The Phonic Programme

Paired Reading
and
Phonic Programme
Pam Macdonald
Faculty Head Pupil Support
(Learning and Behaviour)
Castlemilk High School, Glasgow
1
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
2
Rationale

Must be able to support all pupils
•
•
•
•

Must be able to read
•
•

Tackle specific difficulty
Pupils need to see progress quickly
Must be able to transfer skills
•
•
•
•

Pupils who have failed on exisitng programmes (Dyslexia, MLD, Absenses)
Hesitant readers
Behaviour – avoidance tactics, low self-esteem
Raising attainment
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
3
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
4
The Paired Reading Programme

How you choose pupils
Screening Test (Schonell Test)
Specific Screening (Listen to mechanical reading)
Assessment (Neale Analysis)




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)
5
The Look-Say Approach
Name :-
Castlemilk High School
Castlemilk High School
Paired Reading Record Sheet
Chunking Sheet
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.
Words
Block 1
Block 2
√
√ Carried Forward
1 2 3 4 5
1 2 3 4 5
Words
Name :Date
Page
Class :Word
Chunk
Sound
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
6
Record and Help Sheets
Castlemilk High School
Sound Blend Help Sheet
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
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
Block 1
1 2 3 4 5
√
Block 2
1 2 3 4 5
√
Block 3
1 2 3 4 5
au
=
sauce
ow
= cow
ai
=
stair
ow
= blow
aw
=
jaw
ou
= shout
ay
=
day
oo
= look
ea
=
head
ue
= value
ea
=
bead
oy
= toy
ea
=
great
ui
=
fruit
ew
=
screw
a…e
=
stare
ei
=
weight
i…e
= smile
ee
=
street
o…e
=
ie
=
niece
u…e
= use
oa
=
cloak
oi
=
point
√
store
7
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)
8
ing, ed, ly
Strategies - Visual aids
ou
shout
shout
outou
9
Sound Cards - beginnings
a
e
fl
sh
i
o
pr
wh
sp
ch
shr
squ
thr
scr
spl
str
u
p
d
b
r
g
c
10
Sound Cards - endings
…ar
...um
…able
...ould
…op
...ic
…ough
...ing
...ture
…alk
…ient
...sion
…ed
…ong
...ost
...ack
...ift
…iency ...tious
...ory
...ice
...aught …cian
11
Fast Track Programme
Castlemilk High School
CHUNKING WORDS - 3
PARTS
Sound Record Sheet
Name :-
Sound
Class :Block 1
1 2 3 4 5
√
Block 2
1 2 3 4 5
√
Block 3
1 2 3 4 5
√
Block 4
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
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.
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
frightened
en
fright
thus
en
iasm
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
12
Results of 3 year study into reading
Pupil 1 (Dys) (+3.11)
(+0.6)
(+0.4)(Years)
Pupil 5 (Dys) (+4.04)
(+3.07)
(same) (Years)
(Significant Dyslexia)
Date Tested
Reading Age
Accuracy
Reading Age
Reading Age
Comprehension Rate
Date Tested
Reading Age
Accuracy
5.10.05
28.3.06
18.5.07
6.10
7.11
10.09
7.04
7.08
7.10
-6.00
6.01
6.04
28.9.05
29.3.06
23.3.07
Pupil 2
(+4.10)
(+4.01)
(+0.3) (Years)
Pupil 6 (Dys) (+4.09)
(Suspected Dyslexia)
Date Tested
6.09
9.08
11.01
Reading Age
Reading Age
Comprehension Rate
8.01
10.04
11.08
(+4.00)
- 6.00
6.04
-6.00
(-4.01) (Years)
(Significant Dyslexia)
Reading Age
Accuracy
7.10.05
29.3.06
25.4.07
7.01
8.06
11.11
Pupil 3 (Dys) (+ 4.10)
Reading Age
Reading Age
Comprehension Rate
7.07
8.07
11.08
(+2.10)
6.07
6.05
6.04
(+0.07) (Years)
Date Tested
Reading Age
Accuracy
6.10.05
27.3.06
14.5.07
6.11
9.05
11.08
Pupil 7 (Dys) (+2.02)
Reading Age
Reading Age
Comprehension Rate
8.08
11.01
12.08+
(+2.09)
11.02
- 6.00
7.01
(same) (Years)
(Very Significant Dyslexia)
Date Tested
Reading Age
Accuracy
5.10.05
29.3.06
27.3.07
7.06
11.08
12.04
Pupil 4 (Dys)
Reading Age
Reading Age
Comprehension Rate
9.10
12.02
12.08+
(+4.02) (+4.00)
- 6.00
6.07
6.07
(-1.04) (Years)
3.10.05
27.3.06
5.6.07
Reading Age
Accuracy
5.10.05
28.3.06
24.4.07
6.06
7.10
8.08
Pupil 8 (Dys) (+1.09)
Reading Age
Reading Age
Comprehension Rate
8.07
8.07
11.04
(+2.10)
-6.00
-6.00
-6.00
(-1.02) (Years)
(Significant Dyslexia)
(Significant Dyslexia)
Date Tested
Date Tested
Reading Age
Accuracy
7.00
9.02
11.02
Reading Age
Reading Age
Comprehension Rate
8.08
10.08
12.08+
8.05
6.11
7.01
Date Tested
21.9.05
28.3.06
27.4.07
Reading Age
Accuracy
7.04
7.07
9.01
Reading Age
Reading Age
Comprehension Rate
- 6.0
8.10
10.04
7.03
6.05
-6.01
13
Next steps
- Cross Curricular Links
Wrongly Spelt Words Sheet
Living Things and the Processes of Life
Name :-
Breathing and Digestion
Unit2
Teacher :Date :-
Breathing
1
2
3
4
5
√ 6
7
8
9
10
Test
Words
breathing
breath
digestion
organs
diaphragm
mouth
ribcage
trachea
bronchi
oxygen
plastic tube
muscles
chest cavity
upwards
outwards
dome
inflate
deflate
flattens
inhale
exhale
processes
chest cavity
Class :-
Score
23
Book :-
Section :-
Block 1
Block 2
√
√ Carried Forward
1 2 3 4 5
1 2 3 4 5
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
14
Evidence of Improvement
 Mechanical 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
15
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
16
17
Thank you
[email protected]
18
S1-S2 Ongoing record sheets
Transition Information
2009
Name
Pr Sex
G Ahara
C
D Allan
C
M Ball
S
C Benson
C
B Berwick
C
S Black
C
L Blair
C
A Broadley M
D Brown
C
C Bryce
C
C Buckley C
D Bulloch
C
J Burges
C
A Bush
C
C Cameron C
J Clark
M
A Coats
M
S Cochrane M
C Convey
M
D Crawford M
D Cunningham
SB
C Daly
M
K Deacon
C
T Desmond C
D Dickie
M
Dougherty
C
E Dougherty C
A Doyle
M
S Duffy
S
H Duncan
M
L Elliott
C
S Fraser
SB
M
M
M
F
F
F
F
F
M
F
M
M
M
M
F
F
M
F
F
M
M
M
F
F
S
M
M
F
F
F
F
M
L
L
N
N
L
T
T
T
L
N
N
N
T
N
N
T
T
L
T
L
N
L
L
T
T
L
L
L
L
N
N
N
Pra E
R W M CHS RA Tr W
1.2
1.5
1.1
1.4
1.5
1.5
1.4
1.5
1.4
1.3
1.2
1.3
1.4
1.1
1.3
1.4
1.5
1.2
1.2
1.4
1.3
1.1
1.3
1.4
1.5
1.4
1.1
1.2
1.2
1.2
1.1
1.3
D
D
C
D
D
D
D
D
D
D
D
D
B
C
D
D
C
D
D
A
C
D
D
D
D
D
D
D
F
D
D
C
1A
1B
1B
1A
1B
1A
1B
1A
1B
1D
1D
1B
1C
1D
1D
1A
1A
1A
1A
1C
1D
1A
1D
1D
1C
1D
1A
1A
1B
1A
1B
1C
D
D
C
D
D
E
E
D
D
D
D
D
B
C
E
D
C
D
D
A
D
D
D
C
C
D
D
C
E
C
E
B
D
E
C
D
E
E
E
D
E
D
D
E
D
C
D
D
C
C
D
B
C
D
D
D
D
E
D
C
D
D
E
D
DC+
C?
DE+
E+
D
D++
C
C
D
C+
B+
C
D
EC++
E+
D++
A
C
D
C
C
C
E
E
D
D
C++
DC-
Siblings
9.10 NR 4
10.06 NA 3
8.05 PR 5
9.05 NR 4
9.07 NR 4
Lauren
10.07 NA 3
9.00 NR 4
Ryan
12.01 NA 1
12.01 NA 1
10.03 NA 3
11.00 NA 2
9.10 NR 4
Liam
7.08 PR 6 GT
8.07 NR 5
10.07 NA 3
9.01 NR 4
Jasmine
9.04 NR 4
11.02 NA 2
9.01 HPR 4
6.08 PR 6 GT
8.05 NR 5
11.04 NA 2
9.07 NR 4
Dale
9.05 NR 4
8.11 NR 5
10.08 NA 3
Victor
9.08 HR 4
9.01 HPR 4
10.03 NA 3
Chantelle
10.05 NA 3
11.11 NA 2
9.01 NR 4 GT
PC L A B Inf SfLPSA
ASPIST
ExAgPsych
GTSMedTR LA SWKW
2
2
4
2
2
2
1
2
2
3
2
2
4
4
3
3
3
3
3
5
3
2
3
3
3
2
2
3
1
3
1
4
TK
TK
TK
TK
TK
TK
TK
TK
2
3
2
1
2
1
1
2
3
1
3
3
4
3
1
1
4
1
1
5
2
3
3
1
1
2
3
1
1
1
2
4
√
√
√H
√
√
√
√
√
√
√
√
√
√
√
3
√
√
√ HI
TD
√
SD
√
√
√
√
√
√
√RP
√
√
√
√
CL
CM
√
√
√
dysp
√
√
√ HL
√
√RP
√
√
√
√
√
√
√
√
LB
DB
√
√
√
√
√
dysp
19
Specific Record Sheets
Mechanical Reading Test
January 2010
Surname
Forename Primary
SexHo PraE R WM CHS RA
Dillon
Taylor
Jay
Elizabeth
Daniel
Nicole
Chloe
Kreisson
Charley
Owen
Mark
Ariel
Richard
Declan
Chelsea
Casey
Christopher
Courtney
Amy
Amy
Emma
Nicole
Dylan
Carly
Edward
Heather
Crawford
Moffat
Burgess
Gavan
Linning
Welsh
Murray
Lisungi
Miller
McLeod
Ball
Sztubecki
Young
Kitson
Greenhill
McLaughlin
Reston
Convey
Doyle
Ward
McLaughlin
Morgan
Qua
Morgan
Dougherty
Duncan
M
M
C1
Cr
M
C2
M
M
M
M
Sp
M
C2
M
C2
C2
M
M
M
C1
M
Sp
C1
Sp
C2
M
M
M
M
F
M
F
F
M
F
M
M
M
M
M
F
F
M
F
F
F
F
F
M
F
M
F
L1
L2
T2
L1
N1
T1
T1
N2
T2
T1
N1
L2
N2
T2
N2
L1
L2
T1
L2
L2
L2
N1
T1
N2
L2
N2
1
1
1
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
2
1
2
1
1
1C
1C
1C
1C
1C
1D
1C
1B
1B
1C
1B
1C
1C
1C
1D
1B
1B
1A
1A
1D
1B
1B
1A
1B
1A
1A
A
B
B
B
B
D
B
B
C
B
C
B
C
B
D
C
C
C
C
D
C
D
C
C
D
D
A
B
B
C
B
C
A
B
B
A
C
B
B
A
D
B
C
D
C
D
B
D
C
D
D
C
B
B
D
B
B
C
A
C
C
B
C
B
C
B
D
C
C
D
C
D
C
D
D
C
D
D
A
B
N
N
B
D+
B
C
C
A
C?
B++
C
N
N
C
C
N
D
C
C
D
C
C++
E
C++
6.08
7.02
7.08
7.08
7.09
8.00
8.01
8.02
8.03
8.04
8.05
8.05
8.07
8.09
8.10
8.11
8.11
9.01
9.01
9.01
9.03
9.05
9.06
9.07
9.08
10.05
Sup
6
6
6
6
6
5
5
5
5
5
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
3
PR
PR
PR
PR
HPR
NR
PR
HPR
PR
PR
HPR
HPR
HPR
PR
HR
HPR
HPR
NR
HPR
NR
HR
HR
NR
NR
NR
HR
Information
Total non reader. Not co-operating or accepting support
Lacks confidence.Read quite well.Unsure of some difficult long words but much more fluent
Good attempt. Shows promise. Finds longer words difficult but tried. Behaviour is problem.
Read well. Fluent. Unsure of some longer more difficult words. Lacks confidence
Sticky, struggled with some words. Continue with PR & HPR
Excellent. No support needed
Good attempt. Becoming more fluent. Struggled with more complicated words. PR
Read fluently. Sticky with some big words. Stop HPR (Chunking)
Reading has improved but still a bit sticky and lacks confidence continue with PR.
Good attempt. Becoming more fluent. Struggled with more complicated words. Continue PR
Very good. Only struggled with a few more complicated words. Stop PR but keep HPR.
Read fluently & accurately. Sticky with a few longer words. Stop PR but continue with HPR
Excellent & fluent. Stop PR & continue with HPR until spring break
Good attempt.Becoming more fluent.Struggled with more complicated words.Continue PR
Read well. Stumbled over some big words. Use finger to track. (Chunking)
Very good at chunking but very slow reader. Continue with HPR
Reading was fine but a bit sticky on some words. Lacked confidence. HPR + (Chunking)
Excellent read fluently No Support Needed
Read fluently. A bit sticky with some big words. (Chunking) Continue with HPR
Excellent read fluently No Support Needed
Reading well. Still lacks a bit confidence with long difficult words HR (Chunking)
Excellent. Read fluently and accurately. Stop HPR but continue with HR
Excellent, fluent & fast. No support needed
Excellent, fluent & fast. No support needed
Excellent. No support needed
Read fluently, sticky with some big words (Chunking) (Self-referred) Home Reading
20
Writing – Spelling 1.
220 Spelling Words
1
2
3
4
5 √ 6
7
8
9
10
Red
Test
a
about
after
again
all
always
am
and
an
any
are
around
as
ask
at
ate
away
Score
17
1
be
because
been
before
best
better
big
black
blue
both
bring
brown
but
buy
2
3
4
5 √ 6
7
8
9
10
Test
Section 2
1 buy
2 fry
3 sty
4 try
5 why
6 made
7 mane
8 name
9 pale
10 take
11 wake
12 hid
13 hide
14 spin
15 spine
16 rid
17 ride
18 rip
19 ripe
20 mine
21 like
22 wine
23 shine
24 pine
25 fine
26 dive
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
drive
slide
time
roll
rose
near
comb
bone
hold
role
nose
case
rope
hole
nice
mole
cube
flute
huge
June
tube
tune
rude
fuse
duke
bell
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
fill
hill
ill
sell
well
bill
fell
pill
shell
spill
tell
been
deep
feel
jeep
meet
needs
peel
see
seed
seen
week
broom
pool
room
school
79
80
81
82
83
84
85
86
87
89
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
soon
book
cook
foot
hook
wood
blue
busy
cone
green
holiday
kill
make
party
play
prize
size
sleep
another
butter
farmer
flower
letter
thunder
born
doctor
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
(000-229)
forgot
horses
sort
ask
mask
neck
sank
sick
tank
task
wink
chat
chest
chicks
chimney
chin
chips
chop
church
class
dish
glass
match
Section 3
1 left
2 sent
3 shade
4 shake
5 shut
6 wash
7 went
8 able
9 always
10 clay
11 doing
22
23
24
25
26
27
28
29
30
31
32
test
toast
bent
dent
lent
moment
present
rent
spent
tent
ring
43
44
45
46
47
48
49
50
51
52
53
play
sleep
talk
thorn
three
throw
thrush
thumb
other
than
that
64
65
66
67
68
69
70
71
72
73
74
Friday
Saturday
Sunday
nineteen
five
nine
one
eleven
thirteen
four
sixteen
85
86
87
88
89
90
91
92
93
94
95
(330-482)
eighteen
half
quarter
tenth
third
hexagon
square
triangle
rectangle
circle
city
12
13
14
15
16
17
18
19
20
21
33
34
35
36
37
38
39
40
41
42
king
swing
wing
sing
sling
cry
fish
fly
jump
help
54
55
56
57
58
59
60
61
62
63
then
they
English
Welsh
Irish
Scottish
Monday
Tuesday
Wednesday
Thursday
75
76
77
78
79
80
81
82
83
84
fifteeen
six
fourteen
two
eight
twelve
seven
ten
twenty
seventeen
96
97
98
99
100
101
102
103
104
105
elbow
first
month
south
stool
those
toes
washing
west
whole
little
players
pretty
were
fast
nest
stand
started
stripes
stuck
Score
21
Reading Support (S1-S4)
S1 =
26 pupils
S2 =
10 pupils
S3 = 2 pupils
S4 = 3 pupils
22
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