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Learning Outcome
Language Outcome
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Listen-up is an activity for developing fluency in recognising word/sound correspondences and to identify main ideas in a text. It can also be used to recycle vocabulary or to help students to notice certain types of words.
The teacher prepares a list of words (about 10 at most) from a short text, about 200-250 words maximum. Students copy down the list in a column. The teacher reads the text aloud, a little more slowly than normal reading speed, and students tick each word every time they hear it. At the end of the reading, count up the number of ticks for each word and this will help to identify the main ideas in the text.
Variation 1: students number their list of words in the order that they hear them being read. The teacher could focus on one type of word e.g. cohesive devices, which would then help students to notice and use cohesive devices in their own texts.
Watch this year 7/8 science video to see a variation on the Listen-up activity which requires students to listen for words and their definitions. The students are required to match up the words and their definitions on cards and to put the cards into the same order that the teacher read them out.
Teaching and learning sequence planning examples
Secondary level:
School Journal Story Library is a targeted instructional series that provides additional scaffolds and supports for teachers to use to accelerate literacy learning for students in years 5–8 who are reading 1–2 years below expectation. The series is carefully levelled to include a balance of supports and challenges so students can meet the increasing demands of the curriculum as they encounter more complex texts.
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How can literacy learning needs be addressed in the teaching and learning programme?
How does research inform my inquiry?
Examples from Practice
How will progress be monitored?
Your inquiry will determine the ways in which progress should be monitored. For example, you may decide to monitor progress through student writing, oral responses, research skills and/or presentations.
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A checklist is developed by the teacher to specify the language features, language structures, spelling, punctuation, or grammatical features which the student needs to check that they have used in their piece of writing.
The students tick the box next to each item on the checklist to show that they have checked their piece of writing for that item. Checklists are usually provided to the students prior to writing and used by them at the editing/proofreading stage of the writing cycle. In addition, the students can also edit each other’s work using a checklist.
Watch this video to see a year 5–6 class using checklists and peer editing
Checklist examples for writing:
Teaching and learning sequence examples:
Primary level:
Family Treasures – Social Studies, year 5–6
– Technology, year 7–8
Information on monitoring and assessing children's literacy knowledge to ensure that teaching is responsive to their needs.
When children first start school it is important to find out what they already know. This will help you pinpoint where to start a child along the scope and sequence framework for the Ready to Read Phonics Plus books.
The Alphabet Test, GKR Phonemic Awareness Test, and Bryant Test will identify what children know and any gaps they may have in their letter-sound knowledge. The assessment process map below provides guidance for using these tests and gives an entry point along the scope and sequence framework.
The assessment process map sets out the assessment activities you can you use to find out what children know and where they should start on the Phonics Plus books. It also supports you to use 10 week check-ins to monitor the progress of students as they move through the stages and onto Colour Wheel texts.
You may find that some children may need to continue to develop their phonological awareness before they use the Phonics Plus books.
PurposeThe Alphabet test measures children’s recognition of letters and their ability to provide the sounds they make.
InstructionsGive the child a copy of the alphabet test and say:
Move to the next letter and repeat. Be sure that the letters are read left to right across the page. Do the upper case first because these tend to be easier for children.
Scoring of the alphabet testUse the score sheet to record the child's responses and to note the letters that the child is confused about.
PurposeThe GKR Phonemic Awareness Test measures a child’s ability to identify, blend, and manipulate the sounds of speech. This test is a version of the Gough Kastler Roper test.
InstructionsThis version of the test uses only the first sub-test from the whole tool. The first sub-test requires the child to say each phoneme separately, for example, c-a-t, and then tell you what the word is (cat).
PurposeThe Adapted Bryant Test assesses a child’s knowledge of letter-sound relationships by asking the child to read up to 50 pseudowords (non-words).
Instructions Explain that these are not real words. They are alien words spoken by children from another planet. They speak a different language to us.
Encourage the child to sound out the words if they can, but to make a real word. Do not just say the sounds of the letters.
If the child finds it too difficult and makes more than 10 consecutive errors, pause the assessment. However, if they are happy to keep reading, they can do so. It might give you an idea of how they approach decoding the words. If you do stop, ask the child to look at the rest of the words and read out any that can be decoded.
ScoringScore the word as correct if the child pronounces the made-up words as shown in the pronunciation guide provided.
Write down the error if the child makes a mistake (for example, reads “buf” as “but”). Then score out of 50.
The scoring diagnostic guide provided outlines the phonics subskills covered in each group of questions. It will assist you identify the letter-sound relationships the child still needs to learn.
Reading alien words
Sounding out unknown words with Professor Tom Nicholson.
When using the scope and sequence framework to support early reading, it is vital that teaching responds to children’s learning needs. Grouping of children needs to be flexible. Children’s progress should be reviewed on a weekly basis to ensure they continue to learn new sounds and apply what they already know. Your day-to-day observations and conversations with learners will inform the decisions you make about your reading groups.
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