Year 3 Literacy Support Programme

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Year 3 Literacy Support Programme

• The Quest

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Aims of the course

• To introduce the Y3 Literacy Support Programmes
  structure and materials
• To identify the features of effective teaching
  and support in Y3
• To prepare staff to implement intervention

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Linking intervention to inclusionThe SEN code
of practice describes a graduated response to the
identification of special educational needs. The
Primary National Strategy assumes 3 waves of
support for children

Wave one
Wave two
Wave three
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Wave 1

• Quality First Teaching
• The effective inclusion of all pupils in a high
  quality daily mathematics lesson or literacy hour

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Wave 2

• Small group intervention for children who may or
  may not be receiving additional SEN support
• For children who are underachieving but with
  short term intervention such as ELS, Year 3
  intervention, FLS.

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Wave 3

• Specific, targeted approaches for
• individual children identified as requiring
• SEN intervention
• Highly personalised to meet individual needs

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ROSE REPORT

• More attention needs to be given to promoting
  speaking and listening skills
• Active, multi-sensory phonics teaching
• Fidelity to one phonics programme (synthetic in
  structure)
• Importance of good quality first teaching
• Note
• SIR KITS QUEST IS NOT A PHONICS PROGRAMME but is
  in line with a synthetic phonics approach

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WHAT IS YEAR 3 LITERACY SUPPORT?

• For year 3 children who are working at just below
  age-related expectations (level 2c or top of
  level 1a)
• It is 16 week programme with a daily 20 minute
  input making a total of 64 group sessions led by
  either the teacher or teaching assistant
• 1 session per week is an independent task
• Includes screening materials and materials to
  monitor progress

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WHAT WILL THE CHILDREN BE LEARNING?

• Revising key literacy objectives from Y2 and Y3
• Consolidate their learning

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IDENTIFICATION OF CHILDREN
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SCREENING MATERIALSpages 333-353

• Children working at age or above age related
  targets do not need screening
• Screen those children not working at age related
  targets
• Use flowchart (p.354) to help select the support
  group
• Select group from the results of this screening

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HOW IS THE PROGRAMME ORGANISED?

• 3 modules of work, divided into two week blocks
• Each block has the same teaching sequence
• 4 group sessions a week and 1 independent
  activity
• 3 warm up sessions page 39

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ROLE OF THE TEACHER AND TA

• Need for a partnership
• Teacher delivers first group session every week
  (either guided reading or writing)
• TA delivers three other sessions
• 1 session is an independent session

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WHAT IS IN THE FILE?

• Introductory notes
• Resources needed page 18
• Overview- page 20
• Session notes and photocopiable materials
• Screening materials -page 333
• Progress checks and target cards

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KEY FEATURES OF THE PROGRAMME

• Assessment for learning
• Motivation and engagement
• Promoting independence

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TARGETS

• Targets are a feature of the programme
• Focus on self evaluation and responsibility for
  own learning
• May link to the whole class curriculum target
• May be connected to building confidence and
  motivation

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TRACKING PROGRESS

• Progress Checks
• Target Cards
• Evidence within the childrens work
• Observations during group work

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EXIT STRATEGY page 358

• It is important that once the children have
  exited the programme their progress is still
  closely monitored.

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WHAT NOW?

• Which children would benefit from this support?
• When/where could the sessions take place?
• What do we need to prepare beforehand?
• When shall we start the support programme?
• When/how often shall we discuss the childrens
  progress?
• How will we monitor the impact?

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Advisory Service Kent Shepway Centre Oxford
Road Maidstone ME15 8AW Tel [phone] Fax
01622 670509 www.kent.gov.uk/advisoryservice