DIRECT PHONICS Jo Wilson and Rea Reason 2003 - 2005

1. DIRECT PHONICSJo Wilson and Rea Reason 2003 - 2005 www.directphonics.co.uk E-mail: info@directphonics.co.uk

2. Book One: • Single letters/sounds • C-v-c words • Sight words for sentences • Book Two: • Consonant blends (e.g. bl, tr) • At beginnings and ends of words • Vowel digraphs (e.g. ee, ay) • Book Three: • Compound words (e.g. sea-side) • Polysyllabic words (e.g. lem-on-ade) • Stories Sentences Words Letters Sounds Model Lead Check Cumulative and repetitive content

3. KEY ELEMENTS • Content cumulative and repetitive • Checks of progress make sure that children have consolidated their learning • Teaching method follows routine of ‘model-lead-check’ • Children listen, speak, read and write in each lesson • Each lesson has the same predictable pattern • Instructions can be followed by both teachers and teaching assistants

4. CUMULATIVE AND VERY REPETITIVE CONTENT NEW CONTENT REVISION Block 1 a m s t Lessons 1 to 6 am Sam at mat sat I like Tim and Block 2 d i a m s t Lessons 7 to 12 dad mad sad is it sit at am Sam mat sat Emma the on dog I like Tim and Block 3 c p a m s t i d Lessons 13 to 18 cat did as pat pit dip at am Sam mat sat pip tip tap I like Tim and my said see can Emma the on dog

5. THE COMPLETE TRACK OR THE FAST TRACK • The Complete Track teaches all 60 lessons. • The Fast Track covers two lessons from each of the 10 blocks, i.e. 20 lessons. • It is possible to switch between the Complete Track and the Fast Track: • If you start with the Complete Track and find that the children are not in need of that much repetition then … • If you start with the Fast Track and think that the children need more repetition then … • Later, progress may show that the children are ready to cope with the Fast Track again.

6. RESOURCES • Whiteboard and marker pens • Teacher’s lesson notes • A photocopied lesson sheet for each pupil • Pencil and writing paper/book for each pupil

7. THE ‘MODEL-LEAD-CHECK’ TEACHING METHOD Holding the children’s attention Two key words as signals: ‘Listen’: Before modelling the reading to the children, always begin by saying the word ‘listen’. ‘Ready’: Before asking children to respond in chorus or individually, begin by saying ‘ready’.

8. THE ‘MODEL-LEAD-CHECK’ TEACHING METHOD • Steps for the Supported Learning Procedure • Model: Write the letter or word on the board, point to it as you read it to the children (Start by saying ‘listen’ to get the children’s attention) • Lead: Point again and read in chorus together with the children (Say ‘ready’ to get the children’s attention and signal when to start) • Check the group: Point again and the children read together as a group (Say ‘ready’ to signal when they should start) • Check on individuals: Point to a letter/word/sentence and ask individual children to read it.

9. TEACHER LESSON NOTES Notes for Lesson 1 Introduce sound/symbols: a m s Revise: - Match sound/symbols: a m s Make words: am Sam Match words: Matrix (on pupil lesson sheet) Sight words: I like Read: Matrix and sentences Write: m s a am Sam

10. PUPIL LESSON SHEETS Lesson 1 Match: a m s Match: I like am Sam Read:I am Sam.

11. A SCRIPTED EXAMPLE OF LESSON 1 Pages 12-14 Activity 1: Say and match a m s Activity 2: Make words am Sam Activity 3: Match words like I Sam am Activity 4: Reading Activity 5: Writing The script shows how each activity follows the ‘model-lead-check’ procedure.

12. TOP UP ACTIVITIES Each of the 10 teaching blocks has a photocopiable page containing a grid with the words that have been learnt in the block. • The purpose is to: • Provide opportunities for further consolidation of learning. • Enable children to develop greater speed and fluency. • Help the children apply (generalise) what they have learnt. • Introduce some variation through different kinds of activities. • Enable the children to succeed with the end-of-block assessment. The manuals contain example activities.

13. ASSESSING PROGRESS • Each teaching block ends with a page listing the words introduced in the block and a page of sentences for dictation. • Your judgment of the child’s progress depends on how accurately and fluently the child reads/writes. • It is difficult to state the exact ‘criteria’ for moving on to the next block. The blocks are cumulative and repeat the content of previous blocks. • The assessment will show whether the teaching is repetitive enough or too repetitive and enable you to switch between the Complete and the Fast Track.

14. RECORDING PROGRESS 1 • It is very motivating to involve the children in the record keeping. • The simplest way is to list the words assessed in each teaching block and let the children give ticks to the words learnt. • It can be useful to check more than once so that the children give each word several ticks. • There are example individual record and summary group record forms. • There is a photocopiable Certificate of Achievement at the end of each teaching block.

15. RECORDING PROGRESS 2 • Recording progress in sentence reading and writing • For each child, make a photocopy of the page that lists the sentences for assessment/dictation in the teaching block. Use it as a record by marking up the text as the child reads. For writing the sentences, the child’s own written work can act as a record. • Assessing progress when the Direct Phonics Book One has been completed • Each book has a table summarising learning outcomes. You can photocopy the table for each child and use it as your end of programme record.

16. WORKING TOGETHER • Involving children in recording their own progress • Teachers and teaching assistants working together • Teachers and parent and children working together • Use of story books

17. Theoretical and research background • Theoretical explanations: Phonology, fluency, emotional factors • Learning theory: Extensive research in USA into model-lead-check routine within a cumulative learning programme (Direct Instruction). • Early Reading Research (ERR): Mainstream primary in some 200 schools mainly within Essex. Principles of direct instruction central. Empirical results impressive. • Interactive Assessment and Teaching (IAT): Included in DfES management guidance on Wave 3 intervention. DP builds on this.

18. FORMATIVE EVALUATION OF BOOK ONE Initial evaluation: 25 TAs, 12 schools, 152 children • Individual differences in the progress made • Organisational factors, e.g. working space • Group dynamics/concentration span/TA skill • School attendance • Links with classroom practice • The importance of ‘real reading’

19. Survey responses from 116 schools

24. Evaluation in Middlesbrough • Data frame: sample of volunteer schools • Specialist teacher undertook pre-post assessments • Information on the way manuals and their dissemination can be improved • Information on how schools are using the materials • Data from 25 children in 5 schools: Mean ratio gain is 1.54 (6 months gain in 4 months) on WRAPS (Word Recognition and Phonic Skills, Hodder &Stoughton, 1994)

25. Observations by Specialist Teachers • ‘Useful tool’, easy to set up and run in school • Format, structure and routine • Preparation time, timetabling and daily lessons • Content appeals to pupils and can be used flexibly • Staff see results quickly as do the children • Experienced staff can add to lessons and focus on different skills • It has not suited all children • Need for group register and a file for storing assessments.

26. Research in Tameside • 52 children in 7 schools • Pre-post assessment: • Direct Phonics content • WORD • PhAB • Results: • Children have learnt what they have been taught • PhAB scores have improved • Large individual differences on WORD • Organisational factors • Critique: ratio gains modest and no control groups

27. A broader model of evaluation: Direct Phonics Theoretical and research basis Yes Previous intervention studies Range Normative tests and comparisons Some Systematic curriculum-based assessment Yes Individual differences Yes Formative action research/organisation Yes Motivation and emotion Yes