composite class strategies

8/7/2019 composite class strategies

1/14

Active Literacy

Composite Class

Strategies and Resources


2/14

Working with the whole class

The whole class can be gathered at the

beginning of th

e lesson to sing the alphabet

revise sounds

Identify vowels and

consonants

Suggest words with

tricky y


3/14

Working with the whole class

All groups listening to all words or sounds being

introduced th

en differentiated tasks to follow. Games where all children

play and older/more able

children support.


4/14

Working with different ability groups

Consider introducing new sounds or spelling words ondifferent days

Work with reading groups during soft start or at other

times of the day All common words given out

at the beginning of the week

then focused time with teacher

comes later Put stages together for

common words if possible

Generic reading tasks that

can be used with any book


5/14

Keeping the others on task Individual timers for each pair or large timer on

Smartboard

Carefully pair c

hildren w

ho work well toget

herand will keep each other on task

Use of ICT e.g. Crickweb for spelling

Task boards

Literacy boxes

Using an SLA or

Parent Helper


6/14

Using an SLA or Parent Helper

Monitoring and keeping children on task

Bag of sounds, matching games etc

Monitoring reading groups

Use of activities on task cards. These can be found inSupporting Children with Literacy Difficulties book.

Activities can be initially

introduced/modelled by the

teacher and then supervised

by other adult

Training available for Support for Learning

Assistants on request


7/14

Suggestions from call back sessions


8/14

Literacy Boxes

Contain a variety of tasks

based on the what the group

are learning that week.

Plasticine cards

Matching games Letter formation practise

Boxes can be placed on the table and

children choose activities from them.

This works particularly well withP1

children who may find following task

boards difficult.


9/14

Managing spelling groupsT

ry using10

minutes at th

e beginning of th

e day for partner spellingwork. This could include:

Ransom notes

The children cut letters from

newspapers / magazines to

make their spelling words.

Word reader/maker

The children use cut up

letters to make wordswhere magnetic boards

are not available.

Partner dictation

The children work in pairs to

highlight the sounds in the

story.

They use sentences fromthe story for dictation.

As an extension the children continue writing the

story, trying to include words with the focus

sound.


10/14

Managing spelling groupsICT time is used in some schools to practise spelling words.

More active spelling ideas and websites can be found on

Active Literacy page

Children create wordles with their

spelling words on the computer usinghttp://www.wordle.net/


11/14

Talk time cards are available from

www.tts-group.co.uk These boards contain arecording chip that

allows instructions orsounds to be recorded

by the teacher.

They are an excellentway of reminding

children of tasks.


12/14

Reading resourcesT

ry reading tasks that can be used wit

hany book.

Scholastic resource books

are available from Amazon.

Literacy Circles orText Detective strategies can be easily

differentiated and need very few resources. More details

of these can be found on the Literacy GLOW page.


13/14

Phonics

Gum ball machines

Can be filled with lettered beads. The

pupils make words with letters or

phonemes from each machine.

One mach

ine may containvowels, the other may contain

consonants, blends etc.

Peg letters

These are a great

alternative to magnetic

letters.


14/14

Phonics

More great alternatives for word buildingactivities.

Documents

composite class strategies