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Aims of the module

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Using supportive props, eg. pictures, objects and flash cards ... Supporting the effective use of teaching props' eg. changing screens on whiteboards ... – PowerPoint PPT presentation

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Title: Aims of the module


1
Aims of the module
  • Aims of the module
  • To provide TAs with the knowledge and strategies
    for supporting the teaching of literacy within
    lessons and across the curriculum
  • To introduce TAs to an overview of the literacy
    curriculum
  • the Early Years Foundation Stage
  • the English National Curriculum
  • the Primary framework (literacy)
  • Support for developing early reading
  • other published resources which support literacy

2
Aims of the module (continued)
  • To help TAs to understand the changes made with
    the introduction of the renewed Primary framework
    (literacy), in particular
  • the 12 strands of learning and teaching
  • the prime importance of high-quality phonics work
  • the simple view of reading
  • the importance of actively promoting pupils
    speaking skills
  • pupils learning to read by Year 2 and reading to
    learn (exceptions being some pupils with learning
    difficulties and those at an early stage of
    learning English as an additional language)
  • the development of 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 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 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 for those in the
    early stage of learning English
  • Using supportive props, eg. pictures, objects and
    flash cards
  • Teaching a small group separately during the
    whole-class session, as guided by the class
    teacher

9
Behaviour management
  • Sitting alongside a pupil with challenging
    behaviour
  • Focusing a pupils/pupils attention
  • Making eye contact
  • Supporting pupils 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 pupils use resources
  • Supporting the effective use of teaching
    propseg. changing screens on whiteboards

11
An extra pair of eyes
  • Observing individual pupils
  • Noting who can and who cant and checking any
    assessment information about the pupils
  • Comparing notes and giving feedback to the
    teacher, including any observations that could
    inform assessment about targeted pupils

12
Assisting during group and independent work
  • Small group phonics activity
  • Guided reading and guided writing
  • Supporting group discussion
  • Introducing and reinforcing specific vocabulary
  • Helping pupils with activities, eg. playing
    Pelmanism (memorising letters, words or sounds)
  • Assessing progress to feed back to the teacher
    and recording this in a way that best fits the
    schools assessment systems

13
The literacy lesson
  • Lessons may include elements of
  • whole-class shared work reading and writing
  • Whole-class work words and sentences
  • discrete teaching of phonics
  • group work guided reading and guided writing
  • independent work in reading and writing
  • plenary to check on learning
  • All work underpinned by opportunities for
    speaking and listening
  • Progress should be monitored and assessed
  • Literacy should be taught across the curriculum

14
Primary Framework for Literacy and
MathematicsLetters and sounds
15
Developing Early Writing
16
Grammar for Writing
17
Excellence and Enjoyment Learning and Teaching
for Bilingual Children in the Primary Years
18
Supporting Pupils Learning English as an
Additional Language
19
Early Literacy Support(revised version available
from January 2008)
20
Year 3 Literacy Support for Teachers working in
Partnership with Teaching Assistants - Sir Kits
Quest
21
Further Literacy Support
22
Every Child Matters Change for Children
23
Speaking, Listening and Learning Working with
children in key stages 1 2, teaching objectives
classroom activities
24
The Independent Review of the Teaching of Early
Reading (Rose Review)
25
  • John H Farniscan

26
Phonics is...
  • Phonics

skills of segmentation and blending
knowledge of the alphabetic code
27
The alphabetic code
28
Pronouncing phonemes
Presentation slide 4.4
29
Phonics is...
  • Phonics

skills of segmentation and blending
knowledge of the alphabetic code
30
Letters and Sounds phase descriptors (1)
31
Letters and Sounds phase descriptors (2)
32
Letters and Sounds phase descriptors (3)
33
Phoneme count
  • Phases 1 and 2
  • h-a-t

Phases 3 and 4
34
Phoneme count
  • Phases 1 and 2
  • h-a-t

Phases 3 and 4 b-l-a-n-k
35
Phoneme count
  • Phases 1 and 2
  • h-a-t
  • d-o-ll

Phases 3 and 4 b-l-a-n-k
36
Phoneme count
  • Phases 1 and 2
  • h-a-t
  • d-o-ll

Phases 3 and 4 b-l-a-n-k ch-i-p
37
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
38
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
39
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
40
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
41
Phonics is...
  • Phonics

skills of segmentation and blending
knowledge of the alphabetic code
42
Letters and Sounds phase descriptors (1)
43
Letters and Sounds phase descriptors (2)
44
Letters and Sounds phase descriptors (3)
45
Vowel digraphs
46
The simple view of reading (1)
  • Key priorities for beginner readers
  • 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
  • Language comprehension skills understanding,
    interpreting, engaging with and responding to
    texts through talking about and engaging with
    different texts

47
The simple view of reading (2)
48
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

49
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
    confident readers by the end of year 2
  • TAs will work with teachers to aid childrens
    quick learning by helping pupils 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

50
The beginner reader (2), continued
  • TAs will work with teachers to aid childrens
    quick 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 spelling is the reverse of
    blending
  • learn the 43 phonemes and more complex phonic
    skills (see the phonics training part of this
    training).
  • establish a store of familiar words

51
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
  • 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 Primary Frameworks
    core strands

52
Understanding, interpreting, engaging and
responding to texts
  • Pupils ability to understand and appreciate
    written texts continues to develop throughout
    life
  • By the end of year 2, most pupils will have
    learnt to read
  • From year 3 to year 6 they need to develop
    greater comprehension by reading to learn
  • Speaking and listening will enhance comprehension

53
  • Consider how TAs and teachers might help pupils
    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 overall effect of the text
  • TAs and teachers will encourage many reading
    activities, including shared, guided and
    independent reading, sometimes using ICT

54
Teaching writing
  • The writing strands in the primary framework are
  • Creating and shaping texts
  • Text structure and organisation
  • Sentence structure and punctuation
  • Presentation
  • All work underpinned by opportunities for
    speaking and listening
  • Opportunities are provided for writing across the
    curriculum
  • Writing is taught through a mixture of
    whole-class shared work,
  • group and independent work, ending with a plenary
    session
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