Literacy

The following suggestions may support literacy lessons, it will be necessary to assess the pupil’s level of development before implementing them.

Ensure the task is within the pupil’s level of understanding. Simplify the task if necessary.

Follow up class input with individual input; use picture or written prompts.

Check understanding of the task and content of the lesson.

Use real objects or pictures printed from the class input as prompts to overcome difficulties and prompt language with work recorded in the following way:

pupil gives verbal sentence;

the adult scribes the sentence (typed or written);

the pupil then copies the sentence using an iPad, AlphaSmart.

If news writing is required, ask the family for photographs, objects from weekend activities.

Cut up sentences that match well-known stories, for pupils to sequence. The sequenced sentences could be stuck into the pupil’s book and captions added if appropriate.

Demonstrate what is required, e.g. the adult types a sentence and asks the pupil to follow, with a sentence of their own.

Use iPads to recall events, e.g. school visits, prior to writing about the visit.

Use photographs to write captions for.

Use the Clicker program with grids made using vocabulary the pupil can read and linked to the subject being studied in the classroom.

Have an individual alphabet chart/word book/dictionary on their table.

Use computer programs for learning spelling, e.g. ‘Nessy’.

Use storyboards and picture sequences to provide ideas to write about.

A writing frame can help with organising thoughts and the writing process itself. There are a number of software titles that may support this. Mind-mapping software can help to quickly get a number of ideas down quickly without worrying about structure or order.

If necessary, suggest choices of sentences, characters, settings or activities for characters.

Make use of visual prompts to aid writing skills, e.g. a defined area to write in, a red dot where the writing is to start.

It is essential that the reading level of the pupil is taken into consideration. Ensure the correct font size is used in books and on worksheets.

Appropriate recording methods will need to be assessed. Various alternative methods are described in the following chapters.

Time should be given to respond to questions during discussions.

Consider whether it is appropriate or not to ask a pupil with speech difficulties to read out loud during guided reading time.