Presentation slide 1.1a Aims of the module To provide TAs with the knowledge and strategies for...

Presentation slide 1.1a

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 1.1b

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 1.2

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


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


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


Reading strands

5. Word recognition, decoding (reading) and encoding (spelling)

6. Word structure and spelling7. Understanding and interpreting texts8. 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.


Writing strands

9. Creating and shaping texts

10. Text structure and organisation

11. Sentence structure and punctuation

12. Presentation


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


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


Resource management

• Preparing, distributing and collecting resources

• Helping pupils use resources

• Supporting the effective use of teaching ‘props’eg. changing screens on whiteboards


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


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


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


Primary Framework for Literacy and MathematicsLetters and sounds


Developing Early Writing


Grammar for Writing


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


Supporting Pupils Learning English as an Additional Language


Early Literacy Support(revised version available from January 2008)


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


Further Literacy Support


Every Child Matters: Change for Children


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


The Independent Review of the Teaching of Early Reading (Rose Review)


John H Farniscan


Phonics is...

Phonics = +skills of segmentation

and blendingknowledge of the alphabetic code


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

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


Phonics is...




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 & experiment with sounds and spoken wordsDistinguish between different sounds in the environment and phonemesShow awareness of rhyme and alliterationBegin 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




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 4.6c



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


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


Phoneme count

Phases 1 and 2

h-a-t

Phases 3 and 4


Phoneme count

Phases 1 and 2

h-a-t

Phases 3 and 4

b-l-a-n-k


Phoneme count

Phases 1 and 2

h-a-t

d-o-ll

Phases 3 and 4

b-l-a-n-k

Presentation slide 4.7d

Phoneme count

Phases 1 and 2

h-a-t

d-o-ll

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

Presentation slide 4.7f

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 4.7g

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

Presentation slide 4.7h

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


Phonics is...






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 wordsDistinguish between different sounds in the environment and phonemesShow awareness of rhyme and alliterationBegin 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




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


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




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


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


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


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


‘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


‘The simple view of reading’ (2)


The beginner reader (1)

Promoting enjoyment and language comprehensionFor 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 enhancelearning 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


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


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


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


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


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


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


Integrating the four strands for literacy – the teaching process

Familiarisation with the

genre / text type

Capturing ideas

Teacher demonstration

Teacher scribing

Supported writing

Guided writingIndependent writing

Presentation slide 1.1a Aims of the module To provide TAs with the knowledge and strategies for...

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