Whitefield Schools and Centre

Transcription

1 Whitefield Schools and Centre APPROACHES TO READING Position statement

2 Key elements in teaching reading Learning to read is a complex activity. It may be the most complex subject to teach. It is widely accepted that successful reading depends on learning to use a range of strategies. This position statement supports teaching by summarising the different aspects of reading and the strategies that all staff need to use to enable each pupil to make the greatest possible progress. The strategies employed may also be influenced by the pupil s own motivation and interests. The key aspects of reading include: book handling skills phonological awareness and phonics vocabulary development reading comprehension strategies reading fluency, including oral reading skills reading for information and enjoyment These key aspects will be taught together and most lessons involving literacy will cover all these aspects to different degrees. For pupils whom it is appropriate, specific lessons will focus on teaching phonics programmes from the Department for Education s recommended strategies and schemes. Book handling skills pupils are taught to care for and respect books. They are taught that books are special and have a meaning. They are taught to hold the book correctly, turn the pages carefully and start in the right place. All these essential skills are reinforced continually. Phonological Awareness - the knowledge and manipulation of sounds in spoken words that typically develop gradually and sequentially: awareness of sounds in a language awareness of rhymes and alliteration awareness that sentences can be broken down into words by segmentation, syllables, and sounds ability to talk about, reflect upon, blend and manipulate sounds by adding, deleting or substituting understanding the relationship between spoken and written language 2 h\work\pol\literacy\apprtoread lr

3 Phonics - the relationship between written and spoken letters and sounds. Words are made up from small units of sound called phonemes. Phonics teaches children to identify the phonemes that make up each word. This helps children to learn to read words and to spell words In phonics lessons children are taught three main things: Grapheme phoneme correspondence - pupils are taught all 44 phonemes in the English language and ways of writing them down. These sounds are taught in a particular order, as set out in DfE Publication Letters and Sounds: Principles and Practice of high Quality Phonics 2007 Blending - pupils are taught to blend. This is when children say the sounds that make up a word and are able to merge the sounds together until they can hear what the word is e.g. s-a-t or sh-ee-p Segmenting - pupils are also taught to segment. This is the opposite of blending. Children are able to say a word and then break it up into the phonemes that make it up. Vocabulary development the knowledge of words, their definitions and context. This may involve learning the word by sight recalling (recognising the shape of the word) and recall it initially from short term and eventually long term memory. The teaching of vocabulary is supported by visual means such as flash cards, symbols, pictures and sign. Early reading materials use words which are well established within the pupil s vocabulary and which relate to their experience and/or interests. Initially, we use functional words such as nouns, verbs and adjectives that can be presented visually. They may start with single words or very simple sentences. Pages are set out clearly to avoid sensory overload. 3 h\work\pol\literacy\apprtoread lr

4 Reading comprehension The teaching of literacy is planned so that reading carries meaning for each pupil; it is otherwise all too easy for pupils with learning difficulties to learn to bark at print reading out words which they do not understand. This processing of the content may, for example, be following the steps in a recipe, finding information on a favoured topic or sequencing a story. To help pupils understand what is read, in addition to vocabulary, there needs to be consideration of: Context the use of clues from all the surrounding information the picture, the layout, the story or the type of print. This also helps the pupil to read for meaning e.g. pupil guesses the word has something to do with food which limits the choice of possibilities. The pictures may help in understanding what is going on much better than words. Sentence structure involves using clues of the syntactic complexity, based on the pupil s own understanding of grammar e.g. the boy is running as opposed to the little kitten was chased by the fierce black dog. Pupils may be able to work out what type of word is missing depending on their knowledge of syntax e.g. The girl a red skirt. Amount of information it is important to match the amount of information to the pupil s own level of word/sentence comprehension. A pupil may learn best through a particular approach or may use a combination of approaches to decode a word. For example, having read I ate pasta for... a pupil may work out that the last word is dinner using any of the approaches above. An example of a basic written comprehension task may be a simple question with a choice of 2 answers, all supported by symbols. 4 h\work\pol\literacy\apprtoread lr

5 Various materials support the development of writing and provide a context for reading where pupils can read back sentences which they have written, linked to their direct experience. Reading fluency, including oral reading skills - the ability to read accurately, at an appropriate rate and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. Pupils are able to recognise words quickly to help them gain meaning from what they read. They do not have to concentrate on decoding the words and can focus their attention on what the text means. Connections are made from the ideas in the text and their background knowledge enabling them to recognize words and comprehend at the same time without having to pay attention to decoding the words. Reading for information and enjoyment Reading is not a series of small skills fluently used; it is a process of getting meaning. (Waterland, 1985) From the beginning, we seek to make reading enjoyable and/or functional. For example, books are shared with familiar adults, reading is used as part of a sensory story or drama where pupils look at pictures or handle props, a recipe is followed, a TV guide is read or a catalogue is used. Key words are displayed during a lesson; key vocabulary is used to record a teaching activity or words are used as instructions in an activity. Pupils are supported to produce their own reading materials in the form of diaries or stories. Pupils are encouraged to read and understand print in the environment. 5 h\work\pol\literacy\apprtoread lr

6 TEACHING AND LEARNING Pupils in the Early Years and those at the early stages of development are supported to develop the skills which underpin literacy. They develop communication through interacting with adults. With support, they establish behaviours from which adults can infer meaning and gradually develop more complex ways to make choices and to influence the world around them. They benefit from a rich communication environment including stories, songs and rhymes and all learning activities are planned to provide opportunities for meaningful communication and, where appropriate, the development of language. They participate in daily language activities which focus on individual targets. The communication and language Programme of Study describes the development of communication from direct means through object cues, objects of reference, photos and symbols to speech or sign; the ability to derive meaning from symbol links to early literacy skills. Pupils learn to make sense of photographs and pictures and begin to enjoy sharing books with a familiar adult. Before they understand that print is speech written down pupils learn to record events in other symbolic ways. Relevant tasks include colouring or drawing pictures of real objects and real events, selecting photos or drawings to record an event or choosing symbols to label photos or drawings. All pupils follow the school s Programme of Study for Communication, Language and Literacy (CLL). This is supported by internal Schemes of Work. In addition, the Programme of Study is linked to cross-curricular topics. Pupils move on to the National Strategies when able. As the School s Programme of Study states: Our pupils may not learn to read and write following the normal developmental stages and this can make learning to read and write a more challenging experience. Teachers therefore identify strategies to meet individual needs. 6 h\work\pol\literacy\apprtoread lr

7 The visual skills of many children with communication and interaction difficulties tend to be an area of relative strength compared with their auditory skills. This strength may be harnessed in terms of being used to develop sight vocabulary at an early age, before moving onto more specific phonic work once the pupil has an established sight vocabulary where appropriate. However, it should be noted that although many children learn well with phonics, this is rarely true for children with autism. We surround them with an environment that will motivate them to master reading by placing emphasis on specific vocabulary to be taught. As well as this being dependent on the developmental stage or age of the pupil, it is important to focus on their interests and curiosity in order to harness their motivation and desire to learn. Children with autism need structure. Changes in routine or activities can cause a lot of stress; having a certain amount of set time every day for literacy promotes a supportive environment. Autistic children may need frequent breaks to stay focused. It is important to remain consistent. They often learn better through multi-sensory activities e.g. interactive picture books that describe what is going on in the story. This motivates and encourages them to interact with the pictures and associate that with the written words. The pictures also can help them comprehend what is going on much better than words. Focusing on the pupil s interests and strengths encourages literacy success. Children with severe learning difficulties and sensory impairments require individualised teaching and learning strategies that provide additional cues to meaning and enable them to consolidate learning. Each concept will need to be addressed through many different tasks until it is thoroughly mastered. They need a great deal of work in the stages before print is introduced. Communication approaches can include use of objects of reference, gestures, symbols, pictures or photos, tactile symbols, signs (British Sign Language) and body signs to support understanding. Literacy across the curriculum Literacy is taught both as a discrete subject and within other subjects where appropriate. The use of symbols with words is a common approach throughout the school. We recommend that the word is always placed under the symbol and hope that pupils will eventually recognise the word. Pupils use symbols to read timetables and schedules of work and in all subjects. They also use symbols to record. As the pupil progresses, the size of the symbol can be reduced and the size of the print increased. The learning environment 7 h\work\pol\literacy\apprtoread lr

8 Classrooms are filled with interesting displays including pictures, symbols and the printed word. Some captions are aimed at adults celebrating or signposting achievements others are designed for pupils to read. Where appropriate, there are displays of key words to reinforce developing literacy skills. Reading resources The School has a variety of Reading Scheme books and real books. Teachers select books according to individual pupils and try to make the material age appropriate. They assess pupils understanding of fiction and may choose to concentrate on non-fiction material for some pupils. 8 h\work\pol\literacy\apprtoread lr

9 The Jolly Phonics scheme is a structured method of teaching phonics. This is used for some pupils. Symbols are created using the Communicate In Print software package from Widgit. Electronic resources are used to support and extend learning. This may include ipads, VOCAs and listening centres. Breakthrough to Literacy materials enable pupils to build phrases and sentences about things of interest to them. As with all other aspects of materials, the choice of resources is highly personalised to individual pupils. Pupils with a visual impairment need reading materials which are visually simple with good quality print and pictures which contrast well with the background. Some need large print and others respond better to print which is smaller but very clear. Tracking progress Classroom teams assess progress carefully during lessons, checking all the aspects of reading outlined above and paying particular attention to the key objectives identified for each lesson. Evidence of progress is to be found in each pupil s individual Progress File. Literacy targets for individual are identified at Person Centred Reviews; the teacher s planning provides greater detail. A detailed tracking system, based on the school s Programme of Study and Scheme of Work and B-Squared, is used to follow progress over time in communication, language and literacy. Data is entered termly and used by teachers and their line managers to review the progress made by individuals, to identify successful strategies and to highlight any areas of concern. Checklists are also used as appropriate with individual pupils to monitor progress. Pupils who are able take the National Phonics Test in Year 1 and again in Year 2 if the score was low. Pupils may also be entered for the Key Stage 1 and Key Stage 2 National Curriculum Tests (also known as SATs) if they are at that level. In Niels Chapman Secondary School some pupils are assessed during the summer term on the Neale Analysis of reading revised in order to obtain a reading age in accuracy and comprehension. At key stage 4 and Post 16 these pupils may go on to complete for Entry Level English qualifications while others complete ASDAN Accredited courses of Personal Progress, Transition Challenge, Towards Independence and COPE. 9 h\work\pol\literacy\apprtoread lr

10 Parents/Carers role Parents play an important part in teaching literacy. Reading should be encouraged beyond the classroom into the home environment and in the community. Involvement of the parents or carers enables new vocabulary to be generalised into many different settings and contexts and so expand the pupil s opportunities to reinforce and consolidate reading outside school. This is encouraged by the active involvement of parents at individual Person Centred Reviews where the pupil s development, interests and progress is discussed both within and beyond the school. Parents are encouraged to share books with the pupil, looking at the pictures, labelling and commenting for a short and regular time in their routine, using materials that motivate the pupil. This can be from a wide variety of sources, not necessarily books, e.g. packets, labels, signs, menus, ipad, mobile phones, computer apps, songs or rhymes, using subtitles on TV. Being seen to read for information as well as pleasure sets a good example. Training and New Developments Training is offered both internally and externally. Teachers and support staff are encouraged to follow up recent developments in reading and research on reading. Parents are offered appropriate suggestions to support their child in learning to read. With the benefit of this extensive knowledge, and with the understanding that such knowledge will help them to relate closely to the (young) learners in their care and their development and learning needs, teachers are in the best possible position to plan appropriate ways to enrich and progress children s reading. (Goouch & Lambirth, 2011) 10 h\work\pol\literacy\apprtoread lr

11 This position statement was developed by the Communication and Literacy Focus Group and is shared with all classroom staff during their continuing professional development. Implementation is monitored by Heads of School, Middle Leaders and the Focus Group. Shared with the Governing Body Curriculum Committee on 4 th December h\work\pol\literacy\apprtoread lr