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Support literacy development Essay

The aims and importance of learning provision for literacy development

Learning provision for literacy development is important for pupils for several reasons. When pupils are developing their language skills they are learning to communicate with others in a variety of ways through speaking reading and writing. The three areas of language interact with each other to promote the child’s self expression and imagination. Children need to be given opportunity’s to use and extend their language in all subject areas so they can develop higher level thinking. [ Louise burnham, Brenda Baker,2010,pg206] Within my school literacy lesson will be planed by the teachers, the teacher will go over the lesson plan with the support staff before hand. Children will be put into ability groups. The teacher will teach the activity to the whole class and the pupils will give their ideas and thoughts on the literacy activity. The teacher will then give the work to the groups depending on their ability. The lower ability group will have the support of the support assistant.

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Within my school teaching literacy takes place in everyday classroom. The format of this teaching varies to include different activities for each day. Certain aspects of literacy are taught every week. The teachers are to ensure that the work planned is appropriate for the age stage and ability of the children. They use strategies such as talk partners and small group work to allow children to develop their oral skills and ability to communicate and cooperate with their peers. Emphasis is placed on the acquisition of effective oracy skills in the early years and foundation phase. Role play areas are set up in partnership with the children so that they can practice speaking Listening and drama based activities within a manful context. In the juniors teachers seek to build on and develop these oracy skills by planning dram role play activities, discussions debates and encouraging pupils to make individual or small group presentation.

Literacy development is important at an early age and is vital that these skills are accessible to all. Within my school we believe that phonics are introduced at an early age they are taught starting in nursery, This works well as the nursery class enjoy learning the jolly phonics songs and remember them well. This then helps the children when they start to read. Children will lower ability levels are taken grouply out of the class and given extra support by a support assistant This really helps the children come on well and result in higher ability levels.

Every morning within the classroom reading groups take turns daily to read with a support assistant or the class teacher this is called guided reading they read the group will read the same book and and the teacher and support assistant will record how the children have read into the record book and write down any words they were unfamiliar with so next time they will ask the child to read the words again, this has really helped the children with there reading. Also there are daily reader in each class that are struggling with their reading and these will read daily to the support assistant. Each week spelling tests are set for the older pupils of the school. Children with English as their second language are also give specialist support as a language specialist will come into the school and sit with the pupil through the literacy lesson.

The relevant policy and age related expectations of learners relevant to literacy development.

If you are supporting pupils literacy development you will need to be aware of your schools English or literacy policy. This will outline your schools approach to the teaching of reading, writing, speaking and listening and should follow local or national guidelines. The foundation stage divides the subject areas into language for communication, Language for thinking, Linking sounds and letters, Reading, Writing, Hand writing. At the time of writing the expectations for the end of the foundation stage are shown at the end of each strand. For example linking sounds and letters they are currently as follows, Hear and say sounds in words in order in which they occur, Link sounds to letters naming and sounding the letters of the alphabet. Use the phonic knowledge to write simple regular words and make phonetically plausible attempts to write more complex words. As children move onto key stage one learning objectives are then aligned with 12 strands of the national primary literacy framework. [Louise Burnham, Brenda Baker,2010,pg206]

Within my school teaching literacy takes place in everyday classroom. The format of this teaching varies to include different activities for each day. Certain aspects of literacy are taught every week. The teachers are to ensure that the work planned is appropriate for the age stage and ability of the children. They use strategies such as talk partners and small group work to allow children to develop their oral skills and ability to communicate and cooperate with their peers. Emphasis is placed on the acquisition of effective oracy skills in the early years and foundation phase. Role play areas are set up in partnership with the children so that they can practice speaking Listening and drama based activities within a meanful context. In the juniors teachers seek to build on and develop these oracy skills by planning dram role play activities, discussions debates and encouraging pupils to make individual or small group presentation.

Reading is taught from early years with the introduction of letter sounding eg jolly phonics in nursery, this is then continued in reception with the introduction of our foundation phase phonics, letter sounding are systematically taught and practices each week using a combination of digital and paper resources. Once children have gasped their sounds we then introduce the blending of the letters to make words and the children are given a reading book. In foundation phase each child reads aloud to the teacher or teaching assistant on a regular basis, this then can be adapted to include additional reading for pupils who require extra support.

In the juniors children follow the literary world scheme initially and then read from a broad selection of fiction and non fiction books. Their progress is monitored on a weekly basis by the teacher at this age pupils are allowed to take their books home to read. Shared and guided reading activities are taken place in both the foundation phase and the juniors department. Within my school there is a literacy policy set for the staff to follow, we believe that communication both oral and written is the key to educational progress, to social integration and to personal development and happiness. Literacy is about the development of fluent readers, confident writers and effective speaking and listeners. My school believes that it is the right of every child to become a competent and confident user of English language.

The teachers programme and plans for literacy development.

If you are suppurating children’s learning in literacy as in any other subject areas, you should have some prior discussions or knowledge of the planned activities. In many schools support staff will be given plans in advance or they may be on display in the classroom. You may also be involved in planning with the teacher and be able to give your own ideas as to how you might approach activities with pupils when you are at the planning stage. You may also have an input into planning for other subjects areas which support the development of literacy skills. You will also need to work with the teacher in order to monitor pupils progress in all areas of literacy development this will usually be through making sure that as you work on literacy activities children are focused and able to meet the learning objectives.

You may need to encourage the participation of some pupils through the use of praise and feedback and through clarifying any concerns or problems that they may have. Carefully monitoring of pupils progress also involves the communication of clear learning objectives and feeding back to the teacher at the end of the session to ensure that everyone is aware how children have managed the task. Within my school there is a literacy policy set for the staff to follow, we believe that communication both oral and written is the key to educational progress, to social integration and to personal development and happiness. Literacy is about the development of fluent readers, confident writers and effective speaking and listeners. My school believes that it is the right of every child to become a competent and confident user of English language.

My school aims to communicate confidently and clearly expressing opinions adapting talk to audience and purpose, using appropriate gestures, intonation and register in order to engage the listener. Listen to others and take account of the speaker, Respond thoughtfully and demonstrate the skills necessary for effective speaking and listening. It is important to encourage pupils to reflect on their own talk and that of ours, evaluating the effectiveness and suggest ways of improving their performance in relation to the task and the intended audience. We aim to develop the necessary skills to read confidently, fluently and with enjoyment and understanding.

We aim to demonstrate effective research skills confidently reading a range of information based material from a variety of paper and digital sources eg factual books, websites, encyclopedia, Lastly we aim to read a wide range of genre and be able to process information that is presented in a variety of forms, multiple texts. My school the teachers will follow the literary scheme of work. This encompasses the subject as a whole and sets out exactly what is to be taught and how it is taught. The teachers will plan will plan the activity’s ready for the term ahead. Medium term planning takes place every term and sets out stimulating planned opportunities for pupils to develop their oral, reading and writing skills. Activities are often linked to the theme/topic for the term and teachers capitalize on opportunities to teach specific text types when the theme is appropriate e.g. Explanation texts during a science based theme .

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