Literacy and Young People Essay

The opportunity to apply for a specialist responsibility in financial support literacy organic evolution has arisen in your educational milieu. For your interview you have been asked to prep ar randomness to show that you jakesLiteracy means the office to order and drop a breeze. Only lately has the word literacy been applied as the definitive enclosure for practice session and writing, broadly since the introduction of the National Literacy Strategy in schools. The skills of version and writing escort each other and develop together, it therefore makes sense to use the term literacy. checking and writing argon forms of communication based on the utter spoken oral communication. Effective verbalise and get a lineing skills are essential in instal to develop literacy skills. The fareion of literacy skills is a vital aspect of development and education. With pop the ability to read, write and listen children and fresh hatful whitethorn not be able to function e ffectively in school, college, university or at officiate or communicate with others about their ideas and participate fully and safely in the community.Literacy enables children and young people to express themselves creatively and productively. The majority of jobs and careers rely on an element of canonic literacy (and numeracy) skills. Literacy is required in our everyday lives, to keep us safe by being able to read signs and follow instructions, read directions, adaptation newspapers, recipes, food labels, dealing with household finances. Literacy to a fault enables us to occur with technology by being able use computers competently, surfing the profits and being able to read and write emails. As the heart of altogether scholarship lies the two recognise skills, literacy and numeracy. Literacy is possibly the more important of twain skills as children and young people need literacy in order to entree further curriculum field of forces, e.g in order to approach a nume racy problem, the ch exclusivelyenge needs to be read andunderstood before the answer can begin to be found.The development of literacy is important from an early age for all children and young people. As instruct Assistants it is likely that we willing be reinforcement children and young people with communication difficulties or other Special educational Needs which could have an impact on their literacy skills, a situation may in addition arise where face is not the first language. It is important that children and young people are advance to explore the instruction the face language works, e.g phonics for vocabulary, reading, writing and bit out. This will enable children and young people to gain association 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 strand of purposes in distinguishable contexts1. Speaking2. Listening and responding3. Group discussion and interaction4. DramaRead and write for a surf of purposes on paper and on screen out 5. Word recognition decoding (reading) and encoding (spelling)6. Word Structure and spelling7. Understanding and interpreting texts8. Engaging and responding to texts9. Creating and shaping texts10. Text structure and boldness11. Sentence structure and punctuation12. PresentationWithin my setting we take to encourage children and young people to be able read and write with confidence, fluency and understanding, to be able to orchestrate a full mountain chain of reading cues (phonic, graphic, syntactic, contextual) to monitor their read and be able to correct their testify mistakes. To understand the sound and spelling system and use this to read and spell accurately, have fluent, legible and cursive book. To have an interest in terminology and their meanings and a growing vocabulary. To know, understand and be able to write a number of genres in fiction and poetry,understand and be familiar with roughly of the shipway in which narratives are structured through basic literacy ideas of setting, feature 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 suitable technical foul 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 explain their preferences. Develop their own powers of imagination, inventiveness and critical awareness through reading and writing. In the Foundation Stage (Nursery and Reception) Children and young people should be abandoned the opportunity to speak, listen and represent ideas in their activities. Use communication, language and side in every part of the curriculum and to become immersed in an environment rich in print and possibilities for communication. All pick up Stage 1 ( familys 1 and 2) Children 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 groups are offered in speaking, reading, writing and listening to those children and young people who are under-attaining and admirer groups for the more able. Where the pupils performance is significantly below average we will prove specialist provision such as speech therapy, EAL programmes and reading recupe ration will be accessed as needed. In Key legs 1 and 2, English sessions use the National Strategy unit plans (our own versions) focusing on shared reading, shared and guided writing and producing sustained outcomes. Further lessons are also use for focused activities in phonics, guided reading and comprehension. In Key Stage 1 there is a insouciant phonics session, daily guided reading and English lesson. There is one discrete hired man session each week. In addition to this, there is also a slot used for the development of speaking and listening and the soma story. In lower Key Stage 2 there is also a daily phonics session, four guided reading sessions and a dailyEnglish lesson. There is one discrete handwriting session every fortnight.to boot 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 discrete h andwriting 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 fixedness discussions with staff concerning the progress of groups and individuals Involvement in long and ordinary term training across the school in English Regular classroom observation and working alongside colleagues to help identify strengths and weaknesses, to add support to individual staff where appropriate Regular monitoring of resources, planning and childrens work Reviewing of assessment 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 national curricu lum requirements, the early learning goals and current National uncomplicated Framework objectives (where used) Checking that appropriate opportunities to raise multicultural and gender issues are created and interpreted Ensure that the time spent on the teaching of English is see our pupils needsLiteracy Lessons are the same time each day, after dawning break time. They are broken 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 happening in the days lesson.As a pedagogy Assistant a discussion would have interpreted place with the Class Teacher prior to the lesson taking place to open up the lesson plan and what is expected of you for the lesson. Some Teaching Assistants may have been convolute with elements of planning a lesson and able to give their own ideas as to how is the vanquish way to carry out activities. It may be th at you work with a designated group of children who have development issues and require more attention. It is important thatthe 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 kudos 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 additive literacy activities to concentrate on tasks such as sounds of l etter 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 times a week to carry out additional reading activities to help improve their reading skills.In our classrooms, we also use a working 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 course of instruction 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 chance to gain confidence in reading and speaking in front of other children who are of a different age and more developed.BibliographyTextbooksTextbooksBurnham,L, Baker,B (2010) Level 3 Diploma Supporting Teaching and Learning in Schools (Primary). Harlow. H einemann part of PearsonBurnham,L(2002) Brilliant Teaching Assistant. Prentice manseKamen, T (2008) 2nd Edition Teaching Assistants Handbook NVQ & SVQ Levels 2 &3. Maidstone. Hodder gentilityPrimary School Literacy Curriculum Policy overview