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
• the importance of the gradual transition of
  emphasis from learning to read to reading to
  learn
• the development of writing

3
Literacy intervention programmes

• 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.
• Systematic 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

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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

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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

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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)
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Phoneme count

• Phases 1 and 2
• h-a-t

Phases 3 and 4
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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
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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
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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
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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 grapheme-phoneme correspondences
46
Recognising vowel sounds activity answers
47
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

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The simple view of reading (2)
49
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

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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

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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

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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

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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

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• 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

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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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Integrating the four strands for literacy the
teaching process