Multi-sensory Language Teaching. Seamless Intervention with Quality First Teaching for Phonics, Reading and Spelling

Transcription

1 Zena Martin BA(Hons), PGCE, NPQH, PG Cert (SpLD) Educational Consultancy and Training Multi-sensory Language Teaching Seamless Intervention with Quality First Teaching for Phonics, Reading and Spelling Zena Martin 1

2 Course Aims Objectives 1. To raise awareness of strategies used by schools to achieve outstanding success in phonics for reading and spelling 2. To strengthen Quality First Teaching in phonics 3. To understand the use and application of multi-sensory language strategies 4. To understand how to integrate quality intervention into daily phonics teaching 5. To develop more effective use of support staff in daily phonics teaching Outcomes 1. An insight into OFSTED s publication Reading by Six: How the Best Schools Do It. 2. Early and continuous identification of pupils at risk of literacy difficulties, including dyslexia 3. Multi-sensory language strategies that can be applied in teaching 4. Proactive and strategic provision to reduce the number and severity of literacy difficulties among pupils 5. An opportunity to review how phonics and literacy intervention is organised 2

3 Objective 1 To raise awareness of strategies used by schools to achieve outstanding success in phonics for reading and spelling 3

4 The best phonics teaching! OFSTED (2010) 4

5 Some Key Points OFSTED (2010) Effective teachers are highly trained..., can identify the learning needs of young children and recognise and overcome the barriers that impede learning. Schools with Nursery classes begin such teaching early on. The assessment of individual pupils progress, phonic knowledge and skills is sufficiently frequent and detailed to identify quickly the pupils who are failing, or in danger of failing where the teaching of reading and writing falls below the outstanding benchmark... [of] the most effective schools, there should be a critical focus on the teaching of phonic knowledge and skills. Shortcomings in the rigour and fitness for purpose of schools programmes for phonics teaching should be redressed urgently,... The schools were diligent in training teaching assistants as well as qualified teachers. This enabled them to contribute seamlessly to the teaching programme,... Consistency at the first level was to do with the sequencing, rigour and pace and the practice of phonics instruction, including a strong emphasis on the precise enunciation of phonemes, a teaching skill that is vital for effective phonics teaching. Some schemes also promoted a range of teaching devices, conventions and multisensory strategies

6 Objective 2 To strengthen Quality First Teaching in phonics More able Average SEN Dyslexic Severe dyslexic 5 0 Mrs. Average's Class! 6

7 TIME FOR REFLECTION Look at the eleven criteria identified by OFSTED as assuring high quality phonic work. The explanatory notes provide some background. Carry out a self-evaluation of the phonics provision in your own school. 1: Outstanding 2: Good 3: Requires Improvement 4: Inadequate U: Uncertain; need to find out more 7

8 Identifying Children in Danger of Failing Entry Point Sources of Assessment Data Possible Indicators Nursery 3+ KS1 Year 1 5+ KS1 Year 2 6+ Initial transition meetings with parents/ carers EYFS Progress Check months Learning Journeys & Profile Data (Communication & Language, Moving and Handling) Learning Journeys & Profile Data Parents / Carers knowledge of child Outside agency advice (e.g. SALT) Provision map Parents / Carers knowledge of child Phonics Screening Check APP or other Teacher assessment and observation Outside agency advice (e.g. SALT) SENCO/ specialist assessments Dyslexia checklists Provision map Concerns expressed around Communication and Language, including speech, attention and listening Concerns expressed around fine motor development Below age related expectations in Communication and Language, including speech, attention and listening Below age related expectations in reading and writing SLCN provision Poor fine motor skills Concerns around speaking and listening, reading and/ or writing Failing the Phonics Screening Check Below age related expectations in Speaking and Listening, Reading and Writing Standardised scores below 90 SLCN provision Difficulties with common sequences/ alphabet Poor fine motor skills Letter or number reversals 8+ features evident on dyslexia checklist KS2 Year 3 7+ Parents / Carers knowledge of child End KS1 SATS Teacher assessment and observation Outside agency advice (e.g. SALT) SENCO/ specialist assessments Dyslexia checklists Provision map Concerns around speaking and listening, reading and/ or writing Below age related expectations in Speaking and Listening, Reading and Writing Standardised scores below 90 SLCN provision Difficulties with common sequences/ alphabet Poor fine motor skills Letter or number reversals 8+ features evident on dyslexia checklist 8

9 Objective 3 To understand the use and application of multisensory language strategies One benefit of an eclectic learning styles approach is that many apparent learning difficulties may actually turn out to be learning differences which can be minimized or overcome by a change in approach. MacKay (2012) 9

10 Why are multi-sensory activities necessary for reading? Using motor coordination to scan for reading Identify symbols by shape Distinguish between similar shapes Recognise visual sequences 1. Scan text 2. See symbols Either aloud or internally Say them in correct sequences Understand word meanings Follow ideas contained in their sequences 4. Say words 3. Hear and identify Symbol-sound correspondences Distinguish between similar sounds Hear correct sequences 10

11 Why are multi-sensory activities necessary for writing? Construct words and use them in correct sequence Remember what the whole word looks like from previous experience 1. Say words 2. Hear and identify Use motor co-ordination to discriminate and sequentially order the shapes of the symbols 4. Write soundsymbols correctly 3. See symbols Appreciate the soundsymbol correspondences Build parts into whole words, whether or not they are familiar 11

12 Visual Memory Exercises Begin with a small number of letters. The aim is for the pupil to be successful in this on 5 occasions. Show the pupil the sequence of letters (they must be in alphabetical order to reinforce this principle). Pupil reads the sequence out loud, then finds the letters in the arc, then says their names in the correct order. What skills are pupils developing for literacy? 12

13 Auditory Memory Exercises Pupil closes eyes. Teacher says letters with a one second pause between each. Pupil repeats the letters back. Can the pupil find the letters from the arc, saying the names in the correct order? Begin with a small number of letters. The aim is for the pupil to be successful in this on 5 occasions. Discuss strategies that would help the pupil, e.g. chunking, syllables and rhythm, remembering the middle letter. 13

14 The Alphabet Arc Start with A, Z, M, N, then fill in the remaining letters Initially start with letters faced right way up, then progress to more random layout on the table Each time, try to get quicker Aim to complete the alphabet arc in under a minute Why choose an arc? Children should always say the letter name every time they touch a letter. 14

15 The Alphabet Arc Sequencing Child closes eyes, remove letter, child says letter removed Child closes eyes, say letter, child points to roughly where letter is Teaching language before, after, middle ; Tell/ show me the letter before f Alphabet sequencing cards Labelling Child closes eyes, guess letter name by feel Trace letter on child s back or hand, child identifies name/ sound Trace letter on child s back/ hand, child writes letter in alternative case Trace a word on child s back using only letters explicitly taught in the programme so far Putting letters away with focus/ activity, e.g. Put away letters that only have straight sides first. 15

16 Alphabet Sequencing Cards 16

17 Tracking i L l j i i t i I I b i The letter i can be written and printed in many ways. Look at the letters in the box. Put a ring round every letter i. 17

18 Activity Making a reading card Use a 2x3 inch white card. Print the letter on the front of the card, lower case and upper case. Print neatly, in the form the pupil is most likely to meet in books. On the reverse, print a clue-word containing a clear example of the letter sound link. Print the representation of the sound after the word. Illustrate this with a picture the pupil usually draws this. Picture gives an instant check one glance is enough to trigger the word and sound the pupil does not have to read the word or decipher bracketed sound. Jolly Phonics I Ink T Tennis P Puff N Noise (aeroplane) S Snake A Ants Hickey I Igloo T Ten P Pot N Net S Sun A Apple 18

19 Using a reading card Student holds the reading pack in his/ her hand as if dealing cards. They should be held with the letter facing them and the picture hidden on the back. Pupil looks at the front of a card and says the clue-word and the sound, e.g. Pot /p/. Student turns the card over to check by looking at the picture. The front of the card is the stimulus and the back provides the correct response. As the cards are accumulated they are shuffled and practised in turn. If errors are made, the pupil repeats the correct response, and puts the card to the back of the pack to give it another turn. If the pupil gets a card right first time, place it in a separate pile on the table. The pupil will be able to put a tick at the top of these cards when the activity is finished. The pictures make the cards self-checking. The aim is to build automaticity and speed. When a card has at least 8 ticks at the top of it, it no longer needs to be practised and can be removed from the practising pile. 19

20 Activity Making a spelling card Use a 2x3 inch white card, this time in landscape. On the front of the card print the phoneme of the letter, e.g. /p/ Vowel sounds will either have a breve or a macron above the letter. On the back of the card draw a margin on the left hand side and in the margin print the same phoneme. On the main part of the back of the card, write in cursive script the spelling of the sound. As the child moves through the programme, other ways of spelling the sound will be taught and added. 20

21 Using a spelling card In the early stages, the teacher holds the spelling card and shows it to the pupil. Pupil looks at the spelling card and sees the sound, e.g. /p/ Pupil says the sound and spells by naming the letter. He/ she then writes it in the cursive form. E.g. Says /p/... p then writes it on whiteboard in cursive form. Pupil turns card over to check. Pupil compares the cursive letter written by teacher on the reverse. As alternatives are taught, these will be added to the cards and will be included by the pupil in the order taught. E.g. The response for the /k/ spelling card will be, /k/... c, /k/... k, /k/... ck. In the later stages, the pupil does not see the card. The teacher reads the sound and the pupil listens and repeats it. 21

22 Stimulus Response Routine (SRR) Teacher gives a stimulus e.g. The sound /p/. Phoneme (sound) The pupil gives the other 3 responses by saying the clue-word pot, the letter name p and writing the letter shape. Clueword SRR Letter name (label) The teacher then gives a different stimulus, e.g. the clue-word, and the routine is repeated until you have gone all the way round the diagram. Letter shape 22

23 Spelling irregular words Irregular words should only be introduced when they contain phonograms the pupil has learned. These words will form part of an irregular words pack that are repeatedly practised in a similar way to the reading and spelling packs, ticking the cards when the pupil is accurate in spelling them. 1. Print the word clearly for the pupil to read: adapt 2. Pupil reads the word. 3. Pupil writes over the word, naming each letter aloud as he/ she forms it in a joined style. 4. Stage 3 is repeated as many times as necessary. 5. The word is covered. The pupil says the word and writes it, naming the letters aloud as before. 6. Pupil checks their own attempt carefully with the original model. 23

24 Objective 4 To understand how to integrate quality intervention into daily phonics teaching 24

25 How can intervention be used proactively? Strategies implemented into the Wave 1 daily phonics lesson Alphabet work Auditory memory Visual memory Reading cards Strategies implemented in a Wave 2 intervention Strategies implemented as Wave 1 but outside the phonics lesson Spelling cards Stimulus Response Routine (SRR) Tracking Irregular words 25

26 Principles in Heads-Up Intervention Heads Up Phonics Happens prior to the daily phonics session Uses the same clue-words and actions as the daily phonics session Introduces pupils to the same phonemes/ graphemes/ concepts as will be introduced in the main session Is fully multi-sensory in all activities Contains no more than 3 pupils Daily Phonics Session Happens after the daily Heads- Up session Uses the same clue-words and actions as the Head-Up session Repeats one or two of the activities that happened in the Head-Up session Is fully multi-sensory in all activities Includes all children 26

27 Deployment Rotation of teacher and TA to deliver heads-up intervention Rigorous monitoring of quality of delivery Preparedness High level of training in phonics & pedagogy Timetabled opportunities for shared planning and assessment with teacher Conditions of employment Hours built into the day to allow quality meeting, preparation and assessment time Performance management for teaching assistants Objective 5 To develop more effective use of support staff in daily phonics teaching 27

28 1. An insight into OFSTED s publication Reading by Six: How the Best Schools Do It. 2. Early and continuous identification of pupils at risk of literacy difficulties, including dyslexia 3. Multi-sensory language strategies that can be applied in teaching 4. Proactive and strategic provision to reduce the number and severity of literacy difficulties among pupils 5. An opportunity to review how phonics and literacy intervention is organised OUTCOMES 28

29 References Blatchford, P., Webster, R., Russell, A. (2013) Challenging the Role and Deployment of Teaching Assistants on Mainstream Schools: The Impact on Schools. Final Report on the Effective Deployment of Teaching Assistants (EDTA) Project. IoE: London. Combley, M. (2000) The Hickey Multi-sensory Language Course. 3 rd edition. Wiley- Blackwell. Kelly, K. & Phillips, S. (2011) Teaching Literacy to Learners With Dyslexia: a Multisensory Approach. Sage Publications. MacKay, N. (2012) Removing Dyslexia as a Barrier to Achievement 3rd Edition. Wakefield: SEN Marketing. National Children s Bureau (2012) A Know How Guide: The EYFS Progress Check at Age Two /EYFS_-_know_how_materials.pdf [Last accessed 18th February 2014]. OFSTED (2010) Reading by Six: How the Best Schools Do It. OFSTED Publications. Phillips, S., Kelly, K., Symes, L. (2013) Assessment of Learners With Dyslexic-Type Difficulties. Sage Publications. 29

30 Zena Martin