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Aims of the module

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Title: Aims of the module


1
Aims of the module
  • Aims of the module
  • To introduce TAs to an overview of the literacy
    curriculum and to support new TAs in learning
    about
  • the Early Years Foundation Stage
  • the English National Curriculum
  • the Primary framework
  • support for developing early reading
  • other published resources that support literacy

2
Aims of the module (continued)
  • To help TAs to understand the changes made with
    the introduction of the Early Years Foundation
    Stage and renewed Primary framework (literacy),
    in particular
  • the 12 strands of learning and teaching
  • the prime importance of high-quality phonics work
    in the reception class
  • the simple view of reading
  • the importance of actively promoting childrens
    speaking and listening skills
  • the need for children to learn to read by year 2
  • the development of early writing

3
Literacy catch-up packages
  • Early Literacy Support (ELS) for pupils in year 1
    (revised version from January 2008)
  • Year 3 literacy support Sir Kits Quest
  • Further Literacy Support (FLS) for pupils in year
    5

4
Literacy in the Primary National Strategy
  • A focus on learning key objectives
  • Carefully planned, purposeful and well directed
    teaching and learning remain at the core of the
    Primary Framework.
  • Emphasis on the teaching of the simple view of
    reading and daily discrete teaching of phonics
    for early reading
  • Emphasis on sequences of teaching, focusing on
    learning outcomes
  • A three-part lesson may still be suitable but
    teachers can now adapt and revise to aid pupils
    learning.
  • Sustaining pupils interest and enjoyment are key
  • Making links between subjects are central to this
    flexibility and support

5
The Primary Framework has a clear structure
  • It is organised into 12 strands of learning
  • Speaking and listening strand
  • 1. Speaking
  • 2. Listening and responding
  • 3. Group discussion and interaction
  • 4. Drama

6
Reading strands
  • 5. Word recognition, decoding (reading) and
    encoding (spelling)
  • 6. Word structure and spelling
  • 7. Understanding and interpreting texts
  • 8. Engaging with and responding to texts
  • The Rose Review refers to the simple view of
    reading.
  • Phonic teaching and learning will be central to
    learning.
  • Rigorous phonic work begins in the reception
    class.

7
Writing strands
  • 9. Creating and shaping texts
  • 10. Text structure and organisation
  • 11. Sentence structure and punctuation
  • 12. Presentation

8
Supporting the reception teacher during
whole-class teaching
  • Drawing in reticent pupils or looking out for
    those who demonstrate higher ability
  • Dropping helpful pointers, eg. I can see
    something that starts with that sound
  • Supporting pupils by nodding, smiling
    encouragement, etc.
  • Joining in and making contributions (when
    appropriate)
  • Demonstrating for the teacher, eg. how to find a
    word displayed on the wall
  • Raising questions or problems so the teacher or
    children can
  • explain something
  • Echoing the teacher by quietly repeating or
    rewording phrases for children who need extra
    help
  • Acting as a partner for a less-able pupil during
    talking time, using shared first languages
    where appropriate
  • Using supportive props (eg. pictures, objects and
    flash cards)
  • Observing childrens responses to the teacher and
    noting them down to contribute to assessment
    information.

9
Behaviour management
  • Sitting alongside a child with challenging
    behaviour
  • Focusing a childs attention
  • Making eye contact
  • Supporting children who need specific help to
    participate in and gain from the lesson
  • Dealing with incidents or behaviour that affects
    the pace of the lesson or disrupts the learning
    of others

10
Resource management
  • Preparing, distributing and collecting resources
  • Helping children use resources
  • Supporting the effective use of teaching props

11
An extra pair of eyes
  • Observing individual children and noting their
    response or reticence
  • Noting who can and who cant and checking any
    assessment information about the children
  • Assessing progress to feed back to the teacher.
    TAs should familiarise themselves with the
    schools assessment procedures, especially in
    relation to the Early Years Foundation Stage
    profile.

12
Assisting during group and independent work
  • Small group phonics activity
  • Guided reading and guided writing
  • Supporting group discussion
  • Introducing and reinforcing specific vocabulary
  • Phonics games and using Letters and Sounds
    materials or those resources which the school has
    purchased
  • Helping children with activities, eg. supporting
    role-play or retelling a story with puppets
  • Assessing progress to feed back to the teacher
    and recording this in a way that best fits the
    schools assessment systems

13
Whats special about reception? (1)
  • Type of activities often with a particular
    focus on speaking and listening during play
    activities
  • Use of TA time in communication, language and
    literacy sessions either leading an activity
    with a group of children or intervening during
    child-chosen activities for a particular purpose,
    eg. extending vocabulary, encouraging
    conversation
  • Indoor and outdoor learning facilities to
    promote all areas of learning are often provided
    both outside and inside.

14
Whats special about reception? (2)
  • Some possible answers
  • More learning through play, talk and role-play
  • Emphasis on development of speaking and listening
    skills
  • Multisensory activities to capture their interest
    and sustain motivation
  • Some group and independent activities are
    child-initiated, rather than adult-led
  • Some communication, language and literacy
    activities take place outside
  • Communication, language and literacy may be
    taught throughout the day as well as in specific
    sessions
  • Many key communication, language and literacy
    objectives are taught throughout the day through
    singing, storytelling, role-play and so on
  • Communication, language and literacy skills are
    observed and assessed during child-initiated
    play, as well as during adult-led activities.

15
Developing communication, language and literacy
  • Sessions may include elements of
  • whole-class shared reading and writing
  • whole-class discrete phonic work
  • adult-led group and independent work reading
    and writing
  • adult intervention to promote communication,
    language and literacy in freely chosen activities
  • review of learning with children
  • All work underpinned by opportunities for
    speaking and listening
  • Communication, language and literacy can be
    taught in all areas of learning
  • All progress should be monitored and assessed.

16
Contents of Curriculum Guidance for the
Foundation Stage
17
Elements of the communication, language and
literacy area of learning and early learning goals
  • Language for communication
  • Language for thinking
  • Linking sounds and letters
  • Reading
  • Writing
  • Handwriting

18
Foundation Stage Profile booklet
19
Foundation Stage Profile Handbook
20
  • John H Farniscan

21
Phonics is...
  • Phonics

skills of segmentation and blending
knowledge of the alphabetic code
22
The alphabetic code
23
Pronouncing phonemes
Presentation slide 4.4
24
Phonics is...
  • Phonics

skills of segmentation and blending
knowledge of the alphabetic code
25
Letters and Sounds phase descriptors (1)
26
Letters and Sounds phase descriptors (2)
27
Letters and Sounds phase descriptors (3)
28
Phoneme count
  • Phases 1 and 2
  • h-a-t

Phases 3 and 4
29
Phoneme count
  • Phases 1 and 2
  • h-a-t

Phases 3 and 4 b-l-a-n-k
30
Phoneme count
  • Phases 1 and 2
  • h-a-t
  • d-o-ll

Phases 3 and 4 b-l-a-n-k
31
Phoneme count
  • Phases 1 and 2
  • h-a-t
  • d-o-ll

Phases 3 and 4 b-l-a-n-k ch-i-p
32
Phoneme count
  • Phases 1 and 2
  • h-a-t
  • d-o-ll
  • c-u-ff

Phases 3 and 4 b-l-a-n-k ch-i-p
33
Phoneme count
  • Phases 1 and 2
  • h-a-t
  • d-o-ll
  • c-u-ff

Phases 3 and 4 b-l-a-n-k ch-i-p r-u-sh
34
Phoneme count
  • Phases 1 and 2
  • h-a-t
  • d-o-ll
  • c-u-ff
  • l-i-ck

Phases 3 and 4 b-l-a-n-k ch-i-p r-u-sh
35
Phoneme count
  • Phases 1 and 2
  • h-a-t
  • d-o-ll
  • c-u-ff
  • l-i-ck

Phases 3 and 4 b-l-a-n-k ch-i-p r-u-sh s-p-oo-n
36
Phonics is...
  • Phonics

skills of segmentation and blending
knowledge of the alphabetic code
37
Letters and Sounds phase descriptors (1)
38
Letters and Sounds phase descriptors (2)
39
Letters and Sounds phase descriptors (3)
40
Vowel digraphs
41
Recognising vowel sounds activity answers
42
The simple view of reading (1)
  • Key priorities for beginner readers
  • Language comprehension skills understanding,
    interpreting, engaging with and responding to
    texts through talking about and engaging with
    different texts
  • Word recognition knowledge and skills through
    high-quality phonic work, as defined in the
    Rose Review and which is not a strategy so much
    as a body of knowledge, skills and understanding
    that has to be learnt

43
The simple view of reading (2)
44
The beginner reader (1)
  • Promoting enjoyment and language comprehension
  • For beginner readers, it is important to
  • handle books
  • enjoy stories and rhymes
  • be able to re-tell stories and ask questions
  • be encouraged to talk about books
  • Use shared, guided and individual reading
    sessions to enhance
  • learning by
  • helping children to develop their abilities to
    talk about the story/text
  • explaining why things happen
  • asking questions and so helping them gain
    language and reading comprehension

45
The beginner reader (2)
  • Daily discrete phonics teaching sessions will be
    central to word recognition teaching from
    reception
  • It is time-limited most children should be
    reading accurately and with confidence by the end
    of year 2
  • TAs will work with teachers to aid childrens
    successful learning by helping children to
  • know one grapheme for each of the 43 phonemes
  • learn how to write each letter, forming it
    correctly
  • produce the sounds as purely as possible
  • frequently revise and practise so that responses
    are automatic
  • link graphemes to phonemes

46
The beginner reader (3)
  • TAs will work with teachers to aid childrens
    successful learning by helping pupils to
  • know vowels and consonants these should be
    taught from the start
  • blend phonemes into words blending and
    segmenting need to be taught explicitly so that
    pupils can decode and encode words. Segmenting
    words into phoneme aids understanding of
    spelling.
  • understand that segmenting for spelling is the
    reverse of blending
  • learn one grapheme for each of the 43 spoken
    sounds in English (see the phonics training part
    of this training).
  • establish a store of familiar words

47
Making learning to read successful and fun
  • Ensure that reading is well planned so language
    comprehension and word skills build up
    systematically and in a meaningful way
  • Reinforce and build on previous learning to
    secure childrens progress, making good use of
    regular assessments
  • Link this work to the development of speaking and
    listening skills
  • Make sure it is multisensory use visual,
    auditory and kinaesthetic activities to enliven
    learning
  • Provide an exciting and rich curriculum that
    engages pupils and makes learning meaningful to
    them
  • Reinforce and apply phonic/reading and spelling
    knowledge and skills across the curriculum and in
    activities such as shared and guided reading
  • Assess, monitor and modify teaching so children
    understand new knowledge and skills
  • Follow the guidance in the Early Years Foundation
    Stage and Primary Framework (literacy).

48
Understanding, interpreting, engaging and
responding to texts
  • The ability of understand and appreciate written
    texts continues to develop throughout life
  • Consider how TAs and teachers might help children
    to
  • retrieve and describe events and ideas from text
  • deduce, infer and interpret information
  • use their understanding of words to develop an
    understanding of word meanings
  • explain how writers use language to extend their
    knowledge and ideas
  • read independently for purpose, pleasure and
    meaning
  • respond imaginatively to texts using different
    ways to engage with it
  • evaluate writers purposes and viewpoints to
    appreciate the effect.
  • TAs and teachers will encourage many reading
    activities, including shared, guided and
    independent reading, sometimes using ICT.

49
Teaching writing
  • Writing strands in the Primary Framework
  • Creating and shaping texts
  • Text structure and organisation
  • Sentence structure and punctuation
  • Presentation
  • Writing should be taught through all areas of
    learning and underpinned by opportunities for
    speaking and listening.
  • Writing is taught through a mixture of
    whole-class shared work, adult-led group and
    independent work and freely chosen activities.

50
Developing handwriting skills
  • 1. Activities to develop hand control
  • jigsaws, glueing, threading, painting
  • using pens or pencils for drawing, tracing,
    colouring
  • 2. Learning to form letter-shapes (large-scale)
  • skywriting the letters in the air
  • using a large brush and bucket of water to
    paint a wall
  • writing with a stick or finger in a sand tray
  • writing big letters with chalk on the playground
  • writing with big pens at an easel
  • 3. Learning to write letter-shapes on paper
  • holding the pencil correctly
  • spacing letters and words
  • getting correct sizes tall letters, short
    letters, etc.
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