Aims of the module

1
Aims of the module

• To introduce TAs to
• - the foundation stage curriculum and the
  foundation stage profile
• - 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 reception class teachers in
  teaching the elements of
• the literacy hour and in teaching literacy
  across the curriculum
• - helping develop pupils literacy skills
  through the reception year
• - helping to develop pupils phonics skills

2
Aims of the module (continued)

• To familiarise TAs with important documents for
  practitioners in reception classes
• - Curriculum guidance for the foundation stage
  and The early years foundation stage
• - Foundation stage profile
• - Playing with sounds a supplement to
  Progression in phonics
• - Developing early writing
• To introduce TAs to further professional
  development and programmes designed to support
  pupils specific needs (eg. Early literacy
  support)

3
Literacy in the primary national strategy

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

4
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
5
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 (including
  sentence level work)
• Word work
• Group and independent work
• Guided reading and guided writing
• Independent tasks
• Whole-class plenary
• Literacy beyond the elements of the literacy hour

6
Supporting the reception 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 find a
  word on the word wall
• 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 shared
  first languages where appropriate
• Using supportive props (pictures, objects, flash
  cards, etc.)

7
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

8
Resource management

• Preparing, distributing and collecting resources
• Helping pupils use resources
• Supporting the effective use of teachers props

9
An extra pair of eyes

• Observing individual pupils
• Noting who can and who cant
• Assessing progress to feed back to the teacher

10
Assisting during group and independent work

• Guided reading and guided writing
• Supporting group discussion
• Introducing and reinforcing specific vocabulary
• Phonics games
• Helping pupils with activities, eg. supporting
  role-play or retelling a story with puppets
• Assessing progress to feed back to the teacher

11
Whats special about reception?

• Type of literacy activities
• Use of time in each element of the literacy hour
• Use of time outside elements of the literacy hour

12
Whats special about reception?

• Some possible answers
• More learning through play and talk
• Emphasis on development of speaking and listening
  skills development
• Multi-sensory activities to capture their
  interest and sustain motivation
• Some group and independent activities are
  pupil-initiated, rather than adult-led
• Some literacy activities take place outside
• Elements of the literacy hour may be taught
  throughout the day rather than together
• Many key literacy objectives are taught
  throughout the day through singing, storytelling,
  role-play and so on
• Literacy skills are observed and assessed during
  pupil-initiated
• play, as well as teacher-led activities

13
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 (including
  sentence level work)
• Word work
• Group and independent work
• Guided reading and guided writing
• Independent tasks
• Whole-class plenary
• Literacy beyond the elements of the literacy hour

14
Contents of Curriculum guidance for the
foundation stage

• The foundation stage
• Aims for the foundation stage
• Parents as partners
• Common features of good practice
• Putting the principles into practice
• The diverse needs of pupils
• Special educational needs and disabilities
• English as an additional language
• Learning and teaching
• Play

Areas of learning Personal, social and emotional
development Communication, language and
literacy Mathematical development Knowledge and
understanding of the world Physical
development Creative development
15
Elements 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

16
Foundation stage profile booklet
17
Foundation stage profile folder
18

• John H Farniscan

19
Phonics is...

• Phonics

skills of segmentation and blending
knowledge of the alphabetic code
20
The alphabetic code
21
Pronouncing phonemes
Presentation slide 1.3Presentation slide 4.4
22
Phonics is...

• Phonics

skills of segmentation and blending
knowledge of the alphabetic code
23
Playing with sounds steps (1)
24
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
25
Playing with sounds steps (1)
26
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
27
Phoneme count

• Steps (2, 3 and) 4
• h-a-t

Step 5
28
Phoneme count

• Steps (2, 3 and) 4
• h-a-t

Step 5 p-l-a-n-k
29
Phoneme count

• Steps (2, 3 and) 4
• h-a-t
• ch-i-p

Step 5 p-l-a-n-k
30
Phoneme count

• Steps (2, 3 and) 4
• h-a-t
• ch-i-p

Step 5 p-l-a-n-k ch-e-s-t
31
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
32
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
33
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
34
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
35
Vowel digraphs
36
Recognising vowel sounds activity answers
37
Teaching reading in the 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 (including sentence level work)
• Word work
• Group and independent work
• Guided reading
• Independent tasks
• Whole-class plenary
• Literacy beyond the elements of the literacy hour

38
Ways of using the prompt sheet

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

39
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

40
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!

41
Teaching writing in the 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 (including
  sentence level work)
• Word work
• Group and independent work
• Guided writing
• Independent tasks
• Whole-class plenary
• Literacy beyond the elements of the literacy hour

42
Developing handwriting skills

• 1. Activities to develop hand control, for
  example
• 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.