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Year 3 Literacy Support Programme

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Year 3 Literacy Support Programme The Quest Aims of the course To introduce the Y3 Literacy Support Programme s structure and materials To identify the features of ... – PowerPoint PPT presentation

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Title: Year 3 Literacy Support Programme


1
Year 3 Literacy Support Programme
  • The Quest

2
Aims of the course
  • To introduce the Y3 Literacy Support Programmes
    structure and materials
  • To identify the features of effective teaching
    and support in Y3
  • To prepare staff to implement intervention

3
Linking intervention to inclusionThe SEN code
of practice describes a graduated response to the
identification of special educational needs. The
Primary National Strategy assumes 3 waves of
support for children

Wave one
Wave two
Wave three
4
Wave 1
  • Quality First Teaching
  • The effective inclusion of all pupils in a high
    quality daily mathematics lesson or literacy hour

5
Wave 2
  • Small group intervention for children who may or
    may not be receiving additional SEN support
  • For children who are underachieving but with
    short term intervention such as ELS, Year 3
    intervention, FLS.

6
Wave 3
  • Specific, targeted approaches for
  • individual children identified as requiring
  • SEN intervention
  • Highly personalised to meet individual needs

7
ROSE REPORT
  • More attention needs to be given to promoting
    speaking and listening skills
  • Active, multi-sensory phonics teaching
  • Fidelity to one phonics programme (synthetic in
    structure)
  • Importance of good quality first teaching
  • Note
  • SIR KITS QUEST IS NOT A PHONICS PROGRAMME but is
    in line with a synthetic phonics approach

8
WHAT IS YEAR 3 LITERACY SUPPORT?
  • For year 3 children who are working at just below
    age-related expectations (level 2c or top of
    level 1a)
  • It is 16 week programme with a daily 20 minute
    input making a total of 64 group sessions led by
    either the teacher or teaching assistant
  • 1 session per week is an independent task
  • Includes screening materials and materials to
    monitor progress

9
WHAT WILL THE CHILDREN BE LEARNING?
  • Revising key literacy objectives from Y2 and Y3
  • Consolidate their learning

10
IDENTIFICATION OF CHILDREN
11
SCREENING MATERIALSpages 333-353
  • Children working at age or above age related
    targets do not need screening
  • Screen those children not working at age related
    targets
  • Use flowchart (p.354) to help select the support
    group
  • Select group from the results of this screening

12
HOW IS THE PROGRAMME ORGANISED?
  • 3 modules of work, divided into two week blocks
  • Each block has the same teaching sequence
  • 4 group sessions a week and 1 independent
    activity
  • 3 warm up sessions page 39

13
ROLE OF THE TEACHER AND TA
  • Need for a partnership
  • Teacher delivers first group session every week
    (either guided reading or writing)
  • TA delivers three other sessions
  • 1 session is an independent session

14
WHAT IS IN THE FILE?
  • Introductory notes
  • Resources needed page 18
  • Overview- page 20
  • Session notes and photocopiable materials
  • Screening materials -page 333
  • Progress checks and target cards

15
KEY FEATURES OF THE PROGRAMME
  • Assessment for learning
  • Motivation and engagement
  • Promoting independence

16
TARGETS
  • Targets are a feature of the programme
  • Focus on self evaluation and responsibility for
    own learning
  • May link to the whole class curriculum target
  • May be connected to building confidence and
    motivation

17
TRACKING PROGRESS
  • Progress Checks
  • Target Cards
  • Evidence within the childrens work
  • Observations during group work

18
EXIT STRATEGY page 358
  • It is important that once the children have
    exited the programme their progress is still
    closely monitored.

19
WHAT NOW?
  • Which children would benefit from this support?
  • When/where could the sessions take place?
  • What do we need to prepare beforehand?
  • When shall we start the support programme?
  • When/how often shall we discuss the childrens
    progress?
  • How will we monitor the impact?

20
Advisory Service Kent Shepway Centre Oxford
Road Maidstone ME15 8AW Tel 01622 203800 Fax
01622 670509 www.kent.gov.uk/advisoryservice
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