Read fluently and accurately. Stop HPR but continue with HRDylan Qua C1 M T1 1 1A C C D C 9.06 4 NR Excellent, fluent & fast. No support needed

Carly Morgan Sp F N2 2 1B C D C C++ 9.07 4 NR Excellent, fluent & fast. No support neededEdward Dougherty C2 M L2 1 1A D D D E 9.08 4 NR Excellent. No support needed

Heather Duncan M F N2 1 1A D C D C++ 10.05 3 HR Read fluently, sticky with some big words (Chunking) (Self-referred) Home Reading

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Writing – Spelling 1.220 Spelling Words

1 2 3 4 5 √ 6 7 8 9 10 Test

aaboutafteragainallalwaysamandan anyarearoundasaskatate Score

away 17

1 2 3 4 5 √ 6 7 8 9 10 Test

bebecausebeenbeforebestbetterbigblackbluebothbringbrownbutbuy Score

Red

Section 2 (000-229)1 buy 27 drive 53 fill 79 soon 105 forgot2 fry 28 slide 54 hill 80 book 106 horses3 sty 29 time 55 ill 81 cook 107 sort4 try 30 roll 56 sell 82 foot 108 ask5 why 31 rose 57 well 83 hook 109 mask6 made 32 near 58 bill 84 wood 110 neck7 mane 33 comb 59 fell 85 blue 111 sank8 name 34 bone 60 pill 86 busy 112 sick9 pale 35 hold 61 shell 87 cone 113 tank10 take 36 role 62 spill 89 green 114 task11 wake 37 nose 63 tell 89 holiday 115 wink12 hid 38 case 64 been 90 kill 116 chat13 hide 39 rope 65 deep 91 make 117 chest 14 spin 40 hole 66 feel 92 party 118 chicks15 spine 41 nice 67 jeep 93 play 119 chimney16 rid 42 mole 68 meet 94 prize 120 chin17 ride 43 cube 69 needs 95 size 121 chips18 rip 44 flute 70 peel 96 sleep 122 chop 19 ripe 45 huge 71 see 97 another 123 church 20 mine 46 June 72 seed 98 butter 124 class21 like 47 tube 73 seen 99 farmer 125 dish22 wine 48 tune 74 week 100 flower 126 glass23 shine 49 rude 75 broom 101 letter 127 match24 pine 50 fuse 76 pool 102 thunder25 fine 51 duke 77 room 103 born26 dive 52 bell 78 school 104 doctor

Section 3 (330-482)1 left 22 test 43 play 64 Friday 85 eighteen2 sent 23 toast 44 sleep 65 Saturday 86 half3 shade 24 bent 45 talk 66 Sunday 87 quarter4 shake 25 dent 46 thorn 67 nineteen 88 tenth5 shut 26 lent 47 three 68 five 89 third6 wash 27 moment 48 throw 69 nine 90 hexagon7 went 28 present 49 thrush 70 one 91 square8 able 29 rent 50 thumb 71 eleven 92 triangle9 always 30 spent 51 other 72 thirteen 93 rectangle10 clay 31 tent 52 than 73 four 94 circle11 doing 32 ring 53 that 74 sixteen 95 city

12 little 33 king 54 then 75 fifteeen 96 elbow13 players 34 swing 55 they 76 six 97 first14 pretty 35 wing 56 English 77 fourteen 98 month15 were 36 sing 57 Welsh 78 two 99 south16 fast 37 sling 58 Irish 79 eight 100 stool17 nest 38 cry 59 Scottish 80 twelve 101 those18 stand 39 fish 60 Monday 81 seven 102 toes19 started 40 fly 61 Tuesday 82 ten 103 washing20 stripes 41 jump 62 Wednesday 83 twenty 104 west21 stuck 42 help 63 Thursday 84 seventeen 105 whole

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Reading Support (S1-S4)

S1 = 26 pupils

S2 = 10 pupils

S3 = 2 pupils

S4 = 3 pupils

1 Paired Reading and Phonic Programme Pam Macdonald Faculty Head Pupil Support (Learning and...

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