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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.
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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
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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)
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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.
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