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The role of the teaching assistant Teaching assistants have a vital role to play in the Early Literacy Support programme. They work with children within the Literacy Hour and run additional sessions for a target group. The emphasis is on building an effective partnership with the class teacher.
In the Literacy Hour their role involves: ● supporting while the teacher leads whole-class sessions; ● working with groups or individuals during the group time, e.g. playing phonics games; ● working with the teacher to screen children and decide who to include in the ‘at risk’ group.
For the ELS sessions their role involves: ● running a 20-minute session every day for 12 weeks with a group of no more than six children from Year 1;
To prepare teaching assistants to take on this role they will: ● attend three days of training with the Y1 teacher; ● carry out preparation and follow-up tasks with the teacher to build on what has been covered in the training; ● have the opportunity to meet other teaching assistants who have the same role.
Partnership between the teacher and the teaching assistant Partnership works best when teaching assistants: ● discuss the literacy plans with the teacher; ● understand where their work fits into the plan for the week; ● get to know the class really well, e.g. by supporting in the Literacy Hour several times a week; ● know and use the same systems for behaviour management as operate in the class;
● preparing resources and materials for the sessions each week;
● have a way to liaise regularly with the teacher, e.g. a notebook or a brief meeting;
● liaising with the teacher to review children’s progress at regular intervals.
● let the teacher know what is happening with the group – successes as well as problems.
The role of the teaching assistant Joining in and making contributions If the discussion is flagging, or children are slow to join in, you can model by making contributions. This needs to be done sensitively, as children also need time to think before they join in themselves. (Join in songs, choral readings, group discussions.)
Assisting teaching Demonstrating for the teacher When the teacher is explaining how to do something, you can show the children what to do. (Segment a word and identify the phonemes; find a word in a dictionary.) Asking for help You could pretend not to understand something so that the teacher or a child can go through a stepby-step instruction. (Pretend to be a character in a book; ask a question about how to do an activity.) Echoing the teacher Repeat or re-word phrases for pupils who need extra help. (Look at where Mrs Joyce is pointing. Remember what you've been told about using capital letters and full stops.)
Teaching assistants can actively support the teacher during literacy sessions. These suggestions cover a wide range of possible roles based on partnership between the teacher and the teaching assistant.
Supporting the teacher Drawing in reticent pupils Look out for those who are too timid to put their hands up. I think Josh has an idea … (Katherine has a good example.) Dropping helpful pointers Sometimes children are slow to offer answers and you can offer an idea to help get them started. (I can see something that starts with that sound on your desk.) Supporting children Look out for the or less confident children who need encouragement and help draw them into the lesson. (Smile; nod your head; say ‘Hmm’; make eye contact.)
Directing attention Help the children to focus on the text. (Point at the features in the big book under discussion.) Doing a ‘double act’ Take a role alongside the teacher in leading an aspect of the lesson. (Work the puppet during a phonics session; ‘box and cox’ by taking turns with the teacher to explain small steps to the children, making it easier to maintain attention.) Acting as a partner for less able children during ‘thinking and talking time’ When children are given a minute or two to talk about their ideas or to think about their answers, you can join a group where children are less confident about making a contribution. As you talk with them, you can help them express their own ideas and then alert the teacher that they have something to say. Using supportive props You could sit with an individual or group and use pictures, puppets, objects, etc., to help them understand what a book is about. Acting as the teacher’s ‘memory bank’ Help the teacher to draw in particular children. (I think Emily’s had her hand up for a while.)
during the whole-class sessions Resources management Preparing, distributing and collecting pupil resources Help ensure that this happens quickly and give the teacher more time for teaching. (Hand out whiteboards, pens and cloths for supported composition; give out one fan between two for a phonics game.) Helping pupils use resources Show children how to use things so that they can participate in the lesson. (Help them find the correct letter on a fan; prompt them to hold up cards so the teacher can see their answer.) Supporting the effective use of teacher’s props Help the teacher with various resources to aid the smooth running of the session and to add another ‘voice’. (Work the puppet in a phonics game; point to the text as the teacher reads the big book; take a part in a play.)
An extra pair of eyes Observing individual pupils There has to be a particular focus so that you know what to look for and how to record it. (Look at behaviour, level of participation in the session, responses to specific questions.) Noting who ‘can’ and who ‘can‘t’ Record the names of children who can’t do a particular task, such as finding the correct final sound in a word using a letter fan.
Pick up emergent issues which the teacher has not noticed, such as a child struggling to understand or behaving in unexpected ways. Comparing notes and giving feedback to the teacher Offer a personal perspective on why some children fail to understand or become restless.
Behaviour management Sitting alongside a difficult child Sit beside children who are restless to help settle and involve them during shared time, and to direct their attention. Focusing children’s attention Help children focus their attention on the teacher during shared work by directing inattentive children to look, answer or apply themselves to questions. (Have you seen the book, Marcus? Do you know the answer? Go on, put your hand up!) Making eye contact Catch a child’s eye, smile and pull him or her back into the lesson, or raise an eyebrow, and nod his or her attention towards the teacher. It can be helpful to sit at the front so your facial gestures can be seen. Support for children who need specific help to access the lesson For example, children with visual impairments may need an enlarged text on their knee. Troubleshooting This could involve various things to help the session run smoothly. (Sort out minor disagreements; respond to queries; help latecomers catch up.)
The role of the teaching assistant: managing group work Teaching assistants often work with groups during the group phase of the Literacy Hour, and in the Spring term they will run daily group ELS sessions. The aim is to help children build up their confidence and begin to apply what they have been taught as they work independently. Some young children will find it easier than others to work in a group. As you develop a relationship with the children in the group, you will find successful ways of working with them. Here are some extra tips to help you.
What do you do if … you ask a question and nobody answers? ● Allow time for children to think before they answer. ● Try asking again in a different way, e.g. rephrase What is the middle phoneme? as What is the sound you can hear in the middle of the word? ● Provide a starter for the reply. children always look at you when they are stuck and expect you to give the answer? ● Remind them what they know, e.g. We learned how to spell this last week … who can remember? ● Show them how by demonstrating yourself and then giving them time to practise while you watch. children always repeat what the last child said? ● Encourage children to listen to one another, e.g. Jamil said that, can you think of a different idea?
● Use a puppet or toy; explain that it is very shy and ask the child to help it. ● Give opportunities for the child to work with a partner on activities. children want to get things right and are worried about making mistakes? ● Tell the children about the things you do yourself to help with difficulties, e.g. how to remember a ‘tricky’ spelling. ● Praise children for ‘having a go’, even when they make an error. ● Praise the bits they have got right before you help them with the bit that was wrong. ● Encourage children to take risks by occasionally making a deliberate mistake for them to put right. ● Introduce a puppet or toy which makes mistakes, and ask the children to help it. the group is disrupted by a child’s behaviour? ● Use the school/class behaviour policy. ● Establish rules with the children at the outset, letting them know what is expected, e.g. listening when you are talking, following instructions first time, taking turns and listening to each other. ● Praise good behaviour when you see it; the other children are then likely to try to copy that behaviour. ● With a child who is consistently difficult, choose one area of behaviour to work on at a time. For example, if the child constantly interrupts you, tell the child that he or she will be rewarded for not interrupting when you are talking.
one child always shouts out the answers? ● Direct your questions to give everyone a chance, e.g. I’d like Kylie to answer this question … ● Praise children for taking turns. one child is very quiet or shy and does not join in? ● If the child is at the early stages of learning English as an Additional Language, talk to the teacher about the best way to support the child. Such children may need extra time for listening, and they will benefit greatly from the use of props and visual supports.
This pamphlet supports the ELS training day 1. Refer to: ● Introduction Training for Teaching Assistants – Reception Module (DfEE 0130/2000) ● Introduction Training for Teaching Assistant – Literacy Module (DfEE 0130/2000) ● www.standards.dfee.gov.uk/literacy
In the Literacy Hour their role involves: ● supporting while the teacher leads whole-class sessions; ● working with groups or individuals during the group time, e.g. playing phonics games; ● working with the teacher to screen children and decide who to include in the ‘at risk’ group.
For the ELS sessions their role involves: ● running a 20-minute session every day for 12 weeks with a group of no more than six children from Year 1;
To prepare teaching assistants to take on this role they will: ● attend three days of training with the Y1 teacher; ● carry out preparation and follow-up tasks with the teacher to build on what has been covered in the training; ● have the opportunity to meet other teaching assistants who have the same role.
Partnership between the teacher and the teaching assistant Partnership works best when teaching assistants: ● discuss the literacy plans with the teacher; ● understand where their work fits into the plan for the week; ● get to know the class really well, e.g. by supporting in the Literacy Hour several times a week; ● know and use the same systems for behaviour management as operate in the class;
● preparing resources and materials for the sessions each week;
● have a way to liaise regularly with the teacher, e.g. a notebook or a brief meeting;
● liaising with the teacher to review children’s progress at regular intervals.
● let the teacher know what is happening with the group – successes as well as problems.
The role of the teaching assistant Joining in and making contributions If the discussion is flagging, or children are slow to join in, you can model by making contributions. This needs to be done sensitively, as children also need time to think before they join in themselves. (Join in songs, choral readings, group discussions.)
Assisting teaching Demonstrating for the teacher When the teacher is explaining how to do something, you can show the children what to do. (Segment a word and identify the phonemes; find a word in a dictionary.) Asking for help You could pretend not to understand something so that the teacher or a child can go through a stepby-step instruction. (Pretend to be a character in a book; ask a question about how to do an activity.) Echoing the teacher Repeat or re-word phrases for pupils who need extra help. (Look at where Mrs Joyce is pointing. Remember what you've been told about using capital letters and full stops.)
Teaching assistants can actively support the teacher during literacy sessions. These suggestions cover a wide range of possible roles based on partnership between the teacher and the teaching assistant.
Supporting the teacher Drawing in reticent pupils Look out for those who are too timid to put their hands up. I think Josh has an idea … (Katherine has a good example.) Dropping helpful pointers Sometimes children are slow to offer answers and you can offer an idea to help get them started. (I can see something that starts with that sound on your desk.) Supporting children Look out for the or less confident children who need encouragement and help draw them into the lesson. (Smile; nod your head; say ‘Hmm’; make eye contact.)
Directing attention Help the children to focus on the text. (Point at the features in the big book under discussion.) Doing a ‘double act’ Take a role alongside the teacher in leading an aspect of the lesson. (Work the puppet during a phonics session; ‘box and cox’ by taking turns with the teacher to explain small steps to the children, making it easier to maintain attention.) Acting as a partner for less able children during ‘thinking and talking time’ When children are given a minute or two to talk about their ideas or to think about their answers, you can join a group where children are less confident about making a contribution. As you talk with them, you can help them express their own ideas and then alert the teacher that they have something to say. Using supportive props You could sit with an individual or group and use pictures, puppets, objects, etc., to help them understand what a book is about. Acting as the teacher’s ‘memory bank’ Help the teacher to draw in particular children. (I think Emily’s had her hand up for a while.)
during the whole-class sessions Resources management Preparing, distributing and collecting pupil resources Help ensure that this happens quickly and give the teacher more time for teaching. (Hand out whiteboards, pens and cloths for supported composition; give out one fan between two for a phonics game.) Helping pupils use resources Show children how to use things so that they can participate in the lesson. (Help them find the correct letter on a fan; prompt them to hold up cards so the teacher can see their answer.) Supporting the effective use of teacher’s props Help the teacher with various resources to aid the smooth running of the session and to add another ‘voice’. (Work the puppet in a phonics game; point to the text as the teacher reads the big book; take a part in a play.)
An extra pair of eyes Observing individual pupils There has to be a particular focus so that you know what to look for and how to record it. (Look at behaviour, level of participation in the session, responses to specific questions.) Noting who ‘can’ and who ‘can‘t’ Record the names of children who can’t do a particular task, such as finding the correct final sound in a word using a letter fan.
Pick up emergent issues which the teacher has not noticed, such as a child struggling to understand or behaving in unexpected ways. Comparing notes and giving feedback to the teacher Offer a personal perspective on why some children fail to understand or become restless.
Behaviour management Sitting alongside a difficult child Sit beside children who are restless to help settle and involve them during shared time, and to direct their attention. Focusing children’s attention Help children focus their attention on the teacher during shared work by directing inattentive children to look, answer or apply themselves to questions. (Have you seen the book, Marcus? Do you know the answer? Go on, put your hand up!) Making eye contact Catch a child’s eye, smile and pull him or her back into the lesson, or raise an eyebrow, and nod his or her attention towards the teacher. It can be helpful to sit at the front so your facial gestures can be seen. Support for children who need specific help to access the lesson For example, children with visual impairments may need an enlarged text on their knee. Troubleshooting This could involve various things to help the session run smoothly. (Sort out minor disagreements; respond to queries; help latecomers catch up.)
The role of the teaching assistant: managing group work Teaching assistants often work with groups during the group phase of the Literacy Hour, and in the Spring term they will run daily group ELS sessions. The aim is to help children build up their confidence and begin to apply what they have been taught as they work independently. Some young children will find it easier than others to work in a group. As you develop a relationship with the children in the group, you will find successful ways of working with them. Here are some extra tips to help you.
What do you do if … you ask a question and nobody answers? ● Allow time for children to think before they answer. ● Try asking again in a different way, e.g. rephrase What is the middle phoneme? as What is the sound you can hear in the middle of the word? ● Provide a starter for the reply. children always look at you when they are stuck and expect you to give the answer? ● Remind them what they know, e.g. We learned how to spell this last week … who can remember? ● Show them how by demonstrating yourself and then giving them time to practise while you watch. children always repeat what the last child said? ● Encourage children to listen to one another, e.g. Jamil said that, can you think of a different idea?
● Use a puppet or toy; explain that it is very shy and ask the child to help it. ● Give opportunities for the child to work with a partner on activities. children want to get things right and are worried about making mistakes? ● Tell the children about the things you do yourself to help with difficulties, e.g. how to remember a ‘tricky’ spelling. ● Praise children for ‘having a go’, even when they make an error. ● Praise the bits they have got right before you help them with the bit that was wrong. ● Encourage children to take risks by occasionally making a deliberate mistake for them to put right. ● Introduce a puppet or toy which makes mistakes, and ask the children to help it. the group is disrupted by a child’s behaviour? ● Use the school/class behaviour policy. ● Establish rules with the children at the outset, letting them know what is expected, e.g. listening when you are talking, following instructions first time, taking turns and listening to each other. ● Praise good behaviour when you see it; the other children are then likely to try to copy that behaviour. ● With a child who is consistently difficult, choose one area of behaviour to work on at a time. For example, if the child constantly interrupts you, tell the child that he or she will be rewarded for not interrupting when you are talking.
one child always shouts out the answers? ● Direct your questions to give everyone a chance, e.g. I’d like Kylie to answer this question … ● Praise children for taking turns. one child is very quiet or shy and does not join in? ● If the child is at the early stages of learning English as an Additional Language, talk to the teacher about the best way to support the child. Such children may need extra time for listening, and they will benefit greatly from the use of props and visual supports.
This pamphlet supports the ELS training day 1. Refer to: ● Introduction Training for Teaching Assistants – Reception Module (DfEE 0130/2000) ● Introduction Training for Teaching Assistant – Literacy Module (DfEE 0130/2000) ● www.standards.dfee.gov.uk/literacy
