The chance to use for a specializer duty in back uping literacy development has arisen in your educational environment. For your interview you have been asked to fix information to demo that you can:
Literacy means the ability to read and compose. Merely late has the word ‘literacy’ been applied as the unequivocal term for reading and authorship. largely since the debut of the National Literacy Strategy in schools. The accomplishments of reading and composing complement each other and develop together. it hence makes sense to utilize the term ‘literacy’ . Reading and composing are signifiers of communicating based on the spoken linguistic communication. Effective speech production and hearing accomplishments are indispensable in order to develop literacy accomplishments. The patterned advance of literacy accomplishments is a critical facet of development and acquisition. Without the ability to read. compose and listen kids and immature people may non be able to work efficaciously in school. college. university or at work or communicate with others about their thoughts and take part to the full and safely in the community.
Literacy enables kids and immature people to show themselves creatively and fruitfully. The bulk of occupations and callings rely on an component of basic literacy ( and numeracy ) accomplishments. Literacy is required in our mundane lives. to maintain us safe by being able to read marks and follow instructions. read waies. reading newspapers. formulas. nutrient labels. covering with family fundss. Literacy besides enables us to come on with engineering by being able usage computing machines aptly. surfing the cyberspace and being able to read and compose electronic mails. As the bosom of all acquisition lies the two key accomplishments. literacy and numeracy. Literacy is perchance the more of import of both accomplishments as kids and immature people need literacy in order to entree farther curriculum countries. e. g in order to near a numeracy job. the inquiry needs to be read and understood before the reply can get down to be found.
The development of literacy is of import from an early age for all kids and immature people. As Teaching Assistants it is likely that we will be back uping kids and immature people with communicating troubles or other Particular Educational Needs which could hold an impact on their literacy accomplishments. a state of affairs may besides originate where English is non the first linguistic communication. It is of import that kids and immature people are encouraged to research the manner the English linguistic communication plants. e. g phonics for vocabulary. reading. authorship and spelling. This will enable kids and immature people to derive cognition to be able to read. compose and spell confidently.
The acquisition aims are associated to 12 strands in literacy to show patterned advance in each strand. The strands are as follows: – Speak and listen for a broad scope of intents in different contexts
2. Listening and reacting
3. Group treatment and interaction
Read and compose for a scope of intents on paper and on screen 5. Word acknowledgment: decryption ( reading ) and encoding ( spelling )
6. Word Structure and spelling
7. Understanding and interpretation texts
8. Engaging and reacting to texts
9. Creating and defining texts
10. Text construction and administration
11. Sentence construction and punctuation
Within my scene we aim to promote kids and immature people to be able read and compose with assurance. eloquence and apprehension. to be able to orchestrate a full scope of reading cues ( phonic. in writing. syntactic. contextual ) to supervise their read and be able to rectify their ain errors. To understand the sound and spelling system and utilize this to read and spell accurately. hold fluent. legible and cursive script. To hold an involvement in words and their significances and a turning vocabulary. To cognize. understand and be able to compose a figure of genres in fiction and poesy. understand and be familiar with some of the ways in which narrations are structured through basic literacy thoughts of puting. character and secret plan. The ability to understand. usage and be able to compose a scope of non-fiction texts. program. bill of exchange. revision and redact their ain authorship. hold a suited proficient vocabulary through which to understand and discourse their reading and authorship.
Childs are encouraged to be interested in books. read with enjoyment and evaluate and warrant their penchants. Develop their ain powers of imaginativeness. ingeniousness and critical consciousness through reading and composing. In the Foundation Stage ( Nursery and Reception ) – Children and immature people should be given the chance to talk. listen and stand for thoughts in their activities. Use communicating. linguistic communication and English in every portion of the course of study and to go immersed in an environment rich in print and possibilities for communicating. All Key Stage 1 ( Old ages 1 and 2 ) – Children and immature people should larn to talk confidently and listen to what others have to state. They should get down to read and compose independently ( utilizing phonic cognition ) and with enthusiasm. They should be utilizing linguistic communication to research their ain experiences and fanciful words. All Key Stage 2 ( Years 3-6 ) – Children and immature people should larn to alter the manner they speak and write to accommodate appropriate state of affairss. intents and audiences.
They should read a scope of texts and respond to different beds of significance in them. They should research the usage of linguistic communication in literary and non-literary texts and larn how the construction of linguistic communication plants. Intervention groups are offered in speech production. reading. authorship and hearing to those kids and immature people who are under-attaining and supporter groups for the more able. Where the students public presentation is significantly below norm we will seek specialist proviso such as address therapy. EAL programmes and reading recovery will be accessed as needed. In Key phases 1 and 2. English Sessionss use the National Strategy unit programs ( our ain versions ) concentrating on shared reading. shared and guided authorship and bring forthing sustained results. Further lessons are besides used for focussed activities in phonics. guided reading and comprehension. In Key Stage 1 there is a day-to-day phonics session. daily guided reading and English lesson. There is one discrete handwriting session each hebdomad. In add-on to this. there is besides a slot used for the development of speech production and hearing and the category narrative. In lower Key Stage 2 there is besides a day-to-day phonics session. four guided reading Sessionss and a day-to-day English lesson. There is one discrete handwriting session every two weeks.
Additionally there is besides a slot used for the development of speech production and hearing and the category narrative. In upper Key Stage 2 there is a day-to-day phonics/spelling session. four guided reading Sessionss and a day-to-day English lesson. There is one discrete handwriting session every two weeks. Additional there is a slot used for the development of speech production and hearing and the category narrative. The monitoring and rating of the English policy is the duty of the English co-ordinator who is responsible to the caput instructor and the governors for the development of English throughout the school.
This is to be achieved in a assortment of ways: Regular treatments with staff refering the advancement of groups and persons Involvement in long and average term planning across the school in English Regular schoolroom observation and working aboard co-workers to assist place strengths and failings. to supply support to single staff where appropriate Regular monitoring of resources. planning and children’s work Reviewing of appraisal results and informations to measure the quality of larning in English throughout the school. Checking that within a cardinal phase there is coverage of the full English course of study in line with national course of study demands. the early acquisition ends and current National Primary Framework aims ( where used ) Checking that appropriate chances to raise multicultural and gender issues are created and taken Ensure that the clip spent on the instruction of English is run intoing our students needs Literacy Lessons are the same clip each twenty-four hours. after forenoon interruption clip. They are broken down into phonics and spelling. guided reading and English. The lesson starts at 10. 45 and coatings at 12. 30pm. The kids start by garnering on the rug country to be given an overview of what is go oning in the day’s lesson.
As a Teaching Assistant a treatment would hold taken topographic point with the Class Teacher prior to the lesson taking topographic point to set up the lesson program and what is expected of you for the lesson. Some Teaching Assistants may hold been involved with elements of be aftering a lesson and able to give their ain thoughts as to how is the best manner to transport out activities. It may be that you work with a designated group of kids who have development issues and necessitate more attending. It is of import that the Teaching Assistant works together with the category Teach to supervise the advancement of students in all countries of literacy development. This will normally guarantee that the kids and immature people are focused and able to run into the larning aims. Some students will necessitate more encouragement to take part than others through the usage of congratulations and feedback. whilst placing any concerns or jobs they may hold.
Monitoring of the kids and immature people besides involves the relaying of information to the Class Teacher in regard of larning aims and feedback as to how the undertakings were managed and how to accomplish their ends traveling forwards. We besides carry out intercession activities in my scene where a group of kids are taken out of the lesson by a Teaching Assistant to transport out some extra literacy activities to concentrate on undertakings such as sounds of missive groups. reading Sessionss and basic spellings to assist better their literacy development. There are besides groups of kids who are taken out of lessons 3 times a hebdomad to transport out extra reading activities to assist better their reading accomplishments.
In our schoolrooms. we besides use a ‘working wall display’ to demo the cardinal acquisition aims for the footings activities and the students are able to utilize this to help with their acquisition independently. Within my scene we besides have a reading spouses lesson on a Thursday forenoon where twelvemonth groups visit other category suites and read with each other. e. g Year 4 read with response. Year 3 read with twelvemonth 1 and twelvemonth 2 with twelvemonth 5. This gives kids and immature people to the opportunity to derive assurance in reading and speech production in forepart of other kids who are of a different age and more developed.
Burnham. L. Baker. B ( 2010 ) Level 3 Diploma Supporting Teaching and Learning in Schools ( Primary ) . Harlow. Heinemann portion of Pearson
Burnham. L ( 2002 ) Brilliant Teaching Assistant. Prentice Hall
Kamen. T ( 2008 ) 2nd Edition Teaching Assistants Handbook NVQ & A ; SVQ Levels 2 & A ;
3. Maidstone. Hodder Education
Primary School Literacy Curriculum Policy overview