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Early Literacy Support

Early Literacy Support. Sue Cove – Primary Strategy Consultant. Key Principles. The ‘Ferrari’ model of intervention programmes Quality first teaching Early identification of need Support and partnership Builds on success to secure practise and apply key learning objectives

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Early Literacy Support

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  1. Early Literacy Support Sue Cove – Primary Strategy Consultant

  2. Key Principles • The ‘Ferrari’ model of intervention programmes • Quality first teaching • Early identification of need • Support and partnership • Builds on success to secure practise and apply key learning objectives www.standards.dfes.gov.uk/literacy

  3. Overview and structure Y1 T1- Quality whole class teaching supported by Teaching Assistant. Y1 T2- Whole class teaching – selected group supported by additional 20 minute daily literacy session delivered by the Teaching assistant outside the hour. Y1 T3- Continued whole class teaching supported by teaching assistant. On- going monitoring and assessment may be used to plan further support for children who may need it.

  4. Books for ELS • Goldilocks and the Three Bears- Janet Hillman • Kings court Big Book • Polar Bear, Polar Bear, what do you hear?- Eric Carle • Suddenly!- Colin McNaughton • Whose Baby?- Jason Amber • Rigby Red Giant • Look for me in this ABC- • Rigby Red Giant • Simple Dictionary eg: Minibeasts Discovery World • Heinemann • Cinderella- Stan Cullimore • Pelican Longman • Top- up texts • Terrible Tiger- Julia Jarman • Rigby Star • ISBN-0433027738 • Fun Things to Make and Do- Rosie Casselden • Heinemann Discovery World • ISBN- 043509 4610 • Where’s my Teddy?- Jez Alborough • Walker Books • ISBN- 074453058x • Stone Soup-Alison Hawes • Rigby Star • ISBN 0433027959 • Madeleine Lindley Ltd • Tel:0161 683 4400 Fax-0161 682 6801 • e-mail:books@madeleinelindley.com

  5. Resources • Puppet www.puppetsbypost.com • Resources- ‘ the Trolley’- organisation and ‘top- ups’ TTS www.tts-group.co.uk • PIPS booklet – DfES 0845 60 222 60 • Parents

  6. The role of the Teaching Assistant • Support and partnership • Supporting learning • Resource management • Behaviour management

  7. ScreeningTo compliment and confirm • Autumn Term • On- going assessment • Word level screen Phonics / HF words / Rhyme • Reading screen Guided Reading / Running record? • Writing screen EY checklist • Speaking and listening screen Shared reading

  8. ? Open Questions Range of responses Encourage thinking Make demands Challenge ? Closed Questions Correct answer Recall of facts Low demands Lack challenge Questioning 5 second ‘wait time’- optimum time to process and respond to a question

  9. Y1T1 Selection of ELS target group Child broadly on track against Y1 T1 objectives Yes Screen priority pupils No ELS No Consider other information about pupils ( age, SEN EAL etc Yes Additional support already in place ? No Maintain support Effective? Yes Review provision No ELS meets pupil targets(?) No Yes • Prioritise children by considering: • Age • Existing support • Negative indicators, e.g. behavioural difficulties ELS ELS Begin ELS with first target group of 5 or 6 pupils Consider provision for further groups ,e.g. Summer Term

  10. Lessons • Oral opener • Phonics Five • Text Ten • Fast Finisher • Take Away

  11. Progress ChecksTop – up sessions and Exit strategy • Progress checks -End of week 4, 8, 12 • Children are acquiring and applying key skills • Follow up • Top up sessions-3 sessions a week for 4 weeks- • Exit Strategy

  12. Are pupils secure on all elements ( or majority) on Progress Check 3 Yes No ELS EXIT STRATEGY No further support Good progress but insecure on specific Elements of Progress Checks 2 +3 Limited progress- secure on only Specific aspects of Progress Check 1 Yes Yes • Provide further support of • Y1 term 2 objectives and PIP steps • according to need, e.g. • ‘Top- up’ sessions revisiting selected ELS • Sessions with trained teaching assistants • ( e.g. 3 x 20 mins for 4 weeks) • Re-run elements of Phonics Five Step 5 ( weeks 9-12) • Guided Reading based on Weeks 9-12 using different texts • Guided Writing based on Weeks 9-12 using different contexts, • linked to class work • Review SEN provision • Seek expert advice • Provide additional support according to • need • Provide structured support programme • according to specific areas of difficulty

  13. Celebrating success ! It helped me remember the word when Amanda showed us the words then covered them up…it helped me when I wanted to write them down. Mia What can I say? Her self- esteem has risen and she has been helped to catch-up. It was a way I could be involved at home and I was relieved to think something was being done instead of storing up problems. She really enjoyed it. Mia’s Mum I think it’s given me confidence as well as the children. It’s good to hear from the teachers and parents that they’ve noticed the changes. Amanda T.A All the children made some progress and are coping better as Year 2’s. Some are still a concern but we’re going to run the Top-up sessions with them. Liz- Teacher

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