Title: Aims of the module
1Aims 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
2Aims 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
3Literacy 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
4Literacy 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
5The 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
6Reading 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.
7Writing strands
- 9. Creating and shaping texts
- 10. Text structure and organisation
- 11. Sentence structure and punctuation
- 12. Presentation
8Supporting 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.
9Behaviour 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
10Resource management
- Preparing, distributing and collecting resources
- Helping children use resources
- Supporting the effective use of teaching props
11An 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.
12Assisting 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
13Whats 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.
14Whats 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.
15Developing 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.
16Contents of Curriculum Guidance for the
Foundation Stage
17Elements 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
18Foundation Stage Profile booklet
19Foundation Stage Profile Handbook
20 21Phonics is...
skills of segmentation and blending
knowledge of the alphabetic code
22The alphabetic code
23Pronouncing phonemes
Presentation slide 4.4
24Phonics is...
skills of segmentation and blending
knowledge of the alphabetic code
25Letters and Sounds phase descriptors (1)
26Letters and Sounds phase descriptors (2)
27Letters and Sounds phase descriptors (3)
28Phoneme count
Phases 3 and 4
29Phoneme count
Phases 3 and 4 b-l-a-n-k
30Phoneme count
- Phases 1 and 2
- h-a-t
- d-o-ll
Phases 3 and 4 b-l-a-n-k
31Phoneme count
- Phases 1 and 2
- h-a-t
- d-o-ll
Phases 3 and 4 b-l-a-n-k ch-i-p
32Phoneme 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
33Phoneme 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
34Phoneme 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
35Phoneme 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
36Phonics is...
skills of segmentation and blending
knowledge of the alphabetic code
37Letters and Sounds phase descriptors (1)
38Letters and Sounds phase descriptors (2)
39Letters and Sounds phase descriptors (3)
40Vowel digraphs
41Recognising vowel sounds activity answers
42The 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
43The simple view of reading (2)
44The 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
45The 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
46The 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
47Making 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).
48Understanding, 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.
49Teaching 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.
50Developing 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.