CLLD timeline for Y2 teachers

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					  Suggested CLLD Timeline of Key Actions for Y2 Teachers
Autumn 1
  In partnership with the Y1 practitioner;
  •   Use phonic progress to update pupil tracker information with end of year outcomes
  •   Discuss actual progress of groups and individuals with Y1 practitioner
  •   Share analysis of teacher assessments, children’s work and identify key aspects of CLL
      that need to be addressed for specific groups
  •   Discuss possible use of wave 2 and wave 3 interventions for the next academic year
  •   Review phonic progress and note the percentage of children working securely at Phase 5
      or above
  •   Update the phonic tracker
  •   Continue daily discrete phonic sessions if appropriate
  •   Consolidate weaker areas of Phase 5
  •   Discuss actions and support for those children not making expected progress e.g. provide
      additional sessions for individuals, groups
  •   Review the reading and writing NC levels of all the children and note any inconsistencies in
      relation to the phonic phases
  •   Plan action – Guided reading and writing sessions
  •   Set curricular targets for reading and writing
  •   Plus the use of ongoing actions (see ongoing actions section)

Autumn 2
  •   Review targets and update phonic progress tracker
  •   Review groupings for discrete phonics sessions/ investigations
  •   Review reading and writing levels.
  •   Review guided reading groups
  •   Ensure that children already working/secure at Phase 5 or 6 are provided with sufficiently
      challenging books for guided reading sessions.
  •   Possibly draw upon activities from the ‘Y2 and Y3 planning exemplification and spelling
      programme’
  •   Analyse samples of children’s writing and assess current level with previous Y1 teacher
  •   Plan Shared and Guided Writing sessions to address specific areas of need
  •   Plus the use of ongoing actions

Spring 1
  •   Review targets and update phonic progress tracker
  •   Review groupings for discrete phonics session for below average ability or planning for
      whole class spelling investigation.
  •   Review reading and writing levels.
  •   Review Guided Reading groups.
  •   Ensure other relevant interventions are in place and children are receiving appropriate
      support
  •   Plus the use of ongoing actions

Spring 2
  •   Review targets and update phonic progress tracker
  •   Review groupings for discrete phonics session for below average ability or planning for
      whole class spelling investigation.
  •   Review reading and writing levels.
  •   Review Guided Reading groups
  •   Analyse samples of children’s writing and assess current NC level
  •   Plan Shared and Guided Writing sessions to address specific areas of need identified from
      analysis of children’s writing
  •   Ensure that children on other interventions are making expected progress
  •   Plus the use of ongoing actions

Summer 1
  •   Review targets and update phonic progress tracker
  •   Review groupings for discrete phonics session for below average ability or planning for
      whole class spelling investigation.
  •   Review reading and writing levels.
  •   Review Guided Reading groups.
  •   Monitor progress of children on other interventions and take action where necessary
  •   Plus the use of ongoing actions

Summer 2
  •   Review targets and update phonic progress tracker
  •   Carry out full assessment of all children to determine their phonic knowledge and skills and
      their reading and writing levels. N.B. children working around age-related expectations
      should be working securely at Phonic Phase 6
  •   Discuss children’s progress across the Year 2 strand objectives in the Primary Framework
      In partnership with the Year 3 teacher
  •   Use phonic progress data to update phonic tracker with end of year information. This is
      essential for those children working below phase 6 who will need to continue the pace and
      progress in Y3
  •   Those children secure in phase 6 no longer need to be placed on the tracker.
  •   Discuss actual progress of groups and individuals
  •   Share analysis of teacher assessments of children’s reading and writing levels and identify
      key aspects that need to be addressed
  •   Discuss appropriate interventions for those children not making expected progress (Wave 2
      and 3)
  •   Plus the use of ongoing actions

Ongoing Actions
  •   Ensure children are receiving a discrete daily phonics session if they are working within
      phase 6 and below ( not secure)
  •   When most of the class (about 2/3) are securely working within Phase 6 (Phonic tracker will
      show this) they no longer require a daily teaching sequence.
  •   They should receive at least one lesson per week devoted to spelling investigation (pref on
      a Monday). Objectives from Renewed Framework (strand 6)
  •   Session needs to be devoted to investigative, hands-on enquiries into spelling rules and
      patterns
  •   Ensure the school provides children with ample opportunities to apply their phonic
      knowledge and skills in purposeful reading and writing activities in a range of contexts
      across the curriculum
  •   Use ongoing observations in the discrete daily sessions and investigations to assess and
      record children’s progress in relation to:
      - Grapheme-phoneme correspondences
      - Ability to blend phonemes to read words
      - Ability to segment phonemes to spell words
      - Ability to read and spell tricky high frequency words
  •   Use ongoing observations to note how well children apply their phonic knowledge and
      skills in other contexts

				
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