Literacy library

Literacy publications

The following resources are to support the learning and teaching of literacy.

Early Literacy Support Programme: materials for teachers working in partnership with teaching assistants

The ELS materials have been revised to bring them into line with the objectives in the Primary Framework for Literacy, 2006 and with the recommendations of the Independent Review into the teaching of Early Reading (Rose 2006).

It is aligned with the Primary National Strategy (PNS) publication Letters and Sounds: Principles and Practice of High Quality Phonics (00282-2007BKT-EN) and it is compatible with other approaches to, and programmes for, early reading and phonics, which follow similar principles. More emphasis has been given to reinforcing the systematic teaching of phonics and applying the ‘simple view of reading’.

Year 3 Literacy Support: Materials for teachers working in partnership with teaching assistants

Year 3 Literacy Support (Y3LS) is a 'Wave 2' intervention programme designed for use in Year 3 for pupils assessed by teachers as being at risk of underachievement and likely to benefit from a limited period of targeted support designed to enable them to reach age related expectations. The materials consist of detailed sessions designed for use by trained Teaching Assistants working in close partnership with class teachers, together with guidance on implementation and pupil progress tracking.

Further Literacy Support: Resource pack

The further literacy support pack includes:

• Teacher's Book containing an overview of the FLS programme
• Teaching assistants books
• The FLS Book
• Homework sheets

Developing early writing – video with subtitles

This material offers support and guidance for teachers and practitioners but must be viewed in the context of the recommendations of the Independent Review into the teaching of Early Reading (Rose 2006) and the renewed literacy framework. The searchlight model of reading has been superseded by the new conceptual framework – the simple view of reading – which is described in detail in Appendix 1 of the report. All references to the 'searchlights' model therefore should be interpreted in the light of the simple view of reading referenced in the Rose Report.

• Literacy booster lessons securing level 4 in Key Stage 2

• Developing early writing
  'NLS Developing early writing' is currently being amended in response to the recommendations of the Rose Report on early reading and the revision of the literacy framework.

• Spelling bank: Key Stage 2 spelling objectives
  'Key Stage 2 Spelling bank' is currently being amended in response to the recommendations of the Rose Report on early reading and the revision of the literacy framework.

• Grammar for writing
  This material offers support and guidance for teachers and practitioners but must be viewed in the context of the recommendations of the Rose Report (March 2006) and the renewed literacy framework. The searchlights model of reading has been superseded by the new conceptual framework - the simple view of reading - which is described in detail in Appendix 1 of the report. All references to the 'searchlights' model therefore should be interpreted in the light of the simple view of reading referenced in the Rose Report.

• Literacy flyers to assist literacy teaching
  This material offers support and guidance for teachers and practitioners but must be viewed in the context of the recommendations of the Rose Report (March 2006) and the renewed literacy framework. The searchlight model of reading has been superseded by the new conceptual framework - the simple view of reading - which is described in detail in Appendix 1 of the report. All references to the 'searchlights' model therefore should be interpreted in the light of the simple view of reading referenced in the Rose Report.

• Planning across the literacy strands
• Literacy across the curriculum
• Improving writing, with a particular focus on supporting boys’ writing development
• Simple view of reading: Early Years settings
• Key information and guidance about phonics and early reading
• Planning guidance supporting learning and teaching of literacy: Year 1
• Planning guidance supporting learning and teaching of literacy: Year 2
• Planning guidance supporting learning and teaching of literacy: Year 3
• Planning guidance supporting learning and teaching of literacy: Year 4
• Planning guidance supporting learning and teaching of literacy: Year 5
• Planning guidance supporting learning and teaching of literacy: Year 6
• Progression in discussion texts
• Progression in explanatory texts
• Progression in information texts
• Progression in instructional and procedural texts
• Progression in narrative
• Progression in non-chronological report
• Progression in persuasion texts
• Progression in poetry
• Progression in recount
• Guidance on literacy planning
• Developing reading comprehension
• The reading environment: Years 1 and 2
• The reading environment: Years 3 and 4
• The reading environment: Years 5 and 6
• The speaking and listening environment in Years 1 and 2
• The speaking and listening environment in Years 3 and 4
• The speaking and listening environment in Years 5 and 6
• Multimodal – ICT – digital texts
• The writing environment: Years 1 and 2
• The writing environment: Years 3 and 4
• The writing environment: Years 5 and 6