An effective strategy that support literacy and one that support numeracy
Whole
Language is a method of teaching literacy whereby children learn to read by
recognising whole words instead of breaking them down into phonemes. According
to this strategy, words are the smallest useful items in the language and
children are encouraged to memorise words as whole units. The Whole Language
technique concentrates on the use and understanding of literature by helping
pupils to make sense of what they are reading. Learning reading and writing are
interconnected in this approach: children start to write early and writing is
always for a real purpose, e.g., book report, letters, etc. The Whole Language
method emphasises the love of literature instead of grammatical correctness,
therefore pupils learning with this technique will have problems with spelling,
and will not be able to recognise phonemes. The lack of proper phonetic
foundation will then result in an inability to decode unfamiliar words. The
Whole Language method works for many students but in certain cases, e.g.,
children with dyslexia or other learning difficulties, explicit phonetic
instructions are essential in order to acquire literacy skills.1
Pamela
J. Farris and Carol Andersen’s case study2 shows that the Whole
Language method can be a refreshing alternative when dealing with children with
reading disabilities. Traditional approaches tend to provide reading disabled
children with simplified reading materials, where sentences are shortened and
vocabulary is limited. As a result, the texts lose their natural flow; they
will be less predictable, less enjoyable and less motivating. Alternatively,
pupils with learning difficulties are often given practice reading materials
that are written for younger children, which results in their loss of
self-esteem. When literature based reading programmes allow them to tackle
their own paperback copy of reading material, they feel more challenged and
proud, and are more willing to start to choose their own books and read for
pleasure.
When
teaching numeracy, oral and mental work have to be in balance in the classroom.
It is essential for the pupils to speak about mathematics so that they can
acquire to apply the essential vocabulary and language of mathematics. If the
maths lesson starts with an oral activity, pupils’ thinking is stimulated and
challenges right away as they have to recall things learnt at the previous
lesson and they can practice their reasoning skills. This oral starter can also
be a brief rehearsal of some number facts; and when there is a new topic to be
introduced this starter has to link with the main part of the lesson, so that
pupils’ focus is sustained. However, oral practice will not help the pupils to
get a deep and consolidate understanding of certain numeracy skills, e.g., the
four operations. Therefore the lessons have to contain individual silent work
as well, when children are required to do mental practice.
The
1999 Framework for teaching mathematics
from Reception to Year 63 recommends the teachers to start each
lesson with whole-class work to rehearse, sharpen and develop mental and oral
skills on daily basis. High-quality teaching has to be “interactive and lively”
where students are not merely answer the questions but are contributing to
discussions. Using the language of mathematics will help the pupils to improve
their memory, thinking and reasoning skills and if the purpose of the activity
is clear for them, the children will be more motivated to engage. Consolidation
of facts can happen during silent, individual work, but discussion will encourage
pupils for active participation and mental work.
Key aspects of one
national and one school policy that support the teaching and learning of literacy
and numeracy in the classroom
The
Catch Up Programme was launched at national level in 1998 and has been
successful since in supporting children aged 6-11 in improving their reading
and writing skills. The literacy intervention sessions are easy to deliver as
they are only a few minutes long each week and can be taken up by a teaching
assistant. Daily classwork is not disrupted because the programme requires only
one or two ten minute sessions each week when the pupil is withdrawn from the
rest of the children and receives individualised one-to-one help. The programme
is designed to run for a year but a lot of children show significant improvement
after one or two terms. The Catch Up interventions put emphasis of
comprehension of the written word: the pupil has to read a short text, and then
complete activities that check understanding. It is more effective to use the
phonic approach of reading during these interventions, because understanding
phonological rules, the way letters build up syllables and words help children
with learning difficulties to decode the written worlds into spoken language.
Pupils also have to acquire an attitude to read for pleasure, as it will give
them motivation to fight their reading difficulties and benefit them in later
academic achievements.4
The
main aim of the school policy on reading is to encourage pupils to improve
their reading skills by providing them with challenging materials. As most
lessons include some kind of reading activities, it is important that the
pupils have to opportunity to read for pleasure, learn to use reading for
research and to find information using a computer with Internet access. In teaching
reading skills, the teacher’s aim will be to provide structured frames to
support children’s reading and provide them with differentiated reading
materials matching the level of their skills. We have to draw pupils’ attention
to the structure of text: contents pages, indexes and chapter headings. If
children know the purpose of their reading they will be more motivated in
completing the activity. Talking about the information read or completing
exercises in connection with the text will help their comprehension. We have to
teach pupils how to select relevant information from the text, and when
completing activities, encourage them to use the information from their reading
instead of just answering the question about it. Children also have to be
taught to adapt their style of reading to their purpose, e.g. skimming,
scanning or reading the text closely. For children who might need help in
reading or are less experienced readers of English, reading activities in pairs
or small groups can be beneficial. On the school level, the different
department should display reading material of the relevant topic that are at
the appropriate level of interest and difficulty, high quality and up to date,
so that children are continuously encouraged to improve their reading skills
through learning other subjects too. The formal assessment of pupils’ reading
skills takes place at the end of each key stage, delivered by their teachers using
national tests designed to show the children’s skills in relations to the
target levels for their age.
Springboard
7 is a national catch-up strategy designed to support pupils who achieved level
3 rather than level 4 in Mathematics by the end of Key Stage 2. It can be
applied in the Autumn or Spring Terms of Year 7. It has the same objectives as
summer numeracy schools but does repeat their material therefore it can be
useful regardless if a child has attended summer school or not before.
Springboard 7 was launched in 2001 when all secondary schools received the free
of charge, photocopiable material in a binder. There are 15 units planned for
two terms, in about three hours a week. Each unit consists of sections that can
be processed in one-hour lessons, but the introductory notes help with the time
allocation and teaching objectives. These objectives are the essential
requirements necessary for pupils to move form level 3 to level 4 in
mathematics. There are also worksheets provided for the lessons with
appropriate practice challenges.5
A
school’s numeracy policy describes how the teaching staff should plan, teach
and assess this subject. The school’s planning procedure is based on the
Programmes of Study and Statements of Attainment and has to be agreed by the
whole teaching staff. The yearly, termly, weekly and daily plans detail the
activities with the desired outcomes. Numeracy classes should integrate the
following activities: teacher exposition, discussion techniques, appropriate
practical work, consolidation and practice of fundamental skills and routines,
problem solving, work on number, algebra, shape, space and handling data, recalling
memorised mathematical facts, investigation work, class work, group work, and
individual work. Assessment of children’s performance should be done by the
class teacher in accordance with the school policy and the National Curriculum.
Law requires the schools to report Key Stage results to the LEA, the DFE and to
the parents in form of a written record of achievement. A school policy should
also detail the institute’s vision and beliefs about mathematics and its
current priorities. The school’s numeracy goals for pupils should include
opportunities for all students to enjoy mathematics and understand how they can
use it in life as well as meeting the standards of the Mathematics Framework.
The school’s current strategies and projects in numeracy can be the general
teaching program, curriculum planning and renewal, at-risk pupil assessment,
working with parents or carers and teacher development.
The role of the
Teaching Assistant in supporting pupils’ development of literacy and numeracy
skills
The
teaching assistant can provide help in a various ways for children in improving
their literacy and numeracy. In supporting literacy skills the aim is to meet
the literacy demands of the curriculum. The TA can support pupils in their
classroom communication and contribution by helping them in interpreting and
following oral and written instructions, explaining words and phrases used by
the teacher, encouraging shy or reticent pupils to contribute to conversations
and discussions and to respond to questions, and support pupils in using
subject-specific language and vocabulary by giving targeted prompt and
feedback. Their support in reading may mean helping pupils to select and use
appropriate resources, e.g. dictionaries, adapting or differentiating learning
materials, preparing pupils for lessons by, for example, reading the relevant
chapter of a book in advance with them and giving specific one-to-one reading
or writing support to children who need this.6
After
class reading clubs can not only help children to develop reading skills but to
find pleasure and fun in reading. A teaching assistant, who sees and assists at
the day-to-day struggles of pupils learning to read or having difficulties, can
help them by forming little groups of children with similar interests. Regular
meetings would encourage them to find books that they would read with pleasure
and either share their experiences or discuss the text read by everyone.
Boys-only reading clubs were founded as part of the “Only Boys Allowed” reading
project that was launched in South Wales by Rob James Reading Champion.7
The aim is to encourage boys to develop their literacy skills in which they have
fallen behind girls in the 8-11-year-olds’ age group. The boys have to choose
their own books and write a report about their reading experiences, whether
positive or negative. Being divided into groups of maximum eight or ten
children makes it possible for each pupil to get individual attention from the
teacher.
At
the Mathematics lesson, the teaching assistant can help pupils to meet the
numeracy demands of the national curriculum by various contributions. The TA’s
role can be to remind pupils of the teaching points made by the teacher and
help them to interpret and follow the instructions, and explaining words and
phrases used by the teacher. Prompting and questioning reticent pupils is also
important in numeracy so that they are encouraged to contribute to the lesson,
participate in conversations, discussions and respond to questions. Using
targeted prompts and feedback help the pupils to learn the specific language
and vocabulary of mathematics when taking part in oral communication and
activities. The TA can also help pupils in selecting the appropriate resources,
e.g. number lines, mathematical equipment; and by adapting and differentiating
learning materials.
The
role of the TA is essential in both literacy and numeracy support as they are
the one who can notice is some pupils are struggling with the learning
material, have difficulties in following the lesson or lack certain skills that
their peers already acquired. It is where the TA can intervene and provide
extra support to these struggling pupils, so that they can meet the
requirements of the curriculum. If a child has constant difficulties in any
area of learning, the TA has to recognise that it might be caused by a learning
disability and the pupil needs to be tested by a professional. For those pupils
who have recognised learning disabilities, e.g. dyslexia, the TA can provide
extra help, either during the course of the lesson, or in the form of private
one-to-one tutoring while the teacher can follow the learning plan with the
rest of the class.
External
sources:
1
“What is the ‘Whole Language’ Approach to Teaching Reading?” Reading Horizons
2
Adopting a Whole Language Program for
Learning Disabled Students: A Case Study by Pamela J. Farris & Carol
Andersen
3
“Renewing the Primary Framework for mathematics - Guidance paper - Oral and
mental work in mathematics”
4
“Literacy Catch Up Projects” Education
Endowment Foundation
5
“Springboard 7 - A Catch-Up Course for Y7 Students” The “Maths is…” Jugglers
6
“Provide literacy and numeracy support to enable pupils to access the wider
curriculum” OCR Levels 2 and 3 in Supporting
Teaching and Learning in Schools
7
“Only Boys Allowed” National Literacy
Trust
http://www.literacytrust.org.uk/assets/0000/7561/Only_Boys_Allowed.pdf
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