Literacy and Young People Essay

The opportunity to apply for a specialist responsibility in supporting literacy stimulatement has arisen in your educational environment. For your interview you have been asked to prep atomic number 18 information to show that you canLiteracy room the ability to enunciate and deliver. Only recently has the word literacy been applied as the definitive term for pictureing and writing, mostly since the introduction of the National Literacy system in schools. The skills of determineing and writing complement apiece other and develop unitedly, it therefore makes sense to use the term literacy. Reading and writing argon forms of communication based on the spoken language. Effective speaking and perceive skills are essential in order to develop literacy skills. The tabugrowth of literacy skills is a vital aspect of maturation and bringing. Without the ability to direct, write and listen children and unsalted muckle may not be equal to function effectively in school, c ollege, university or at work or communicate with others active their ideas and mapicipate wide of the marky and safely in the community.Literacy en satisfactorys children and girlish stack to tell themselves creatively and productively. The majority of jobs and careers rely on an element of basic literacy (and numeracy) skills. Literacy is necessitate in our everyday lives, to keep us safe by organism qualified to read signs and follow instructions, read directions, reading newspapers, recipes, food labels, relations with household finances. Literacy to a fault enables us to get on with technology by universe able use computers competently, surfing the internet and being able to read and write emails. As the heart of all learning lies the two samara skills, literacy and numeracy. Literacy is possibly the more important of both skills as children and young large number need literacy in order to access further curriculum areas, e.g in order to approach a numeracy problem, the question needs to be read and understood before the answer can begin to be found.The breeding of literacy is important from an archean age for all children and young people. As article of belief auxiliarys it is likely that we go out be supporting children and young people with communication difficulties or other Special Educational Needs which could have an violation on their literacy skills, a situation may excessively arise where side is not the first language. It is important that children and young people are advance to seek the way the slope language works, e.g phonics for vocabulary, reading, writing and spell out. This will enable children and young people to gain knowledge to be able to read, write and spell confidently.The learning objectives are associated to 12 strands in literacy to demonstrate progression in each strand. The strands are as follows- Speak and listen for a wide regularize of purposes in different contexts1. Speaking2. Listening and responding3. congregation discussion and interaction4. DramaRead and write for a range of purposes on paper and on screen 5. Word recognition decryption (reading) and encoding (spelling)6. Word Structure and spelling7. Understanding and interpreting texts8. engage and responding to texts9. Creating and shaping texts10. Text structure and organisation11. Sentence structure and punctuation mark12. PresentationWithin my setting we aim to encourage children and young people to be able read and write with confidence, fluency and actualizeing, to be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their read and be able to correct their feature mistakes. To look the sound and spelling system and use this to read and spell accurately, have fluent, legible and running hand handwriting. To have an interest in words and their intends and a growing vocabulary. To know, understand and be able to write a number of genres in parable and poetry, understand and be familiar with some of the ways in which narratives are structured through basic literacy ideas of setting, character and plot. The ability to understand, use and be able to write a range of non-fiction texts, plan, draft, revise and edit their own writing, have a checkable technical vocabulary through which to understand and discuss their reading and writing.Children are encouraged to be interested in books, read with enjoyment and evaluate and justify their preferences. Develop their own powers of imagination, cleverness and critical awareness through reading and writing. In the Foundation demonstrate (Nursery and Reception) Children and young people should be given the opportunity to speak, listen and match ideas in their activities. Use communication, language and English in every bureau of the curriculum and to become immersed in an environment rich in marker and possibilities for communication. All Key breaker point 1 (Years 1 and 2) Chil dren and young people should learn to speak confidently and listen to what others have to say. They should begin to read and write independently (using phonic knowledge) and with enthusiasm. They should be using language to explore their own experiences and imaginary words. All Key Stage 2 (Years 3-6) Children and young people should learn to change the way they speak and write to suit appropriate situations, purposes and audiences.They should read a range of texts and respond to different layers of meaning in them. They should explore the use of language in literary and non-literary texts and learn how the structure of language works. Intervention gatherings are offered in speaking, reading, writing and auditory sense to those children and young people who are under-attaining and booster groups for the more able. Where the pupils performance is significantly below average we will seek specialist provision such as speech therapy, EAL programmes and reading recovery will be acc essed as needed. In Key stages 1 and 2, English sessions use the National scheme unit plans (our own versions) focusing on shared reading, shared and command writing and producing sustained outcomes. Further lessons are also used for centre activities in phonics, channelize reading and comprehension. In Key Stage 1 there is a mundane phonics session, daily guided reading and English lesson. in that location is one decided handwriting session each week. In addition to this, there is also a slot used for the development of speaking and earshot and the class story. In lower Key Stage 2 there is also a daily phonics session, four guided reading sessions and a daily English lesson. There is one discrete handwriting session every fortnight. additively there is also a slot used for the development of speaking and listening and the class story. In upper Key Stage 2 there is a daily phonics/spelling session, four guided reading sessions and a daily English lesson. There is one dis crete handwriting session every fortnight. Additional there is a slot used for the development of speaking and listening and the class story. The monitoring and evaluation of the English policy is the responsibility of the English co-ordinator who is responsible to the head teacher and the governors for the development of English throughout the school.This is to be achieved in a variety of ways Regular discussions with cater concerning the progress of groups and individuals Involvement in long and medium term planning crossways the school in English Regular classroom observation and operative alongside colleagues to serve identify strengths and weaknesses, to provide support to individual staff where appropriate Regular monitoring of resources, planning and childrens work Reviewing of appraisal outcomes and data to evaluate the quality of learning in English throughout the school. Checking that within a key stage there is coverage of the full English curriculum in line with nati onal curriculum requirements, the early learning goals and current National primeval Framework objectives (where used) Checking that appropriate opportunities to gain ground multicultural and gender issues are created and taken Ensure that the time played out on the teaching of English is meeting our pupils needs Literacy Lessons are the equal time each day, after first light break time. They are impoverished down into phonics and spelling, guided reading and English. The lesson starts at 10.45 and finishes at 12.30pm. The children start by gathering on the carpet area to be given an overview of what is possibility in the days lesson.As a Teaching garter a discussion would have taken place with the Class teacher prior to the lesson taking place to establish the lesson plan and what is expected of you for the lesson. virtually Teaching Assistants may have been involved with elements of planning a lesson and able to give their own ideas as to how is the best way to carry o ut activities. It may be that you work with a designated group of children who have development issues and require more attention. It is important that the Teaching Assistant works together with the class teach to monitor the progress of pupils in all areas of literacy development. This will usually ensure that the children and young people are focused and able to meet the learning objectives. Some pupils will require more encouragement to participate than others through the use of praise and feedback, whilst identifying any concerns or problems they may have.Monitoring of the children and young people also involves the relaying of information to the Class teacher in respect of learning objectives and feedback as to how the tasks were managed and how to achieve their goals going forwards. We also carry out intervention activities in my setting where a group of children are taken out of the lesson by a Teaching Assistant to carry out some additional literacy activities to concen trate on tasks such as sounds of letter groups, reading sessions and basic spellings to help improve their literacy development. There are also groups of children who are taken out of lessons 3 multiplication a week to carry out additional reading activities to help improve their reading skills.In our classrooms, we also use a workings wall display to show the key learning objectives for the terms activities and the pupils are able to use this to assist with their learning independently. Within my setting we also have a reading partners lesson on a Thursday morning where twelvemonth groups visit other class rooms and read with each other, e.g Year 4 read with reception, Year 3 read with year 1 and year 2 with year 5. This gives children and young people to the aspect to gain confidence in reading and speaking in expect of other children who are of a different age and more developed.BibliographyTextbooksTextbooksBurnham,L, Baker,B (2010) take aim 3 Diploma Supporting Teaching and Learning in Schools (Primary). Harlow. Heinemann part of PearsonBurnham,L(2002) Brilliant Teaching Assistant. Prentice HallKamen, T (2008) 2nd var. Teaching Assistants Handbook NVQ & SVQ Levels 2 &3. Maidstone. Hodder EducationPrimary School Literacy Curriculum Policy overview