1 the national literacy strategy early literacy support training day 1 quality first teaching

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The NationalLiteracy StrategyEarly Literacy Support

Training day 1 Quality First Teaching

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Year 1 InterventionObjectives 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

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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.


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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.


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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


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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


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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


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The elements of the Literacy Hour


Group and independent work approx

20mins

Whole class approx

15mins

Whole class approx

15mins

Whole class

approx

10mins

KS1Shared text work (a balance of reading and writing).

KS1Focused word work.

KS1Reviewing, reflecting, consolidating teaching points, and presenting work covered in the lesson.

KS1Independent read, writing or word work, while the teacher works with at least two ability groups each day on guided text work (reading or writing).

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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.


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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


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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.


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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.


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Shared WritingChild’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


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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.


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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.


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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)


Context of Video Clip

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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


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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;


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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


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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


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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.


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The Searchlights Model

TEXT GrammaticalKnowledge

Phonics(Sounds and spelling)

Knowledge of text

Word recognition andGraphic knowledge


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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.


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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.


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Guided Reading

The teachers’ role is… to set teaching objectives; to indicate an appropriate level of text.


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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.


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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.


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Suggested Teaching Sequence for Guided Reading

1. Decide on the objectives for the group.

2. Select a text.3. Introduce the book.4. Independent reading.5. Return to the text.6. Respond to the text.


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ActivityReflection 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.


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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.


1 the national literacy strategy early literacy support training day 1 quality first teaching

Documents

teaching of writing

teaching slide

teaching strategy

class teaching

quality of teaching

additional literacy

additional literacy

teaching supervision