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Further Literacy Support ….aims to capture and sustain children's interest and to help them become more reflective and independent learners.
Key principles • Quality first teaching • Identification of children needing ‘catch up’ • The ‘Ferrari’ model of accelerated progress • Active support and partnership between teacher and teaching assistant • Pacy, interactive and motivating content • Fidelity to the programme • Impact can be observed, monitored and evaluated
FLS: what is it? • Aimed at Year 5 pupils • Gives additional support for children who are not making the expected progress in literacy • Is a structured programme delivered in the Spring Term, over twelve weeks • Revisits the objectives from years 4 and 5 • Planned so that teachers and teaching assistants can work in partnership • Motivating!
Further Literacy Support: Materials for teachers working in partnership with teaching assistants Session materials for teaching assistants and teachers, including planning and resources ….to be found in the: PREMIER LUNCHBOX
Overview Y5 T1 – Quality first teaching and screening Y5 T2 – Whole class teaching – selected group supported by sessions delivered by teacher and teaching assistant, during and outside the hour Y5 T3 – Continued on going monitoring and assessment of the selected children with support if required. Consider provision for further groups.
Overview 2 • Module 1: Writing to persuade (writing an advert, a leaflet and a letter) • Module 2: Fantastic Tales (plan and write a story) • Module 3: Writing to inform (write a non chronological report on life at school)
Screening and selecting • Groups of about six children, not automatically the same children identified for ELS or other programme. • Schools may use own tracking systems for selection of children, or may use the full screening pack provided. • Assess children for FLS towards the end of the Autumn Term • Writing screen • Reading screen • Spelling screen • Speaking and Listening screen
Role of the teacher • Introduces the weekly focus through guided work on MONDAY • Steers the independent work within the literacy session, on TUESDAY and THURSDAY • Sets the (optional) homework on MONDAY, TUESDAY and WEDNESDAY • Ensures positive review on FRIDAY
Role of teaching assistant: 1 • Leads all the supported sessions on TUESDAY, WEDNESDAY and FRIDAY (outside the literacy lesson) • Manages resources • Introduces the independent activity at the end of the supported session on WEDNESDAY
Preparing the children – Limbering up! • Three introductory lessons which enable children to focus on the key ideas about learning. • Helps them to think about how they ‘learn’ • Introduces the structure of the programme
LIMBERING UP! • In lesson one the teacher leads with teaching assistant, and the whole class are involved. • In lesson two the teaching assistant leads, introducing the structure and timetable. • In lesson three the teaching assistant leads, re-enforcing aims and answering the children’s questions.
A closer look at the supported sessions –the teaching sequence ON YOUR MARKS! GET SET! GO! FINISHING LINE!
Go on then! Persuade me! • Snappy slogans! • Exaggeration! • Intriguing questions! • Appealing adjectives! • Wordplay! • Benefits!
Do planning and review sheets record good progress and evidence of children transferring learning in the classroom YES No further support NO Good progress but insecure on specific elements or modules Very limited progress noted from shared review of learning. YES YES Further support on Y4 and Yr 5 objectives, specifically in guided reading and writing sessions. • Review SEN provision • Seek expert advice • Provide structured • support programme • according to specific • areas of difficulty
Monitoring and evaluating the programme • Progress checks • Discussions between teacher, teaching assistant and children • Monitor short and long term impact on learning
Parents and carers • Keep them informed • Support for homework • Celebration of successes and achievement • Letter or meeting to explain • Bring and keep parents on board
Essential Criteria for Effective Intervention • Early identification • Specific tailoring of intervention programmes • Skilled deliverers • Ring fenced allocation of time • Alignment with work in class and mutually supportive • More than ‘drill and skill’ • Systematic provision of support • Ongoing monitoring of the programme • Evaluation of impact of programme