1. Unit 9 Supporting emergent literacy
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2. LO3 Understand current frameworks in relation to emergent literacy.
AC 3.1 Discuss the role of the early years practitioner when meeting current framework requirements for:
communication and language
Literacy.
LO4 Understand strategies which support emergent literacy.
AC 4.1 Discuss strategies to support the development of emergent literacy.
AC 4.2 Explain the use of systematic synthetic phonics in the teaching of reading.
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3. Tell your partner about a storybook you remember from your childhood.
LO3 Understand current frameworks in relation to emergent literacy [AC 3.1]
Time: 15 mins
Tell your partner about a storybook you remember from your childhood.
Did you read it yourself or was it read to you?
Why does it stick in your mind?
Do you still have a copy of it?
Would you read it to children now?
Why?
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4. This prime area covers: Listening and attention Understanding
LO3 Understand current frameworks in relation to emergent literacy [AC 3.1]
Current frameworks
One of the four prime areas of the Early Years Foundation Stage (EYFS) is called Communication and language.
This prime area covers:
Listening and attention
Understanding
Speaking.
This involves children experiencing a language rich environment.
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5. LO3 Understand current frameworks in relation to emergent literacy [AC 3.1]
Time: 15 mins
Describe how your setting provides opportunities for each of the three areas within the prime area of ‘Communication and language’.
Listening and attention
Understanding
Speaking.
For each one consider:
Are opportunities freely available?
Do all children participate?
What do practitioners do if children are reluctant to talk?
Teacher notes:
Groups will need to discuss all three components of ‘Communication and language’ in relation to their own setting.
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6. The National Curriculum is broken down into Key Stages.
LO3 Understand current frameworks in relation to emergent literacy [AC 3.1]
Current frameworks
The National Curriculum is broken down into Key Stages.
At the ages of 5–7 children will be following Key Stage 1 (KS1).
During this stage children are expected to learn to be confident in their speech and to listen to others. They will also learn to read and write independently.
English at KS1 has three sections:
Speaking and listening
Reading
Writing.
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7. Consider a Key Stage 1 environment and discuss the following:
LO3 Understand current frameworks in relation to emergent literacy [AC 3.1]
Time: 15 mins
Consider a Key Stage 1 environment and discuss the following:
Is there time for all children to speak and be listened to?
Is reading fun at KS1?
If not, why not?
Is writing a chore for some children?
What happens if children cannot write?
How can practitioners ensure that a KS1 environment is as language rich as an EYFS environment?
Teacher notes:
This activity encourages learners to discuss whether literacy takes on a different importance in KS1, and whether children can lose their enthusiasm for literacy if it becomes hard work.
Useful resources:
English programmes of study for Key Stage 1 and 2 until July 2015 – statutory guidance documents
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8. LO4 Understand strategies which support emergent literacy [AC 4.1]
Developing emergent literacy
To support the development of emergent literacy in the Early Years Foundation Stage (EYFS) practitioners need to:
Use circle time to encourage speaking and listening skills
Tell stories to the children both with and without books
Engage children in interactive songs and rhymes
Paraphrase children’s spoken words to support understanding and development
Talk to the children during everyday activities
Provide a rich and exciting range of books in a comfortable, welcoming area.
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9. Developing emergent literacy
LO4 Understand strategies which support emergent literacy [AC 4.1]
Developing emergent literacy
To support the development of emergent literacy in Key Stage 1, practitioners need to:
Provide daily opportunities for children to speak and listen to others. A general chat about the day’s events or asking a child to tell you something specific about a piece of work will support speaking and listening
Encourage children to read a variety of texts both at school and at home. It is important that children enjoy what they are reading as this will encourage further reading
Develop their writing skills through daily, stage-appropriate activities. Writing should not be a chore as this may its affect development.
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10. LO4 Understand strategies which support emergent literacy [AC 4.1]
Time: 15 mins
In your group discuss how story time can support emergent literacy skills for children following the EYFS and at Key Stage 1.
Consider:
Age- and stage-appropriate books and props
Involving the children
The role of the adult
Follow-up activities
How would you support a child who does not engage in story time?
Teacher notes:
This activity covers both the EYFS and KS1.
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11. Systematic synthetic phonics
LO4 Understand strategies which support emergent literacy [AC 4.1]
Systematic synthetic phonics
Children need to learn how sounds correspond to letters so that they can learn to read and then to write.
When using phonics children are encouraged to sound out words.
A prime example is c-a-t.
These sounds are then linked together to make the word ‘cat’.
This can be done on an individual or group basis.
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12. Describe how your setting uses phonics. Discuss: How often is it used?
LO4 Understand strategies which support emergent literacy [AC 4.1]
Time: 15 mins
Describe how your setting uses phonics.
Discuss:
How often is it used?
How do children respond to sounding out words phonetically?
Do you see children doing it by themselves?
What are the benefits to the children in using this system?
Teacher notes:
Learners should consider every planned and spontaneous opportunity for children to sound out words.
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13. LO4 Understand strategies which support emergent literacy [AC 4. 1, 4
Time: 15 mins
Repetition of words and sounds helps children to learn them.
Look for a variety of songs and rhymes that use repetition. You could research using books, the internet, or use the existing resources within your setting.
Create your own list of songs and rhymes that use repetition and include a variety of topics, for example:
Colours
Numbers
People and places
Animals.
Teacher notes:
Songs that use repetition include:
‘Five Currant Buns’
‘Five Little Monkeys’
‘Ten Fat Sausages’
‘1, 2, 3, 4, 5, Once I Caught a Fish Alive’
‘Ten Green Bottles’.
Useful resources:
Website with a good selection of nursery rhymes – many of which have links to video/audio versions
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14. Being involved but not taking over Positive role modelling of language
LO4 Understand strategies which support emergent literacy [AC 4.1, 4.2]
Time: 15 mins
How would you support a child who is playing with a farm set to develop their emergent literacy skills?
Consider:
Being involved but not taking over
Positive role modelling of language
Opportunities to develop phonics.
Teacher notes:
Consider:
Animal names
Animal sounds
Predicting what may happen
Story telling
Positional language – next to, behind, in front.
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15. In this lesson we have learnt that:
Current frameworks support children to be in a language rich environment.
Strategies used to support the development of emergent literacy skills needs to be age and stage appropriate.
We are surrounded by opportunities to develop emergent literacy skills.
Phonics help children link sounds to letters.
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16. Name the three sections within ‘English’ at Key Stage 1.
Name the three sections within ‘Communication and language’ in the EYFS.
Name the three sections within ‘English’ at Key Stage 1.
Spell your name phonetically to a partner.
Name three things you may see when walking down the street that would support emergent literacy skills.
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