Aims of the module

1
Aims of the module

• To introduce TAs to
• - the foundation stage curriculum
• - the content of the national curriculum for
  English
• - the content of the primary national strategy
  (literacy)
• - the prime importance of phonics in the
  development of early literacy skills
• To provide new TAs with a range of strategies
  for
• - supporting teachers in the literacy hour and
  in teaching literacy across the curriculum
• - helping develop pupils literacy skills across
  the primary age range
• - helping to develop pupils phonics skills

2
Aims of the module (continued)

• To introduce TAs to a variety of published
  resources appropriate to the age range of the
  pupils they work with
• To introduce TAs to further professional
  development and programmes designed to support
  pupils specific needs

3
Literacy catch-up packages

• Early literacy support (ELS) for pupils in year 1
  
• Additional literacy support (ALS) for pupils in
  year 3 now replaced by Year 3 literacy support
• Further literacy support (FLS) for pupils in year
  5

4
Literacy in the primary national strategy

• Targets for literacy
• The primary framework (literacy)
• The elements of the literacy hour

5
The primary framework (literacy) objectives

• Word Level
• Sentence Level
• Text Level

Range Fiction and Poetry a wide variety of
traditional nursery and modern rhymes, chants,
action verses, poetry and stories with
predictable structures and patterned
language Non-Fiction simple non-fiction texts,
including recounts
6
Elements of the literacy hour

• A minimum entitlement to the elements of a daily
  literacy hour
• All work underpinned by opportunities for
  speaking and listening
• Curricular and pupils targets are visible,
  monitored and assessed
• Whole-class shared work
• Shared reading and shared writing
• Word work and sentence work
• Group and independent work
• Guided reading and guided writing
• Independent tasks
• Second wave support
• Whole-class plenary
• Literacy beyond the literacy hour

7
Supporting the teacher during whole-class teaching

• Drawing in reticent pupils
• Dropping helpful pointers, eg. I can see
  something that starts with that sound on your
  desk
• Supporting pupils by nodding, smiling
  encouragement, etc.
• Joining in and making contributions (when
  appropriate)
• Demonstrating for the teacher, eg. how to use a
  dictionary
• Raising questions or problems so the teacher or
  pupils can
• explain something
• Echoing the teacher by quietly repeating or
  rewording phrases for pupils who need extra help
• Acting as a partner for a less-able pupil during
  thinking and discussion time, using other
  languages where appropriate
• Using supportive props (pictures, objects, flash
  cards, etc.)

8
Behaviour management

• Sitting alongside a pupil with challenging
  behaviour
• Focusing a pupils/pupils attention
• Making eye contact
• Supporting pupils who need specific help to
  access the lesson
• Sorting out minor disagreements within groups

9
Resource management

• Preparing, distributing and collecting resources
• Helping pupils use resources
• Supporting the effective use of teachers
  propseg. changing screens on whiteboards

10
An extra pair of eyes

• Observing individual pupils
• Noting who can and who cant
• Comparing notes and giving feedback to the
  teacher

11
Assisting during group and independent work

• Guided reading and writing
• Supporting group discussion
• Introducing and reinforcing specific vocabulary
• Helping pupils with activities, eg. playing
  Pelmanism
• Assessing progress to feed back to the teacher

12
Elements of the literacy hour

• A minimum entitlement to the elements of a daily
  literacy hour
• All work underpinned by opportunities for
  speaking and listening
• Curricular and pupils targets are visible,
  monitored and assessed
• Whole-class shared work
• Shared reading and shared writing
• Word work and sentence work
• Group and independent work
• Guided reading and guided writing
• Independent tasks
• Second wave support
• Whole-class plenary
• Literacy beyond the literacy hour

13
Playing with sounds a supplement to Progression
in phonics
14
Developing early writing
15
Year 2 and year 3 Spelling
bank planning exemplification and spelling
programme
16
Grammar for writing
17
Supporting pupils learning English as an
additional language
18
Year 6 literacy booster lessons
19
Early literacy support
20
Additional literacy support
21
Year 3 literacy support
22
Further literacy support
23

• John H Farniscan

24
Phonics is...

• Phonics

skills of segmentation and blending
knowledge of the alphabetic code
25
The alphabetic code
26
Pronouncing phonemes
Presentation slide 4.4
27
Phonics is...

• Phonics

skills of segmentation and blending
knowledge of the alphabetic code
28
Playing with sounds steps (1)
29
Playing with sounds steps (2)
Use the skills of blending and segmenting to
read words with long vowel phonemes Read and
spell an increasing range of words, including
some two-syllable words, containing the
graphemephoneme correspondences in groups 16

• 5

Use the skills of blending and segmenting to read
words with long vowel phonemes Begin to make
appropriate grapheme choices when spelling
Group 7 /ee/, /ie/, /r/ (write), /n/
(knee) Group 8 /oe/, /ae/ Group 9 /ue/, /s/,
unaccented vowel represented by er Group 10
/oo/, /ow/, /oi/, /l/ (little) Group 11 /ar/,
/au/, /ur/, graphemes which represent phonemes
e, ow, and ea Group 12 /air/, /ear/,
/ure/, /e/, /j/
6 and 7
30
Phoneme count

• Steps (2, 3 and) 4
• h-a-t

Step 5
31
Phoneme count

• Steps (2, 3 and) 4
• h-a-t

Step 5 p-l-a-n-k
32
Phoneme count

• Steps (2, 3 and) 4
• h-a-t
• ch-i-p

Step 5 p-l-a-n-k
33
Phoneme count

• Steps (2, 3 and) 4
• h-a-t
• ch-i-p

Step 5 p-l-a-n-k ch-e-s-t
34
Phoneme count

• Steps (2, 3 and) 4
• h-a-t
• ch-i-p
• h-i-ss

Step 5 p-l-a-n-k ch-e-s-t
35
Phoneme count

• Steps (2, 3 and) 4
• h-a-t
• ch-i-p
• h-i-ss

Step 5 p-l-a-n-k ch-e-s-t s-l-a-m
36
Phoneme count

• Steps (2, 3 and) 4
• h-a-t
• ch-i-p
• h-i-ss
• l-i-ck

Step 5 p-l-a-n-k ch-e-s-t s-l-a-m
37
Phoneme count

• Steps (2, 3 and) 4
• h-a-t
• ch-i-p
• h-i-ss
• l-i-ck

Step 5 p-l-a-n-k ch-e-s-t s-l-a-m s-t-r-a-p
38
Phonics is...

• Phonics

skills of segmentation and blending
knowledge of the alphabetic code
39
Vowel digraphs
40
Recognising vowel sounds activity answers
41
Playing with sounds steps (1)
42
Playing with sounds steps (2)
Use the skills of blending and segmenting to
read words with long vowel phonemes Read and
spell an increasing range of words, including
some two-syllable words, containing the
graphemephoneme correspondences in groups 16
5
Use the skills of blending and segmenting to read
words with long vowel phonemes Begin to make
appropriate grapheme choices when spelling
Group 7 /ee/, /ie/, /r/ (write), /n/
(knee) Group 8 /oe/, /ae/ Group 9 /ue/, /s/,
unaccented vowel represented by er Group 10
/oo/, /ow/, /oi/, /l/ (little) Group 11 /ar/,
/au/, /ur/, graphemes which represent phonemes
e, ow, and ea Group 12 /air/, /ear/,
/ure/, /e/, /j/
6 and 7
43
Teaching reading in the literacy hour

• A minimum entitlement of a daily literacy hour
• All work underpinned by opportunities for
  speaking and listening
• Curricular and pupils targets are visible,
  monitored and assessed
• Whole-class shared work
• Shared reading
• Word and sentence work
• Group and independent work
• Guided reading
• Independent tasks
• Second wave support
• Whole-class plenary
• Literacy beyond the literacy hour

44
Ways of using the prompt sheet

• When preparing to take a reading group
• During the guided reading session with a group

45
Using the prompt sheet

• In preparation
• As a starting point for discussion with the
  teacher
• to decide the focus of the introduction
• to establish teaching objectives
• to find out which parts or words may cause
  particular difficulty
• to discuss which sorts of prompts are most
  appropriate
• As an aide-memoire to yourself
• to note any relevant page numbers or references
• to jot down some good prompt lines
• to note anything you should remember about
  specific pupils

46
Using the prompt sheet (continued)

• During the session
• as an aide-memoire for the four main stages and
  key points in each
• as a record sheet for anything you should report
  back to the teacher
• as a record sheet for anything you want to
  remember yourself
• as a crib sheet for good prompt lines!

47
Teaching writing in the literacy hour

• A minimum entitlement of a daily literacy hour
• All work underpinned by opportunities for
  speaking and listening
• Curricular and pupils targets are visible,
  monitored and assessed
• Whole-class shared work
• Shared reading
• Shared writing (including sentence level work)
• Word and sentence work
• Group and independent work
• Guided writing
• Independent tasks
• Second wave support
• Whole-class plenary
• Literacy beyond the literacy hour