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year 5 FLS what is it?

(8 Posts)
mary21 Tue 27-Oct-09 16:36:00

Hi I have a 9 year old son in year 5. At the end onf year 4 his NC levels were 4b maths 4c reading and 2a writing. His reading age was 11. Now in year 5 he has been placed in the FLS group for English . The teacher thinks its for his reading but isnt sure. First I thought his reading was fine, But secondly his writing only progressed from a 2b in year 2 to a 2a at the end of year 4. this seems to be the problem area. Any advice welcome

trickerg Tue 27-Oct-09 16:54:20

Further Literacy Support
Info here:
nationalstrategies.standards.dcsf.gov.uk/node/154597

missmapp Tue 27-Oct-09 17:02:37

It helps children whose writng is a bit below expected levels, so sounds like this is why your ds is on it. The Ta takes small groups to do further writing skills linked to the work done in class. The resources that come with it are great and, if done correctly, can be a fab programme.

mary21 Tue 27-Oct-09 17:14:04

Thanks, so its for his writing rather than reading

mrz Tue 27-Oct-09 17:46:28

Further Literacy Support in Year 5: summary
 FLS is an intervention programme for Year 5, planned for the teacher and teaching assistant
to work in partnership to raise attainment.
 Throughout the year, all children receive Quality First Teaching (QFT).
 Before screening for FLS, the teacher will have identified and addressed any gaps in
learning for the class to ensure that the majority is working at age-related objectives.
 Towards the end of the first term, the school will identify those children who will benefit from
a more intensive programme of support. (Research indicates that currently this may be
about 20% of an average class; that is, a group of about six children.)
 To identify the target group, schools will use the FLS screening material, together with
assessment information from the school’s own procedures for tracking individual child
attainment, including information from SEN assessments.
 FLS is an intervention programme that runs for 12 weeks from the start of term.
 In term 2, in addition to Quality First Teaching, the identified group will receive a planned programme of
support, including lessons from the
teacher and the teaching assistant,
independent tasks and optional
supplementary homework (for group or
class).
 By term 3, it is expected that most
children in the group will no longer need
additional support, although some may
need either continuing group support to
consolidate their progress or individual
support as part of the school’s Wave 3
provision.

The programme is divided into three modules, each lasting four weeks.
 The overall focus is on consolidating objectives from Year 4 and Year 5 terms 1 and 2.
 Each module focuses on several text level objectives, particularly writing objectives. These
provide the context for developing writing in a particular form. Sentence and word level
objectives are addressed in this context.
 Each module has a writing outcome.
 Children see writing demonstrated in the guided and supported sessions and then go on to
apply these skills and strategies in independent writing.
Module 1: Writing to Persuade
 Consolidation of key objectives from Year 4
 Outcomes: Write three pieces of persuasive writing: an advert, a leaflet and a letter.
 Context: Children read and evaluate advertisements, write promotional material for a new
product called ‘VIP’, and finally write a letter, using persuasive language.
Module 2: Fantastic Tales
 Consolidating key objectives from Year 4 and from Year 5 term 1
 Outcomes: Plan and write a story.
 Context: Children read and evaluate examples of myths and legends. They identify key
features and use these to plan and write their own stories, editing and reviewing as they write.
Module 3: Writing to Inform
 Consolidating key objectives from Year 5 terms 1 and 2
 Outcome: Write a non-chronological report on life at school.
 Context: Children read and evaluate non-chronological reports. They identify key features
and use these to plan and write a report on their school, as well as instructions about how
to get there for a visitor from ‘another world’. They edit and revise their writing and plan a
presentation.

Weekly structure
Each week has the same structure and contains the following elements:
 guided work – led by the class teacher;
 supported sessions – led by a teaching assistant or other teacher;
 independent work – carried out in the literacy hour or at another time;
 homework – homework is available but is optional.
Monday
 Guided reading or writing: This session is completed during the literacy hour. It
provides the focus for work in all further sessions that week. Notes are provided to help the
teacher plan and run these sessions.
 Supplementary homework: If the teacher decides to use the homework, then the day’s
task is introduced.
Tuesday
 Independent activity: The group completes this during the literacy hour or at another
time set by the teacher. This work will follow up the guided session and lead into the first
supported session.
 Supported session 1: This is led by a teaching assistant or other adult working with the
group outside the literacy hour. Session notes are provided.
 Supplementary homework: This is set by the teacher.
Wednesday
 Supported session 2: This is led by the teaching assistant or other adult outside the
literacy hour.
 Supplementary homework: This is set by the teacher.
Thursday
 Independent activity: This is completed by the group during the literacy hour or at
another time set by the teacher.
Friday
 Supported session 3: This is led by the teaching assistant or other adult outside the
literacy hour.
Session structure
Each supported session follows the same sequence and should take about 20 minutes:
1 On your marks Introduction
2 Get set Preparation and support
3 Go Independent activity
4 Finishing line Review and preparation for next step

mary21 Tue 27-Oct-09 18:12:15

Do you think we should have been told what is was for and that DS was on this programme. First we heard about it was when he came home and told us and when I asked his class teacher she didnt seem to know what it was for. Just that it was recommended by his previous year 4 teacher.

mary21 Tue 27-Oct-09 18:13:45

Forgot to add we are very happy he is getting any intervention required , Just want to understand!

missmapp Tue 27-Oct-09 19:12:21

For it to work properly the class teacher needs to be fully involved and doing his/her bit in the classroom to link with the FLS with the TA, so she should know whats happening!!

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