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Early Literacy Support

Objectives for the day. To familiarise delegates with the ELS programme and its recent changesTo establish links between Letters

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Early Literacy Support

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    1. Early Literacy Support

    2. Objectives for the day To familiarise delegates with the ELS programme and its recent changes To establish links between Letters & Sounds and ELS To establish criteria for selection of ELS children

    3. Overview of the Rose Report The review covers phonics but takes in all areas of good practice. Comprehension and decoding are essential to develop fluent & effective reading Both require specific teaching. The balance between these processes changes as children develop into fluent, accurate readers.

    4. The Simple View of Reading

    5.

    6. Key Changes Changed to be in line with the recommendations from the Rose Report Changes to ELS are aligned with Letters & Sounds but are compatible with other similar approaches Programme extended from 12 weeks to 16 weeks

    7. Investigation As a table group: Look at a Getting to know you session and summarise strengths

    8. Aims of Programme The ELS programme is a Wave 2 intervention programme with the intention that children will have reached age appropriate standards by the end of the programme Designed for Year 1 children who have already had access to high quality, systematic teaching of phonics during Early Years Foundation Stage Children will be secure at Phase 2 of Letters & Sounds but identified as needing support in Phase 3 and 4 Children will also need additional opportunities to apply their knowledge

    9. ELS: Overview of the Programme Planned in 5 modules for a teacher and trained TA to work in partnership The programme runs for 16 weeks starting during the first term of Year 1 5 x 20 minute sessions per week, additional to Literacy sessions

    10. Screening and Selection Use of Foundation Stage Profile Letters and Sounds Phonic Phase data Running Records Observational Data

    11. When and Where When The 20 minute sessions can take place at any time during the day. If this involves time being taken from other areas of the curriculum, a careful balance should be sought, so that one area is not affected more than another. Where An area should be identified that can be used for all of the sessions. If possible, opportunities should be provided for the teaching assistant to personalise and signal the space as the ELS area

    12. Contents of ELS Getting to know you sessions Links with whole-class teachings Guided Reading and Writing Take away activities Partnerships with parents

    13. Investigate a section of ELS

    14. Guided Reading and Writing The teacher retains overall responsibility for Guided Reading for the intervention group by: ? planning and teaching Guided Reading sessions with the group at least once a week (there are suggestions in the teachers notes about texts to choose that fit the theme of the intervention sessions) ? selecting the Guided Reading text for the teaching assistant to use on alternate weeks of the ELS programme (suggestions are included in the teachers notes).

    15. Parental Involvement 16 Take Home Sheets, one at the end of each week This is not homework! Opportunity for fun, parental involvement ELS success is not dependent on homework Adaptable sheets for individualised learning

    16. Available resources Letters and Sounds Foundation Stage Profile Artwork or PCMs an appendix to the file. The original ELS trolley, which contains a range of equipment to support the running of the sessions. Some new resources will need to be prepared in light of the phonic focus Web-based materials: all the information in the book and file is available online at www.standards.dcsf.gov.uk/literacy

    17. What will I do next?

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