1. To introduce TAs to an overview of the literacy curriculum
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
Presentation slide 1.1a

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
Presentation slide 1.1b

3. Literacy intervention programmes
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

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
Presentation slide 1.3

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
Presentation slide 1.4

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.
Presentation slide 1.5

7. Writing strands 9. Creating and shaping texts
10. Text structure and organisation
11. Sentence structure and punctuation
12. Presentation
Presentation slide 1.6

8. 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
Presentation slide 2.1

9. Behaviour management
Sitting alongside a pupil with challenging behaviour
Focusing a pupil’s/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
Presentation slide 2.2

10. Resource management Preparing, distributing and collecting resources
Helping pupils use resources
Supporting the effective use of teaching ‘props’ eg. changing screens on whiteboards
Presentation slide 2.3

11. An extra pair of eyes Observing individual pupils
Noting who ‘can’ and who ‘can’t’ 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
Presentation slide 2.4

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 school’s assessment systems
Presentation slide 2.5

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
Presentation slide 2.6

14. Primary Framework for Literacy and Mathematics Letters and sounds
Presentation slide 3.1

15. Developing Early Writing
Presentation slide 3.2

16. Grammar for Writing
Presentation slide 3.3

17. Excellence and Enjoyment: Learning and Teaching for Bilingual Children in the Primary Years
Presentation slide 3.4

18. Supporting Pupils Learning English as an Additional Language
Presentation slide 3.5

19. Early Literacy Support (revised version available from January 2008)
Presentation slide 3.6

20. Year 3 Literacy Support for Teachers working in Partnership with Teaching Assistants - Sir Kit’s Quest
Presentation slide 3.7

21. Further Literacy Support
Presentation slide 3.8

22. Every Child Matters: Change for Children
Presentation slide 3.9

23. Speaking, Listening and Learning: Working with children in key stages 1 & 2, teaching objectives & classroom activities
Presentation slide 3.10

24. The Independent Review of the Teaching of Early Reading (Rose Review)
Presentation slide 3.11

25. John H Farniscan
Presentation slide 4.1

26. Phonics = + Phonics is... skills of segmentation and blending
knowledge of the alphabetic code
Presentation slide 4.2

27. The alphabetic code Consonant Representative words 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

28. Pronouncing phonemes 1. f l m n r s sh v th z x 2. c p t ch h 3. b d gw qu y
Presentation slide 4.4

29. Phonics = + Phonics is... skills of segmentation and blending
knowledge of the alphabetic code
Presentation slide 4.5

30. Letters and Sounds phase descriptors (1)
Knowledge 1
Developing, among other skills, phonological awareness without any teaching of graphic representations ( though children may of course know some letters)
Explore & 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:
- Grapheme-phoneme correspondences
- Blending
- Segmenting
Know that words are constructed from phonemes and that phonemes are represented by graphemes
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

31. Letters and Sounds phase descriptors (2)
Knowledge 3
Teaching 43 phonemes in the English language and their most common representations, including each of the long vowel phonemes: ee, ai, oa, ie, & both sounds for oo (moon, book) as well as or, ar, er, ow, oy, air, ear
Consolidating the skills of blending and segmenting
Starting to build a stock of high frequency words
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 4
Teaching words containing adjacent consonants (CVCCs, CCVCs, etc.)
Continuing to focus on blending & 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

32. Letters and Sounds phase descriptors (3)
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
Teaching children to read phonically decodable two- and three-syllable words
Increasing the stock of high frequency words
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 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

33. Phoneme count Phases 1 and 2 h-a-t Phases 3 and 4
Presentation slide 4.7a

34. Phoneme count Phases 1 and 2 h-a-t Phases 3 and 4 b-l-a-n-k
Presentation slide 4.7b

35. Phoneme count Phases 1 and 2 h-a-t d-o-ll Phases 3 and 4 b-l-a-n-k
Presentation slide 4.7c

36. Phoneme count Phases 3 and 4 Phases 1 and 2 h-a-t b-l-a-n-k d-o-ll
ch-i-p
Presentation slide 4.7d

37. Phoneme count Phases 3 and 4 Phases 1 and 2 h-a-t b-l-a-n-k d-o-ll
c-u-ff
Phases 3 and 4
b-l-a-n-k
ch-i-p
Presentation slide 4.7e

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
Presentation slide 4.7f

39. Phoneme count Phases 1 and 2 Phases 3 and 4 b-l-a-n-k ch-i-p r-u-sh
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
Presentation slide 4.7g

40. 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
Presentation slide 4.7h

41. Phonics = + Phonics is... skills of segmentation and blending
knowledge of the alphabetic code
Presentation slide 6.1

42. Letters and Sounds phase descriptors (1)
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:
- Grapheme-phoneme correspondences
- Blending
- Segmenting
Know that words are constructed from phonemes and that phonemes are represented by graphemes
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

43. Letters and Sounds phase descriptors (2)
Knowledge 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
Starting to build a stock of high frequency words
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 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

44. Letters and Sounds phase descriptors (3)
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
Teaching children to read phonically decodable two- and three-syllable words
Increasing the stock of high frequency words
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 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

45. Vowel grapheme-phoneme correspondences
train
shout
meat
first
light
dew
spoil
late
burn
door
try
boy
road
moon
tore
lay
term
bear
down
field
stole
stairs
sweet
coin
hare
toe
cute
mine
round
born
Presentation slide 6.3

46. 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

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
Presentation slide 7.1a

48. ‘The simple view of reading’ (2)
Presentation slide 7.1b

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
Presentation slide 7.2a

50. 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 children’s 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
Presentation slide 7.2b

51. The beginner reader (2), continued
TAs will work with teachers to aid children’s 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
Presentation slide 7.2c

52. 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 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
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 Framework’s core strands
Presentation slide 7.3

53. 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
Presentation slide 7.4a

54. 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
Presentation slide 7.4b

55. 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
Presentation slide 8.1

56. Integrating the four strands for literacy – the teaching process
Familiarisation with the genre / text type
Capturing ideas
Teacher demonstration
Teacher scribing Supported writing Guided writing
Independent writing
Presentation slide 8.2