Frapul mawka weefa zee gheigh
Frapul mawka weefa zee gheigh
Nick Gibb is wrong when he states phonics is the most effective way for children to read words(p3). It should state that phonics is the most effective way of reading manywords, but is not sufficient to read words such as the, come, once, where a ‘look and say’ approach is needed. When will this very simple fact be acknowledged in government documents?
Steve Iredale, vice-president of heads' union the NAHT, observed a test being carried out in Loughborough.
"For internal purposes what I have seen could be very useful, but many schools will already have excellent tracking systems in place," he said.
One head who took part in the pre-trial tests said at the time that her teachers found it a "simple but helpful assessment".
I would be interested to know what these are?"For internal purposes what I have seen could be very useful, but many schools will already have excellent tracking systems in place," he said
As some of you know the Government has decided to bring in a new test for our six year olds in England, to check their phonic knowledge. We at our school and many other organisations (see list below) are against this idea, as it goes against everything that we believe in.
We feel that this test, which will be reported to OFSTED, will narrow the curriculum for the children in Nursery and Reception, as some schools will feel pressure to ensure that the children are ready for the test in Year 1. This is not a good thing as it will result in putting some of our children off reading, as not every child accesses reading through this method.
We have started a campaign, which is gathering momentum, with our base being readingshouldbefun.wordpress.com
As an Educational Psychologist and, previously an early years teacher, this is what attracted me to the Sounds-Write programme. There had not been a way of tracking progress through the word level prior to this and, in my opinion, there is not one as good out there now.Some programmes do have assessments built into them, and many schools may be using those to track children's progress.
L and S suggests assessments at the end of Phases 2, 3, 4 and 5 - do four assessments of this type in two years really mean that 'teachers have to keep doing assessments'?You wrote:A teacher told me that with L&S they have to keep doing assessments whereas with the Sounds-Write they can assess through the teaching.
You wrote:As an EP having children referred for literacy difficulties I'm afraid to say L&S told me very little if anything.
Might it not be the case that using the criteria of one programme to assess children who have been taught by another programme is always a bit problematic? If I assessed S~W children by L and S criteria, might I also find what I regarded as gaps in their knowledge?You wrote:Where schools do not do the S-W and I carry out a S-W diagnostic assessment, I can see exactly what they need but the school continue with L&S which does not fill the gaps in their skills and knowledge.
The petition, launched by TACTYC, the association for the professional development of early years educators, has now been signed by more than 1,300 people.
The group has joined forces with a campaign started by the president of the UK Literacy Association, David Reedy.
Its supporters include teaching unions and members of the Cambridge Review team.
Mr Reedy told Nursery World, 'What we're trying to do is to get the Government to think again about the phonics test for six-year-olds. We're bringing together all the associations that have worries about this. The Government said in their White Paper that it wasn't their place to tell teachers how to teach, but this test does just that.'
He added, 'We think phonics is essential, but it is not the be-all and end-all to teaching reading. The new Ofsted framework has an explicit focus on reading by the age of six and inspectors are told they will need to use the outcomes of the test in their judgements on how reading is taught.'
Janet Moyles, early years consultant and former chair of TACTYC, said, 'While phonics is vital in children's learning to read, it should not dominate the literacy curriculum. Most conscientious teachers assess children's phonics knowledge and use this as the basis to ensure children learn appropriate skills.
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