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