Title: Aims of the module
1Aims 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
2Aims 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
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 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
9Behaviour 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
10Resource management
- Preparing, distributing and collecting resources
- Helping pupils use resources
- Supporting the effective use of teaching
propseg. changing screens on whiteboards
11An 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
12Assisting 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
13The 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
14Primary Framework for Literacy and
MathematicsLetters and sounds
15Developing Early Writing
16Grammar for Writing
17Excellence and Enjoyment Learning and Teaching
for Bilingual Children in the Primary Years
18Supporting Pupils Learning English as an
Additional Language
19Early Literacy Support(revised version available
from January 2008)
20Year 3 Literacy Support for Teachers working in
Partnership with Teaching Assistants - Sir Kits
Quest
21Further Literacy Support
22Every Child Matters Change for Children
23Speaking, Listening and Learning Working with
children in key stages 1 2, teaching objectives
classroom activities
24The Independent Review of the Teaching of Early
Reading (Rose Review)
25 26Phonics is...
skills of segmentation and blending
knowledge of the alphabetic code
27The alphabetic code
28Pronouncing phonemes
Presentation slide 4.4
29Phonics is...
skills of segmentation and blending
knowledge of the alphabetic code
30Letters and Sounds phase descriptors (1)
31Letters and Sounds phase descriptors (2)
32Letters and Sounds phase descriptors (3)
33Phoneme count
Phases 3 and 4
34Phoneme count
Phases 3 and 4 b-l-a-n-k
35Phoneme count
- Phases 1 and 2
- h-a-t
- d-o-ll
Phases 3 and 4 b-l-a-n-k
36Phoneme count
- Phases 1 and 2
- h-a-t
- d-o-ll
Phases 3 and 4 b-l-a-n-k ch-i-p
37Phoneme 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
38Phoneme 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
39Phoneme 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
40Phoneme 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
41Phonics is...
skills of segmentation and blending
knowledge of the alphabetic code
42Letters and Sounds phase descriptors (1)
43Letters and Sounds phase descriptors (2)
44Letters and Sounds phase descriptors (3)
45Vowel digraphs
46The 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
47The simple view of reading (2)
48The 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
49The 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
50The 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
51Making 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
52Understanding, 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
54Teaching 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