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1 The National Literacy Strategy Early Literacy Support Training day 1 Quality First Teaching.

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Presentation on theme: "1 The National Literacy Strategy Early Literacy Support Training day 1 Quality First Teaching."— Presentation transcript:


2 1 The National Literacy Strategy Early Literacy Support Training day 1 Quality First Teaching

3 2 Year 1 Intervention Objectives for Training Day 1 To:  Outline the key features of Y1 Intervention Programme;  Extend understanding of how children learn to read and write;  Examine how an increased understanding of the process can improve teaching in the Literacy Hour in YR and Y1;  Discuss the role of the teaching assistant in strengthening quality of teaching and learning in Y1 classrooms. The National Literacy Strategy

4 3 Key Principles  Intervention must operate in a context of quality first teaching in YR and Y1 classes.  Early intervention is the key to ensuring long term literacy success and the prevention of failure. The National Literacy Strategy

5 4 The structure of ELS Y1 Term 1:  Quality whole class teaching supported by teaching assistant. Y1 Term 2 (12 weeks)  ‘At risk’ group supported through an additional 20 minute daily literacy session delivered by TA outside of the Literacy Hour. Pupils included in the programme will receive 60 additional literacy sessions. The National Literacy Strategy

6 5 Y1 Term 3  On going monitoring and assessment which will be used to plan further support for children who may require it. The structure of ELS The National Literacy Strategy

7 6  Supporting learning  Behaviour management  Resource management  Assisting teaching  Supervision  An extra pair of eyes and ears The role of the teaching assistant in the Literacy Hour The National Literacy Strategy

8 7  Guided talk  Repeating parts of the Literacy Hour  Retelling stories  Using PiPs materials and other word level materials  Pre- teaching prior to the Literacy Hour  Supporting literacy across the curriculum Use of teaching assistant during additional literacy time The National Literacy Strategy

9 8 The elements of the Literacy Hour The National Literacy Strategy Group and independent work approx 20 mins Whole class approx 15 mins Whole class approx 15 mins Whole class approx 10 mins KS1 Shared text work (a balance of reading and writing). KS1 Focused word work. KS1 Reviewing, reflecting, consolidating teaching points, and presenting work covered in the lesson. KS1 Independent read, writing or word work, while the teacher works with at least two ability groups each day on guided text work (reading or writing).

10 9 Aims of session 2  To develop understanding of how Shared Writing can be more effectively used as a teaching strategy.  To demonstrate the crucial role that talk has in the teaching of writing, particularly when collaborating with children during shared writing.  To demonstrate a range of teaching strategies that can be used during Shared Writing. The National Literacy Strategy

11 10 Principles of Shared Writing:  work with the whole class to demonstrate, explore and discuss the choices writers make;  Make the links between reading and writing explicit – written texts as models for writing;  Scaffold aspects of writing – helping children understand and apply specific skills and strategies;  Focus on particular aspects of the writing process:  Planning  Composing  Revising, editing, redrafting. Shared Writing The National Literacy Strategy

12 11 Shared Writing Kind of text:  Normally linked to Shared Reading;  Uses ideas, words, spelling patterns, themes and structures from the shared text as a basis for writing;  Based on the range of the fiction, poetry and non-fiction texts. The National Literacy Strategy

13 12 Shared Writing Teacher’s role:  To demonstrate the way that writers work;  Frequently to act as a scribe recording on a flip chart;  To develop and refine ideas;  To work at a level beyond children’s independent writing;  To free the children to concentrate on composition. The National Literacy Strategy

14 13 Shared Writing Child’s role:  To contribute their own ideas;  To identify features in the shared text to use in writing;  To begin to incorporate the modelling of teaching objectives into their own writing in guided/independent work. Timing:  During the whole class teaching segment of the Literacy Hour The National Literacy Strategy

15 14 Shared Writing in Y1 Video will demonstrate:  the organisation of shared writing;  the type of talk which is at the heart of effective teaching during a shared writing session;  how the careful composition of one or two sentences is more effective than a lengthy piece;  teaching information writing;  how a classroom assistant can support a small group of children;  strategies for involving the whole class. The National Literacy Strategy

16 15 Context of Video Clip Year 1 class:  Multi-ethnic catchment area;  Children have been working on non-fiction reading and writing on the theme of ‘Toys’ and this has been linked to other curricular areas;  Children have been reading and discussing the function of picture captions in shared reading;  Teacher has planned to do some shared writing;  On the previous day pupils drew a picture of their favourite toys. The National Literacy Strategy

17 16 Year 1 term 1 Objective:  To write captions for their own work, e.g. for display in class books.(Y1 Term 1 and also a YR objective) The National Literacy Strategy Context of Video Clip

18 17 Activity Use Handout 9 Whilst you are watching the video, make brief notes in the appropriate columns, about what the teacher and the TA are doing  The National Literacy Strategy

19 18 Key Features of Shared Writing During Shared Writing it is important to:  agree how the audience and purpose of the writing task determines the structure, grammatical features and content;  use specific objectives which are limited;  rehearse sentences before writing them down, thus giving insight into how to compose in sentences;  encourage the automatic habit of basic elements, e.g. capital letters and full stops; The National Literacy Strategy

20 19  constantly and cumulatively reread to gain a flow from one sentence into another and also to check for improvements or errors;  explain why one decision is preferable;  Keep the session well paced to ensure pupils’ attention is not lost;  check for misconceptions and deal with them;  occasionally make deliberate errors so as to focus on tackling common errors or on errors related to a specific teaching objective. Key Features of Shared Writing The National Literacy Strategy

21 20 Shared Writing demonstrates:  what being a writer means: the composing, the oral rehearsing, the writing and re-reading;  how the writing system works at word, sentence and text level in the range of different written forms, literary (stories, poetry) and non-literary (information texts). Return to key principles The National Literacy Strategy

22 21 Session 3 Aims  To deepen our understanding of the reading process.  To observe and discuss Guided Reading.  To explore the relationship between assessment and teaching.  To explore the role of the Teaching Assistant in guided reading. The National Literacy Strategy

23 22 The Searchlights Model TEXT Grammatical Knowledge Phonics (Sounds and spelling) Knowledge of text Word recognition and Graphic knowledge The National Literacy Strategy

24 23 Principles of Guided Reading  The aim of every guided reading session is to encourage and extend independent reading skills.  Groups of children work together on the same text.  Texts are selected to match the reading ability of the group.  The teacher leads the session, guiding the children to focus on word, sentence and text level objectives.  While working with the group the teacher gives focused attention to individuals as they read. The National Literacy Strategy

25 24 Guided Reading The text used is…  in multiple copies;  matched to ability level of each group;  challenging but not so difficult as to disrupt the flow of reading;  usually new to the group, not known;  normally new each session for beginning readers;  based on a range of text – fiction and non- fiction. The National Literacy Strategy

26 25 Guided Reading The teachers’ role is…  to set teaching objectives;  to indicate an appropriate level of text. The National Literacy Strategy

27 26 Guided Reading The adults’ role is…  essentially one of group manager;  to help children learn and apply the full range of reading strategies;  to support children to read independently;  to assess children and record their progress – groups will not remain the same;  to ask questions, promote discussion and interact with the children to extend their thinking. The National Literacy Strategy

28 27 Guided Reading the child’s role is…  to read and interpret the texts as independently as possible;  to practice and consolidate what they have learnt;  to develop personal responses and find evidence in the text to support their responses;  to predict, infer and deduct. Timing  During the independent activities segment of the Literacy Hour. The National Literacy Strategy

29 28 Suggested Teaching Sequence for Guided Reading  Decide on the objectives for the group.  Select a text.  Introduce the book.  Independent reading.  Return to the text.  Respond to the text. The National Literacy Strategy

30 29 Activity Reflection on Observations Y1 teachers and teaching assistants: Using your observations of the guided reading session and referring to the principles and structure of guided reading, spend 10 minutes discussing how you would organise guided reading. Come up with three action points YR : Discuss how you can organise guided reading in your class and come up with 3 action points.  The National Literacy Strategy

31 30 Guided Reading summary  Guided reading enables the teacher to support the child as they read.  Texts chosen are challenging to the children but not too difficult to disrupt the flow of reading.  Good readers exhibit a wide range of reading behaviours and utilise all the searchlights.  Careful observations and monitoring of the sessions can show the teacher how the child is processing print and where future teaching may be needed. The National Literacy Strategy

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