Unit 25 support literacy development

K2 (a)
There are many different strategies used to develop pupils reading skill:
Shared reading: I use this in Ruth Miskin Literacy, I have a reading book sometimes it can be a
story or information book, the group reads together and we first look at the sounds that are used in
the book, then we look at the green words which we all go through together or we all have a go at a
time, we then read the book. This book will be read everyday for a week and we do all the activities
in the planning.
Guided reading: I have reading groups and this is for a small ability group, the children read
independently and I support them, I also read some part with them and encourage them to read with
expression, I also make them sound out the word if they find it difficult to read.
Individual reading: children read a book in their classroom first thing in the morning during register
and I usually take the low ability children in the quite room and support them
Paired reading: this is used when we have buddy reading, last year we had children from year three
coming to year five and each child would have a buddy to read to and they would help them with
reading. year five children would make questions from the book and ask the year three children.
K2 (b)
I work with lower ability children and I use the Ruth Miskin Literacy scheme, as I have mentioned
above that we use shared reading we also do shared writing, we have many different activities, after
reading the book the children have to answer the questions so we go through the questions together
first and than they answer them in their book.
The children also have to rewrite the story they have read in the RML book using picture strip with
this I guide them, we talk about the story and I start it off by writing it on the board as the children
put their ideas forward and then let them carry on writing on their own, I remind them of using
capital letters and full stop. we also have a spelling test and dictation which the children really enjoy
as I encourage them that if they get them all right they will get a golden ticket.
Individual writing is also encouraged as children have to do a big writing where they write on their
own after they have had support with what they are going to do and how they are going to produce
this piece of work. Some times we also do a plan of writing together and they write it individually.
K2(c)
In the RML scheme there is a lot of talking and listening skills used. Children have to talk about the
book and they also have to answer the questions and discuss them, at the beginning of the lesson we
always have a talk about what we did yesterday to carry on with a task. On Mondays I ask each of
my children about their weekend and I tell them about mine. Sometimes we also have a laugh about
things, that way we can build a good relationship.

K2
Resources used for reading skills are sets of books for guided and shared reading, fiction and non
fiction books, dictionary, we also use films for some books so we use DVD’s and videos.
We use computers for writing sometimes, we also use phonics, text books, note books, spelling
sheets and handwriting resources.
K3
The nature of my role in supporting literacy development is I have my group of children whom I
teach the RML scheme. I follow the RML planning but sometimes have to change some parts of it
and I talk to the head of the year first and I also talk to the class teacher regarding every individual
child and their progress if I feel that they are not making much progress I give them extra help
whenever I can.

K4
The teachers programme and plan are always on display in the classroom, but as I use the RML
scheme I use the plan from the RML teacher book. Sometimes the teacher also asks to carry out
some of the activities the rest of the class are doing, such as watching a film and doing some work
on it then I change my planning and follow the teachers planning.

K5
The principle of how children develop literacy skills is: in my group children develop by learning
phonics first they have to learn to sound out their words to be able to read them. For example I have
a boy this year who cannot read anything without sounding out and he can not recognize a word by
just looking at it. Even when writing he will sound out and he will write what he sounds.
They also develop by reading books and understanding the context of the book sometimes they just
look at the pictures and make the story up, we make sure that they learn their high and medium
frequency words their spellings and blending phonemes and grammar.

K6
With special education needs children I give them extra help in the mornings for about twenty
minutes everyday, I discuss with the SENCo and use the resources she advice me about. I also give
him extra help during literacy time with spelling out words and forming sentences.
We have had children who have had English as second language and they need a lot of help. If it is
an Asian child I would find it easy to support them as I speak many Asian languages. But if it is a
child from a European country then we find some phrases on internet and help them through that but
children do learn very quickly.

K7
The strategies I use with the pupil I work is the Ruth Miskin Literacy. This relate to the learning
needs of my pupil as they are low ability children and some of the children even have problems with
sounding the words out. I use phonics and sound with my children, this helps them with their reading
and also when they are writing I tell them to sound out the words as this helps them with spelling out
words. I also do group reading as well as paired reading which is helpful for their reading and that
gives more able readers a chance to help the less able readers.
K8
With my group of children we do a lot of interactive discussion, after reading a book I always ask
the children to tell me what has happened in this story and it gives the children to talk and listen to
each other and also that way I would also know that the children have understood the story or not.
When we do the comprehension and if I read the question out I always say turn to your partner and
discuss this question and then say can you tell me now and that way they can also discuss it with
their friends.

K9
To be able to spell and form grammatically accurate sentences, is by sounding them out, I feel the
children that are good at reading are able to spell and form grammatically accurate sentences, the
more you read the better you are at spellings and forming sentences. So I encourage my children to
read a lot.

K10
I feel that praise and encouragement is powerful motivator, I always give praise and feedback to
individual pupil for good behavior or performance as well as to the whole class at the end of the
lesson if they have all put in a good input to a lesson. If I have a difficult child and have done even a
bit of good work I will praise him and feedback to him the work he has done to encourage him to
perform well next time and I feel it does work.

K11
Self-esteem is the way individuals think and feel about themselves and how well they do things that
are important to them. Their self-esteem is highest when they see themselves as approximating their
"ideal" self, the person they would like to be. Children who have high self-esteem have an easier
time handling conflicts, resisting negative pressures, and making friends. They laugh and smile more
and have a generally optimistic view of the world and their life. Self-expression occurs when
children can express what they see, feel, hear, and think; it can help a child find their own unique
style and personality.
Children with good levels of self esteem are able to communicate well as they feel happy with
themselves as people and are confident enough to make friends and express their opinions. Similarly,
they are also able to build positive trusting relationships with staff and communicate well with them.
Children with low self-esteem have a difficult time dealing with problems, are overly self-critical,
and can become passive, withdrawn, and depressed. They may hesitate to try new things, may speak
negatively about themselves, are easily frustrated, and often see temporary problems as permanent
conditions. They are pessimistic about themselves and their life. They find it difficult to form
friendships with other children and may come across as loners. Similarly, with staff, they appear
reluctant to communicate or form any sort of relationship.

K12
Some children have physical problem with engaging in oral communication if they have problems
with their speech or they can not hear very well. These children need support from adult as they
need to repeat and make them understand what is being delivered by the teacher.
Some children may have some sort of emotional problem with engaging in oral communication, they
like to keep to themselves and do not want to talk much these children might be shy or maybe
something is wrong at home. Some children might find it difficult to talk if they stutter.
K13
I monitor pupil’s participation in all aspect of literacy by making sure that the child is engaged and
focused through the lesson I make sure that the child is answering question and in his written work
he has achieved his learning objective. I encourage their participation by praising them when they
have made a good start, that way they start to commit to their work better and I always feedback to
them on how well they have done that will also encourage other pupil to work harder.

K14
When supporting learning activities the sort of problems that may occur are that we might not have
enough resources such as work sheets or books. We might sometimes have children who tend to
finish really quickly so that can be a problem as we have to find something else for them to do.
If the resources are short then sometimes they get to share or I may ask my colleague to photocopy
for me or find me another book. If a child finishes quickly I would get them to do some sentences
using the green words or spellings. There might be a child who is still doing an activity while
everyone else is finished. So if I want to start a new task I ask that child to stop.

K15
K12
Physical and emotional factor: some children find it difficult to engage in oral communication if a
child has problem with speech such as stuttering do not tend to engage themselves in oral
communications, last year I had a boy who used to stutter and every time he was asked a question
he just stayed quite so when I realized what his problem was I started doing one-one with him as I
was given some work by the speech therapist to work with him and he started becoming really
confident and I praised him a lot and told him how well he was doing and said he could do really
well in literacy if he spoke more and it really helped him.