Assessing reading developmentPGCE FT English 11/12Semester 2, week 4

Teaching early reading in action Watch Lisa from Chandlers Ford Infants

in her Year 1 class teaching from phase 4 of Letters and Sounds.

What understanding does she demonstrate in teaching her children to decode words?

What else, from your experience on SE 1, is involved in the teaching of reading?

The Simple View of Reading

The Simple View of Reading

Word Recognition: phonemic awareness learning grapheme-phoneme correspondences

in a clearly defined, incremental sequence establishing sight vocabulary learning tricky words/HF words/sight vocabulary applying skill of blending phonemes in order all

through a word to read it applying skills of segmenting words into their

constituent phonemes in order to spell them knowing that blending & segmenting are

reversible processes underpinned by Speaking and Listening

Comprehension of text entails : understanding language whether it is spoken

or written depends on oral language skills and breadth

of vocabulary ability to develop a mental representation of

the information processing language and concepts impact of general knowledge capacity to understand text literally and

inferentially capacity to hypothesise and engage with

alternative interpretations

Implications for teaching: Develop word recognition skills through:

phoneme awareness and phonics teaching, repetition and teaching of tricky words

Develop language comprehension through:talking with children, reading to children, questioning, teaching comprehension strategies, role play

Within a shared reading context: model reading strategies

Within a guided reading context: focus on one aspect of reading only

Tom and the sack We are going to watch David who is 6 years

old reading Tom and the Sack Follow the text and see how his errors have

been recorded Now read the questions about and the analysis

of his errors on pages 19 – 23. Take just one or two errors and discuss them in depth.

Note how the miscues are recorded as ‘positive’ or ‘negative’; what is your understanding of this?

Next steps for David Look at the next steps for David on page

24 They are rather general – how could you

make them more specifically related to David’s reading errors and strengths?

E.g. Teach and revise vowel digraphs (and split digraphs) which ones specifically? when would you do this?

Your child as a reader Think of your child as a decoder; what do you know

about him/her? share in a pair

Now think of your child as a comprehender: what do you know about him/her? share in a pair

What else do you know about your child as a reader ?

What targets does your child need in order to make progress?

How/when would you plan to work towards these?

What now? On SE 2 try and engage with your profile children’s reading

with increased depth of understanding that takes account of both comprehension and word recognition.

Sign up workshops for phonics teaching in week 6 We have lots of early reading resources in the library for

reference If you are going in to KS 1 re-engage with the information

you were given in semester 1 in relation to early reading. Get to know one phonics programme in depth e.g. Letters and Sounds

If you are going in to KS 2 consider getting to know a programme that supports the teaching of spelling such as THRASS

Good luck!