Support literacy development
Overview
Who is this unit for?
This unit is for those who provide support for literacy development. It covers the support given to pupils to help them develop reading, writing, listening and speaking/talking skills.
What is this unit about?
This unit is about working with the teacher to support pupils during whole-class, group and individual learning activities for literacy development. It involves discussing with the teacher how the learning activities are to be organised, and what your particular role will be, providing the agreed support and giving feedback to the teacher about pupil progress in developing literacy skills.
This unit contains three elements:
1. Support pupils to develop their reading skills
2. Support pupils to develop their writing skills
3. Support pupils to develop their speaking/talking and listening skills
Performance criteria
You must be able to:
Support pupils to develop their reading skills
P1 clarify and confirm with the teacher:
P1.1 your role in supporting pupils to develop reading skills and how this relates to the teacher's role
P1.2 the learning needs of the pupils you will be working with
P1.3 the individual learning targets for the pupils you will be working with
P2 agree the support strategies you will use when working with individual and groups of pupils to develop their reading skills
P3 obtain the learning resources needed to implement the agreed support strategies
P4 implement the agreed strategies correctly to support the pupils' reading development
P5 monitor the pupils' progress towards the intended learning outcomes and provide feedback to the pupils in a manner appropriate to their age and achievements
P6 take appropriate action to resolve any problems in supporting pupils during learning activities
P7 provide the teacher with the information needed to maintain pupil records and reports
Support pupils to develop their writing skills
P8 clarify and confirm with the teacher:
P8.1 your role in supporting pupils to develop writing skills and how this relates to the teacher's role
P8.2 the learning needs of the pupils you will be working with
P8.3 the individual learning targets for the pupils you will be working with
P9 agree the support strategies you will use when working with individual and groups of pupils to develop their writing skills
P10 obtain the learning resources needed to implement the agreed support strategies
P11 implement the agreed strategies correctly to support development of the
pupils' writing skills
P12 monitor the pupils’ progress towards the intended learning outcomes and provide feedback to the pupils in a manner appropriate to their age and achievements
P13 take appropriate action to resolve any problems in supporting pupils during learning activities
P14 provide the teacher with the information needed to maintain pupil records and reports
Support pupils to develop their speaking/talking and listening skills
P15 provide opportunities for pupils to engage in conversation, discussion and questioning
P16 use open-ended questions to encourage pupils to contribute to conversations and discussions
P17 support shy and reticent pupils in responding to questions
P18 use language and vocabulary which is appropriate to the pupils' level of understanding and development
P19 use appropriate strategies for introducing pupils to new words and language structures to help extend their vocabulary and structural command of language
P20 create opportunities to extend pupils' understanding about the importance of attentive listening and taking turns to speak
P21 encourage pupils to contribute to conversations and discussions in a manner likely to enhance their self-confidence and self-esteem
P22 encourage pupils to respond constructively to other pupils' contributions to conversations and discussions
P23 respond to pupils' use of home language and local accents and dialects in a manner which values cultural diversity and reinforces positive self images
Knowledge and Understanding
You need to know and understand:
K1 the school's English, Welsh or language policy as appropriate to the setting
K2 the strategies and resources used at your school for developing pupils': K2.1 reading skills
K2.2 writing skills
K2.3 speaking/talking and listening skills
K3 the nature and boundaries of your role in supporting literacy
development, and its relationship to the role of the teacher and others in the school
K4 the teacher's programme and plans for literacy development
K5 the basic principles of how children develop literacy skills, the stages of development expected of, and achieved by, the pupils with whom you work
K6 the nature of any special educational needs or additional support needs of pupils with whom you work and the implications of these for helping them to develop literacy skills
K7 the strategies suitable for supporting reading, writing, and speaking/talking and listening and how these relate to the different learning needs of the pupils with whom you work
K8 the interactive use of speaking/talking, listening, reading and writing to promote literacy development in pupils
K9 how to spell and form grammatically accurate sentences
K10 how to use praise and constructive feedback to promote pupils' learning
K11 the role of communication and self-expression in developing self-esteem
K12 physical and emotional factors which impact on a pupil's ability to engage in oral communication and ways of overcoming or minimising the effects of these
K13 how to monitor and promote pupil participation and progress in all aspects of literacy development
K14 the sorts of problems that might occur when supporting learning activities and how to deal with these
K15 the importance of working within the boundaries of your role and competence and when you should refer to others
K16 the school procedures for recording and sharing information
Scope/range
Scope Performance
Scope Knowledge
Values
Behaviours
Skills
Glossary
Literacy
literacy unites the important skills of reading, writing, speaking/talking and listening
Learning resources
materials, equipment (including ICT), software, books and other written materials (e.g. handouts, worksheets), DVDs, etc. that are required to support teaching and learning
Problems
the barriers and hindrances to providing support for pupils during learning activities. Problems may relate to:
1. learning resources, e.g. quantity, quality, suitability or availability
2. the learning environment, e.g. space, comfort, noise level, disruptions
3. the pupils' ability to learn, e.g. home or educational background, cultural and language heritage, attitude to learning, poor behaviour, low self-esteem, lack of concentration, sensory or physical disabilities
Support strategies
the methods and techniques used to support pupils in developing literacy skills, for example:
1. use of targeted prompts and feedback to develop use of independent reading and writing strategies
2. facilitating the participation of individuals or small groups in shared reading and writing activities
3. using phonics to help pupils understand the sound and spelling system and use this to read and spell accurately
4. use of specific support strategies, e.g. paired reading, writing frames
5. use of specific support programmes, e.g. graded reading books, differentiated computer-based learning programmes, Additional literacy support programmes
6. prompting shy or reticent pupils to contribute to conversations and discussions and to respond to questions
7. explaining words and phrases use by the teacher
Links To Other NOS
TDASTL1 Provide support for learning activities
TDASTL2 Support children's development
TDASTL6 Support literacy and numeracy activities
TDASTL10 Support children's play and learning
TDASTL11 Contribute to supporting bilingual/multilingual pupils
TDASTL18 Support pupils' learning activities
TDASTL33 Provide literacy and numeracy support to enable pupils to access the wider curriculum
TDASTL35 Support bilingual/multilingual pupils
TDASTL36 Provide bilingual/multilingual support for teaching and learning