English – Study Lesson

Context

Why introduce a lesson study focusing on reading across the school at MHS?

Key Points:

  • Continue to expand knowledge and understanding of the teaching of phonics.
  • Fully establish a consistent approach in the teaching of phonics.
  • Carry on developing and improving the practice of teaching reading. 

Methodology

What are you going to do – what teaching approaches are you going to use?

  • Decoding and Fluency
    • Implement a phonics based programme to improve decoding and fluency
  • Vocabulary
    • Consistently implement bespoke and whole school interventions aimed at extending students vocabulary ( Tier 2)
  • Reading Practice
    • Implementing a programme of frequent reading for student as part of whole school approach.
  • Whole staff training
    • Specific staff to receive bespoke training on chosen interventions.
    • Working in partnership with other stakeholders.
    • Evidence based practice, implementation process through research lesson study group and CPD
    • All staff to receive training on decoding, approaches to teach vocabulary and approaches to reading
  • Consistency approach to reading a text
    • LS research group led process to develop a high quality consistence approach to reading a different type of text

Implementation

  • Training
    • Inter school collaboration as a part of peer support network
    • Training programme for specific staff on decoding and vocabulary enhancement intervention
    • Whole school staff training on aspects of phonics and reading
  • Coaching
    • Head of Department acts as coach to Focus group in implementing developed reading programme
    • Focus group to coach teachers/support staff/ intervention staff throughout the lifespan of the project
  • Educational materials
    • Research for a new Phonics schema of work
    • Online research to reading including specific vocabulary modules for staff and students

Monitoring and Evaluations

  • Staff to film good practice of the teaching of Phonics which will then be shared between the foci group
  • The foci group will analyse observations of each phonics session and the impact it had on the students learning and development in phonics
  • Project lead to monitor submission of baseline student’s phonetic ability and on –going data sets on reading ages.
  • On–going monitoring of reading in class ( Reading Record Books) provided by Focus group

Outcomes

  • Rigorous, robust reading strategy that enables swift progress and engenders a deep, lifelong love of reading
  • Increased access to broadening texts and greater time spent reading by pupils
  • Phonics and vocabulary based programmes implemented Identify intervention groups that will benefit from the embedment of phonics
  • Teachers are equipped with the skills to teach phonics to different age groups and are able to assess effectively.
  • Share good practice of reading across the school to enable the students to succeed at improving their reading ages and vocabulary 
  • Baseline and continued assessments are effectively used to inform pupil’s next steps
  • Improved students social and emotional development, particularly confidence and self- efficacy