Aims of the module
Aims of the module
•
To introduce TAs to an overview of the literacy curriculum and
to support new TAs in learning about:
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the Early Years Foundation Stage
the English National Curriculum
the Primary framework
support for developing early reading
other published resources that support literacy
Presentation slide 1.1a
Aims of the module (continued)
•
To help TAs to understand the changes made with the
introduction of the Early Years Foundation Stage and
renewed Primary framework (literacy), in particular:
– the 12 strands of learning and teaching
– the prime importance of high-quality phonics work in
the reception class
– ‘the simple view of reading’
– the importance of actively promoting children’s
speaking and listening skills
– the need for children to learn to read by year 2
– the development of early writing
Presentation slide 1.1b
Literacy catch-up packages
•
Early Literacy Support (ELS) for pupils in year 1
(revised version from January 2008)
•
Year 3 literacy support – Sir Kit’s Quest
•
Further Literacy Support (FLS) for pupils in year 5
Presentation slide 1.2
Literacy in the Primary National Strategy
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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
Presentation slide 1.3
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
Presentation slide 1.4
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.
Rigorous phonic work begins in the reception class.
Presentation slide 1.5
Writing strands
9. Creating and shaping texts
10. Text structure and organisation
11. Sentence structure and punctuation
12. Presentation
Presentation slide 1.6
Supporting the reception teacher during whole-class teaching
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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 find a word displayed on the wall
Raising questions or problems so the teacher or children can
explain something
Echoing the teacher by quietly repeating or rewording phrases for children
who need extra help
Acting as a partner for a less-able pupil during ‘talking time’, using shared
first languages where appropriate
Using supportive props (eg. pictures, objects and flash cards)
Observing children’s responses to the teacher and noting them down to
contribute to assessment information.
Presentation slide 2.1
Behaviour management
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Sitting alongside a child with challenging behaviour
Focusing a child’s attention
Making eye contact
Supporting children 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
Presentation slide 2.2
Resource management
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•
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Preparing, distributing and collecting resources
Helping children use resources
Supporting the effective use of teaching ‘props’
Presentation slide 2.3
An extra pair of eyes
•
Observing individual children – and noting their response or
reticence
•
Noting who ‘can’ and who ‘can’t’ and checking any assessment
information about the children
•
Assessing progress to feed back to the teacher. TAs should
familiarise themselves with the school’s assessment procedures,
especially in relation to the Early Years Foundation Stage profile.
Presentation slide 2.4
Assisting during group and independent work
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Small group phonics activity
Guided reading and guided writing
Supporting group discussion
Introducing and reinforcing specific vocabulary
Phonics games and using Letters and Sounds materials or
those resources which the school has purchased
Helping children with activities, eg. supporting role-play or
retelling a story with puppets
Assessing progress to feed back to the teacher and
recording this in a way that best fits the school’s
assessment systems
Presentation slide 2.5
What’s special about reception? (1)
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Type of activities – often with a particular focus on speaking
and listening during play activities
Use of TA time in communication, language and literacy
sessions – either leading an activity with a group of children
or intervening during child-chosen activities for a particular
purpose, eg. extending vocabulary, encouraging
conversation
Indoor and outdoor learning – facilities to promote all areas
of learning are often provided both outside and inside.
Presentation slide 2.6
What’s special about reception? (2)
Some possible answers:
• More learning through play, talk and role-play
• Emphasis on development of speaking and listening skills
• Multisensory activities to capture their interest and sustain motivation
• Some group and independent activities are child-initiated, rather than adultled
• Some communication, language and literacy activities take place
outside
• Communication, language and literacy may be taught throughout the
day as well as in specific sessions
• Many key communication, language and literacy objectives are taught
throughout the day through singing, storytelling, role-play and so on
• Communication, language and literacy skills are observed and assessed
during child-initiated play, as well as during adult-led activities.
Presentation slide 2.7
Developing communication, language and literacy
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Sessions may include elements of:
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whole-class shared reading and writing
whole-class discrete phonic work
adult-led group and independent work – reading and writing
adult intervention to promote communication, language and
literacy in freely chosen activities
– review of learning with children
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All work underpinned by opportunities for speaking and listening
Communication, language and literacy can be taught in all areas of
learning
All progress should be monitored and assessed.
Presentation slide 2.8
Early Years Foundation Stage
The six areas of learning and development in the
EYFS are:
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personal, social and emotional development
communication, language and literacy
problem solving, reasoning and numeracy
knowledge and understanding of the world
physical development
creative development
Presentation slide 3.1
Elements of the communication, language and literacy area of
learning and early learning goals
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Language for communication
Language for thinking
Linking sounds and letters
Reading
Writing
Handwriting
Presentation slide 3.2
Foundation Stage Profile booklet
Presentation slide 3.3
Foundation Stage Profile Handbook
Presentation slide 3.4
John H Farniscan
Presentation slide 4.1
Phonics is...
Phonics =
skills of segmentation
+
and blending
knowledge of the
alphabetic code
Presentation slide 4.2
The alphabetic code
Consonant
Representative words
Consonant
Representative words
phoneme
(corresponding letters in bold)
phoneme
(corresponding letters in bold)
/b/
baby
/s/
sun, mouse, city, science
/d/
dog
/t/
tap
/f/
field, photo
/v/
van
/g/
game
/w/
was
h/
hat
/wh/
where (regional)
/j/
judge, giant, barge
/y/
yes
/k/
cook, duck, Chris
/z/
zebra, please, is
/l/
lamb
/th/
thin
/m/
monkey, comb
/ch/
chip, watch
/n/
nut, knife, gnat
/sh/
ship, mission, chef
/p/
paper
/zh/
treasure
/r/
rabbit, wrong
/ng/
ring, sink
Presentation slide 4.3
Pronouncing phonemes
1.
f
l
m
n
r
2.
c
p
t
ch
h
3.
b
d
g
w
qu
s
sh
v
th
z
x
y
Presentation slide 4.4
Phonics is...
Phonics =
skills of segmentation
+
and blending
knowledge of the
alphabetic code
Presentation slide 4.5
Letters and Sounds phase descriptors (1)
Phase
Descriptor
Knowledge
1
Developing, among other skills, phonological
awareness without any teaching of graphic
representations ( though children may of course
know some letters)
Explore and experiment with
sounds and spoken words
Distinguish between different
sounds in the environment and
phonemes
Show awareness of rhyme and
alliteration
Begin to orally segment and blend
words
2
Teaching children three related concepts:
Know that words are constructed
from phonemes and that
phonemes are represented by
graphemes
- Grapheme-phoneme correspondences
- Blending
- Segmenting
Know a small selection of
common consonants and vowels
which they can blend for reading
and segment for spelling simple
CVC words, eg. sit and tap
Presentation slide 4.6a
Letters and Sounds phase descriptors (2)
Phase
Descriptor
3
Teaching 43 phonemes in the English language
and their most common representations, including
each of the long vowel phonemes: ee, ai, oa, ie,
and both sounds for oo (moon, book) as well as
or, ar, er, ow, oy, air, ear
Consolidating the skills of blending and
segmenting
Knowledge
Blend and read single-syllable CVC
words
Segment and make a phonically
plausible attempt at spelling CVC
words
Give the sound when shown the
graphemes learnt in phases 2 and 3
Match the phase 2 and 3 phonemes
to their grapheme
Starting to build a stock of high frequency words
4
Teaching words containing adjacent consonants
(CVCCs, CCVCs, etc.)
Continuing to focus on blending and segmenting
skills
Increasing the stock of high frequency words
Blend adjacent consonants in
words and apply this skill when
reading unfamiliar texts, eg.
spoon, cried, nest
Segment adjacent consonants in
words and apply this in spelling
Presentation slide 4.6b
Letters and Sounds phase descriptors (3)
Phase
Descriptor
5
Teaching children the concept of alternative
representations of long vowel phonemes already
taught and that some graphemes can be
pronounced in more than one way eg. the letter g
can be both hard as in gate and soft as in giant
Teaching children to read phonically decodable
two- and three-syllable words
Knowledge
Use alternative ways of pronouncing
and spelling the graphemes
corresponding to long vowel
phonemes eg. /oe/ o-e, o, oa ow
Read phonically decodable two- and
three-syllable words e.g. bleating,
frogspawn, shopkeeper
Spell complex words using
phonically plausible attempts
Increasing the stock of high frequency words
6
Teaching children less common grapheme–
phoneme correspondences
Embedding and consolidating the learning from
previous phases to become fluent readers and
increasingly accurate spellers
Apply their phonic skills and
knowledge to recognise and spell an
increasing number of complex words
Are secure with less common
grapheme-phoneme
correspondences, eg. could, two,
laugh
Can recognise phonic irregularities
Presentation slide 4.6c
Phoneme count
Phases 1 and 2
Phases 3 and 4
h-a-t
Presentation slide 4.7a
Phoneme count
Phases 1 and 2
Phases 3 and 4
h-a-t
b-l-a-n-k
Presentation slide 4.7b
Phoneme count
Phases 1 and 2
Phases 3 and 4
h-a-t
b-l-a-n-k
d-o-ll
Presentation slide 4.7c
Phoneme count
Phases 1 and 2
Phases 3 and 4
h-a-t
b-l-a-n-k
d-o-ll
ch-i-p
Presentation slide 4.7d
Phoneme count
Phases 1 and 2
Phases 3 and 4
h-a-t
b-l-a-n-k
d-o-ll
ch-i-p
c-u-ff
Presentation slide 4.7e
Phoneme count
Phases 1 and 2
Phases 3 and 4
h-a-t
b-l-a-n-k
d-o-ll
ch-i-p
c-u-ff
r-u-sh
Presentation slide 4.7f
Phoneme count
Phases 1 and 2
Phases 3 and 4
h-a-t
b-l-a-n-k
d-o-ll
ch-i-p
c-u-ff
r-u-sh
l-i-ck
Presentation slide 4.7g
Phoneme count
Phases 1 and 2
Phases 3 and 4
h-a-t
b-l-a-n-k
d-o-ll
ch-i-p
c-u-ff
r-u-sh
l-i-ck
s-p-oo-n
Presentation slide 4.7h
Phonics is...
Phonics =
skills of segmentation
+
and blending
knowledge of the
alphabetic code
Presentation slide 6.1
Letters and Sounds phase descriptors (1)
Phase
Descriptor
Knowledge
1
Developing, among other skills, phonological
awareness without any teaching of graphic
representations ( though children may of course
know some letters)
Explore and experiment with
sounds and spoken words
Distinguish between different
sounds in the environment and
phonemes
Show awareness of rhyme and
alliteration
Begin to orally segment and blend
words
2
Teaching children three related concepts:
Know that words are constructed
from phonemes and that
phonemes are represented by
graphemes
- Grapheme-phoneme correspondences
- Blending
- Segmenting
Know a small selection of
common consonants and vowels
which they can blend for reading
and segment for spelling simple
CVC words, eg. sit and tap
Presentation slide 6.2a
Letters and Sounds phase descriptors (2)
Phase
Descriptor
3
Teaching 43 phonemes in the English language
and their most common representations, including
each of the long vowel phonemes: ee, ai, oa, ie,
and both sounds for oo (moon, book) as well as
or, ar, er, ow, oy, air, ear
Consolidating the skills of blending and
segmenting
Knowledge
Blend and read single-syllable CVC
words
Segment and make a phonically
plausible attempt at spelling CVC
words
Give the sound when shown the
graphemes learnt in phases 2 and 3
Match the phase 2 and 3 phonemes
to their grapheme
Starting to build a stock of high frequency words
4
Teaching words containing adjacent consonants
(CVCCs, CCVCs, etc.)
Continuing to focus on blending and segmenting
skills
Increasing the stock of high frequency words
Blend adjacent consonants in
words and apply this skill when
reading unfamiliar texts, eg.
spoon, cried, nest
Segment adjacent consonants in
words and apply this in spelling
Presentation slide 6.2b
Letters and Sounds phase descriptors (3)
Phase
Descriptor
Knowledge
5
Teaching children the concept of alternative
representations of long vowel phonemes already
taught and that some graphemes can be
pronounced in more than one way eg. The letter g
can be both hard as in gate and soft as in giant
Use alternative ways of pronouncing
and spelling the graphemes
corresponding to long vowel
phonemes eg. /oe/o-e, o, oa ow
Teaching children to read phonically decodable
two- and three-syllable words
Read phonically decodable two- and
three-syllable words e.g. bleating,
frogspawn, shopkeeper
Spell complex words using
phonically plausible attempts
Increasing the stock of high frequency words
6
Teaching children less common grapheme–
phoneme correspondences
Embedding and consolidating the learning from
previous phases to become fluent readers and
increasingly accurate spellers
Apply their phonic skills and
knowledge to recognise and spell an
increasing number of complex words
Are secure with less common
grapheme-phoneme
correspondences, eg. could, two
laugh
Can recognise phonic irregularities
Presentation slide 6.2c
Vowel grapheme-phoneme correspondences
train
shout
meat
first
light
dew
spoil
late
burn
door
try
boy
road
moon
lay
term
bear
down
field
stole
stairs
sweet
coin
hare
toe
cute
mine
round
tore
born
Presentation slide 6.3
Recognising vowel sounds: activity answers
angel
even
find
post
union/blue
train
sweet
mine
toe
cute
lay
field
try
stole
dew
late
meat
light
road
moon
toy
work
clown
fair
warn
coin
burn
down
bear
tore
boy
term
shout
hare
door
spoil
first
round
stairs
born
Presentation slide 6.4
‘The simple view of reading’ (1)
Key priorities for beginner readers:
•
Language comprehension skills – understanding,
interpreting, engaging with and responding to texts –
through talking about and engaging with different texts
•
Word recognition knowledge and skills through ‘highquality 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
Presentation slide 7.1a
‘The simple view of reading’ (2)
Presentation slide 7.1b
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
Presentation slide 7.2a
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 reading accurately and
with confidence by the end of year 2
TAs will work with teachers to aid children’s successful learning
by helping children 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
Presentation slide 7.2b
The beginner reader (3)
TAs will work with teachers to aid children’s successful 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 segmenting for spelling is the reverse of blending
learn one grapheme for each of the 43 spoken sounds in English
(see the phonics training part of this training).
establish a store of familiar words
Presentation slide 7.2c
Making learning to read successful and fun
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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 children’s 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 to them
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 Early Years Foundation Stage and Primary
Framework (literacy).
Presentation slide 7.3
Understanding, interpreting, engaging
and responding to texts
The ability of understand and appreciate written texts continues to
develop throughout life
Consider how TAs and teachers might help children 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 effect.
TAs and teachers will encourage many reading activities, including shared,
guided and independent reading, sometimes using ICT.
Presentation slide 7.4
Teaching writing
Writing strands in the Primary Framework:
•
•
•
•
Creating and shaping texts
Text structure and organisation
Sentence structure and punctuation
Presentation
Writing should be taught through all areas of learning and
underpinned by opportunities for speaking and listening.
Writing is taught through a mixture of whole-class shared work, adultled group and independent work and freely chosen activities.
Presentation slide 8.1
Developing handwriting skills
1. Activities to develop hand control
• 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.
Presentation slide 8.2