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

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

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

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

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. Systematic 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 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

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

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

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

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

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

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

Developing Early Writing Presentation slide 3.2

Grammar for Writing Presentation slide 3.3

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

Supporting Pupils Learning English as an Additional Language Presentation slide 3.5

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

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

Further Literacy Support Presentation slide 3.8

Every Child Matters: Change for Children Presentation slide 3.9

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

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

John H Farniscan Presentation slide 4.1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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: 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

‘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 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

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

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

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

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

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

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