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NLS Framework for teaching

What is the literacy hour?

1. Whole class (15 mins approx): KS1 and KS2 - Shared text work (a balance of reading and writing).

2. Whole class (15 mins approx): KS1 - Focused word work. KS2 - A balance over the term of focused word work or sentence work.

3. Group & independent work (20 mins): KS1 - Independent reading, writing or word work, while the teacher works with at least two ability groups each day on guided text work (reading or writing).

4. Whole class (10 mins approx): KS1 and KS2 - Reviewing, reflecting, consolidating teaching points, and presenting work covered in the lesson.

Approx 15 minutes shared reading and writing - whole class

Shared reading is a class activity using a common text eg a 'big book', poetry poster or text extract. At Key Stage 1, teachers should use shared reading to read with the class, focusing on comprehension and on specific features eg word-building and spelling patterns, punctuation, the layout and purpose, the structure and organisation of sentences. Shared reading provides a context for applying and teaching word level skills and for teaching how to use other reading cues to check for meaning, and identify and self-correct errors. Shared reading, with shared writing, also provide the context for developing pupils' grammatical awareness, and their understanding of sentence construction and punctuation.

At key stage 2 shared reading is used to extend reading skills in line with the objectives in the text level column of the Framework. Teachers should also use this work as a context for teaching and reinforcing grammar, punctuation and vocabulary work.

At both Key Stages, because the teacher is supporting the reading, pupils can work from texts that are beyond their independent reading levels. This is particularly valuable for less able readers who gain access to texts of greater richness and complexity than they would otherwise be able to read. This builds confidence and teaches more advanced skills which feed into other independent reading.

Shared writing provides many opportunities for pupils to learn, apply and reinforce skills in the context of a larger group with careful guidance from the teacher. Teachers should use texts to provide ideas and structures for the writing and, in collaboration with the class, compose texts, teaching how they are planned and how ideas are sequenced and clarified and structured. Shared writing is also used to teach grammar and spelling skills, to demonstrate features of layout and presentation and to focus on editing and refining work. It should also be used as a starting point for subsequent independent writing. Wherever possible, shared reading and writing should be interlinked. For example, over a five-day period a teacher, may plan to (a) introduce a text, (b) work on it through shared reading and then (c) use the text as a 'frame' for writing or as a stimulus to extend, alter or comment on it.

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Approx 15 minutes word level work - whole class

There must be a systematic, regular and frequent teaching of phonological awareness, phonics and spelling throughout Key Stage 1. Teachers should follow the progression set out in the word level objectives carefully. It sets out both an order of teaching and the expectations for what pupils should achieve by the end of each term. Appendix List 3 summarises these objectives and can be used as a list of criteria for assessing progress. The work must be given a specific teaching focus in the Literacy Hour. Although it is essential that these decoding skills are practised and applied in shared reading, they also need to be taught through carefully structured activities, which help pupils to hear and discriminate regularities in speech and to see how these are related to letters and letter combinations in spelling and reading. The majority of pupils can learn these basic phonic skills rapidly and easily. Word recognition, graphic knowledge, and vocabulary work should also have a teaching focus during this period of 15 minutes.

At Key Stage 2, this time should be used to cover spelling and vocabulary work and the teaching of grammar and punctuation from the sentence level objectives. For Key Stage 1 pupils, these sentence-level objectives should be covered in the context of shared reading and writing and this remains an important context for teaching skills at Key Stage 2. Nevertheless, teachers will need to plan a balance of word and sentence level work for this second part of the Hour, across each half-term, to ensure that all these objectives are covered.

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Approx. 20 minutes guided group and independent work

This section of the Literacy Hour has two complementary purposes:

• to enable the teacher to teach at least one group per day, differentiated by ability, for a sustained period through 'guided' reading or writing;

• to enable other pupils to work independently - individually, in pairs or in groups - without recourse to the teacher.

Guided reading is the counterpart to shared reading. The essential difference is that, in guided reading and writing, the teacher focuses on independent reading and writing, rather than modelling the processes for pupils. Guided reading should be a fundamental part of each school's literacy programme. In effect, it takes the place of an individualised reading programme and, as a carefully structured group activity, it significantly increases time for sustained teaching. In ability groups of four to six, pupils should have individual copies of the same text. The texts need to be carefully selected to match the reading level of the group. In the early stages pupils should meet texts of graded difficulty as they progress these texts will often be selected from reading schemes or programmes and can usually be built up from existing book stocks with some careful supplementation.

At Key Stage 1, teachers should introduce the text to the group, to familiarise them with the overall context of the story and point out any key words they need to know. Pupils then read it independently, while the teacher assesses and supports each pupil in the group. The same principles apply at Key Stage 2. However, as pupils progress, the teaching should focus increasingly on guided silent reading with questions to direct or check up on the reading, points to note, problems to solve etc., to meet the text level objectives in the Framework.

Guided writing - as with guided reading, these writing sessions should be to teach pupils to write independently. The work will normally be linked to reading, and will often flow from work in the whole-class shared writing session. These sessions should also be used to meet specific objectives and focus on specific aspects of the writing process, rather than on the completion of a single piece of work. Often, these teaching inputs can be followed through during independent work in subsequent sessions. For example, pupils might focus on:

• planning a piece of writing to be continued independently later;

• composing a letter;

• expanding or contracting a text to elaborate, summarise, etc;

• constructing complex sentences;

• connecting points together in an argument;

• editing work into paragraphs, headings, etc for clarity and presentation.

Independent work - this happens at the same time as the guided group work. The class needs to be carefully managed and the pupils well trained so that they are clear about what they should be doing and do not interrupt the teacher. There are many forms of organisation ranging from a carousel of ability groups, with a rotation of activities for each group, to completely individual work eg a whole-class writing activity derived from an earlier shared writing session. Independent tasks should cover a wide range of objectives including:

• independent reading and writing;

• phonic and spelling investigations and practice;

• comprehension work;

• note-making;

• reviewing and evaluating;

• proofreading and editing;

• vocabulary extension and dictionary work;

• handwriting practice;

• practice and investigations in grammar, punctuation and sentence construction;

• preparing presentations for the class.

Pupils should be trained not to interrupt the teacher and there should be sufficient resources and alternative strategies for them to fall back on if they get stuck. They should also understand the importance of independence for literacy, and how to use their own resources to solve problems and bring tasks to successful conclusions.

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Final 10 minutes - plenary session with the whole class

The final plenary is at least as important as the other parts of the lesson. It is not a time for clearing up and should be clearly signalled as a separate session when the whole-class is brought together. It should be used to:

• enable the teacher to spread ideas, re-emphasise teaching points, clarify misconceptions and develop new teaching points;

• enable pupils to reflect upon and explain what they have learned and to clarify their thinking;

• enable pupils to revise and practise new skills acquired in an earlier part of the lesson;

• develop an atmosphere of constructive criticism and provide feedback and encouragement to pupils;

• provide opportunities for the teacher to monitor and assess the work of some of the pupils;

• provide opportunities for pupils to present and discuss key issues in their work.

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