Supporting the Reception Teacher

1
Supporting the Reception Teacher

• During whole class sessions TAs can
• draw in reticent pupils
• sit near children who need help, and provide
  focused, discreet support
• help a particular group feed back to the whole
  group in a plenary session.

OHT LR 2.1a
2
Supporting the Reception Teacher (cont.)

• During group and independent work TAs can
• observe and talk with children
• ask children questions to support their
  thinking
• help them to work together sociably
• follow up shared word work
• introduce and reinforce specific vocabulary
• revisit objectives introduced in shared reading
  or writing
• support discussion with children.

OHT LR 2.1b
3
Behaviour management

• focusing a child/childrens attention
• making eye contact
• support for children who need specific help to
  access the lesson
• troubleshooting, e.g. sorting out minor
  disagreements within groups.

OHT LR 2.2
4
Resource management

• preparing, distributing and collecting pupil
  resources
• helping pupils use resources
• supporting the effective use of teaching
  props, e.g. changing OHTs.

OHT LR 2.3
5
An extra pair of eyes

• observing individual pupils
• noting who can and who cant
• comparing notes and giving feedback to the
  teacher.

OHT LR 2.4
6
Assisting during group work

• Guided reading and writing
• supporting group discussion
• phonics games
• helping children with activities, e.g.
  supporting role play or retelling a story with
  puppets
• assessing progress to feed back to the teacher.

OHT LR 2.5
7
Whats special about Reception?

• Literacy Activities
• Type of literacy activities
• Use of time in each element of the Literacy Hour
• Use of time outside elements of the Literacy Hour

OHT LR 2.6
8
Whats special about Reception?

• Some possible answers
• More learning through play and talk
• Teaching pitched to include each childs level
  of development
• Elements of the Hour may be taught throughout
  the day rather than together
• Many key literacy objectives are taught
  throughout the day through singing,
  story-telling, role-play and so on.

OHT LR 2.7
9
Elements of the Literacy Hour
A minimum entitlement to the elements of a daily
Literacy HourAll work underpinned by
opportunities for speaking and listeningCurricula
r and childrens targets are visible, monitored
and assessed
Whole class shared workWork is based on NLS
Framework and Progression in Phonics and
Developing Early Writing Shared reading to
enrich, develop fluency, support comprehension
and response, and provide models for writing
including sentence work as appropriate Shared
writing to demonstrate and support independent
writing including sentence work as
appropriate Word work including systematic daily
teaching of phonics
Whole class Plenary including opportunities to-
review progress- make connections to other
learning- reinforce the objectives of the lesson
Whole class Plenary approx. 10 mins
Group and independent work Guided reading or
writing Independent tasks to develop and
consolidate literacy skills
Whole class shared work approx. 30 mins
Group andindependent work approx. 20 mins
Literacy beyond the literacy hour - application
of skills across the curriculum, particularly
non-fiction- application time, e.g.
handwriting- reading to children, e.g.
storytime
OHT LR 2.8