Appendix 3: A Checklist and Support for Literacy Inclusion in your classroom

In the suggested checklist template below, the first two columns have been completed for you. The third column can be completed by the school following on from your audit.  

How to identity and build on pupil’s strengths?

Support pupils to see themselves as successful learners by identifying and building on their strengths, knowledge, and skills.

What to support?How to support?
(Some examples but not an exhaustive list)		Further ideas from CPD/advice & guidance 
Do you work in partnership with pupils to identify preferred approaches to support their learning?
  • Ask pupils:
    • What do I do that makes learning easy?
    • What way do you like to learn?
    • What way does he / she like to receive information?
    • Reading: for example, audio books, large print, group discussion, text-to-speech
    • Writing: for example, using coloured paper, a keyboard, coloured pens, scribe, and speech to text
    • Spelling: for example, through repetition, key word lists, spell checkers, visual representations, word patterns, illustrations
    • Comprehension: for example, through use of mind maps, graphic organisers, diagrams, illustrations
 
Do you build learners preferred ways of working into learning opportunities?
  • Model and offer options using technology tools:
    • Digital copies of notes
    • Access to screen readers
    • Access to speech to text
    • eBooks and digital readers
  • Provide quiet working spaces
  • Allow seating options for friends or other individuals
 
Do you use a range of assessments to identify pupils’ strengths and weaknesses?
  • Are you confident in using diagnostic and standardised assessment materials and forms?
    • Share miscue analysis’ results and strategies with pupils
    • Analyse independent pieces of writing with pupils to share strategies, strengths, and learning opportunities
 
Do you support pupils to identify and recognise their strengths and how to use these to support their learning?
  • Introduce a range of opportunities to let pupils show what they know: 
    • Role play and drama
    • Artwork and drawing
    • Labelled diagrams
    • Voice recordings, video and digital displays
    • Oral discussions and ‘Show and Tell’ sessions
    • Group work
 

Do you use a multisensory approach in your classroom?

A multisensory approach involves two of more of the senses engaging with an activity simultaneously. This enables for better storage and retrieval of information.

What to support?How to support?
(Some examples but not an exhaustive list)		Further ideas, from CPD/advice & guidance 
Do you offer a range of ways for pupils to express their understanding?
  • Mastery can be demonstrated through:
    • Video
    • Debate and discussion
    • Mind maps and storyboards
    • Computer slides or illustrated notes / diagrams
    • Group work
 
Do you offer a range of ways that a pupil can engage with information?
  • Present information using two pathways simultaneously:
    • Talk it through highlighting phrases or key words
    • Diagrams
    • Video clips
    • Physical models
    • Demonstrations
    • Real life examples
    • Graphs and flowcharts
    • Computer apps and animations
 
Do you provide a range of tactile techniques into your literacy programme?
  • Provide texture: 
    • Playdough
    • Modelling clay
    • Sand
    • Shaving foam/
    • Sandpaper
 
Do you provide a range of visual techniques into your literacy programme?
  • Provide images, graphics, and colour alongside words/ in slides/ for lists and storyboards
  • Use visuals to identify and highlight key information/ chunk words and highlight processes in Maths
  • Provide coloured folders to store and organise information in computers and in personal folders.
 
Do you provide a range of kinaesthetic techniques into your literacy programme?
  • Use whole body movements to learn words:
    • Trace on paper
    • Jump /skip /use hops to identify syllables
    • Dance / clap, sing and rap to explore rhyme and poems
  • Provide sticky notes / plastic letters and tiles to manipulate letters and words
 
Do you provide a range of auditory techniques and aids into your literacy programme?
  • Listen to recordings / podcasts/ speech notes for information, reinforcement, and instructions
  • These can help to clarify information and provide access to repeated instructions
 
Do you provide access to visual representations to support oral and written work in your classroom?
  • Does your classroom have good displays that can be easily seen?
  • Display target words in notebooks / on screens / whiteboards
  • Have pupils write / copy the words frequently
  • Use ‘Build it, Write it, Read it’ boards
  • Display tricky words / rules / common errors
 

Do you provide useful supports during learning activities?

Learners with literacy difficulties need lots of practice and reinforcement to reach an appropriate level of automaticity. Share with pupils your learning intentions and ask pupils to offer suggestions that could help them to take control of their understand and support their retention of information.

What to support?How to support?
(Some examples but not an exhaustive list)		Further ideas, from CPD / advice & guidance 
Do you introduce the big picture / concept at the beginning of a lesson or topic?
  • Show visually a pathway of what is going to be taught with visual links to individual lessons, activities, and additional information
  • Leave blank spaces for pupils’ questions as you discuss this visual pathway to learning
  • Do you link new topics with what pupils already know so they might build on previous learning and experiences?
 
Do you support pupils to access the most essential information by reducing the amount of note taking and the copying of information?
  • Can be achieved through access to teachers notes and other digitally available materials
  • Allowing photos of whiteboards and audio recordings via video or voice notes
  • Can model and encourage practice in how to identify key information and reduce large pieces of text or writing
 
Do you provide a range of tools to support a pupil’s working memory?

These tools can reduce barriers to learning by supporting a weak working memory: 

  • Calculators
  • Charts
  • Spelling supports
  • Word lists
  • Flow charts for instructions
  • Fact sheets
  • Visual pathways
 
Do you embrace assistive technology in your classroom?
  • Determine the value of assistive technology for each pupil
  • Observe and discuss with each pupil to establish what would be useful
  • Model the use of the technology, encourage its use, and allow time to embed before analysing its effectiveness
 
Do you help pupils follow and understand instructions to complete tasks?
  • Chunk all information into bite sized bits in the order that they are to be actioned
  • Explain using plain language and short sentences
  • Reinforce with visual prompts
  • Encourage pupils to prioritise what is important
  • Provide templates, frameworks, exemplars, checklists, opening sentences, closing sentences, closed passages or brief notes that can be built upon
 
Do you provide pupils with options when note taking?
  • Provide options to record work:
    • Mind maps
    • Storyboards
    • Images
    • Symbols
    • Annotating 
    • Highlighting 
    • Summarising with a peer
 
Do you ask the pupil what support encourages him / her to think?
  • Ask the pupil: 
    (This links with the importance of developing metacognition in pupils – an awareness and understanding relating to the application and control of their thinking processes in a positive way).
    • What helps you think?
    • What helps you to remember?
    • How can you plan this task effectively?
    • Does he / she prefer flexible seating / quiet area?
    • Where does he / she want to sit?
    • Does he / she work best with some individuals or groups?
    • Would he / she like headphones?
 
Do you allow easy access to online resources? 

Topic information available online:

  • Vocabulary
  • Illustrations
  • Videos
  • Read aloud/ immersive reader
  • Dictionary
 
Do you design all resources that have improved readability?
  • Use a sans-serif font, such as Ariel, Comic Sans, Verdana, or Sassoon,
  • Use a minimum of 12/14 font size
  • Use bold text but no underlining
  • Break text into short readable chunks
  • Keep text left justified and avoid background graphics
 

Provide opportunities for practice.

Practice, and reinforcement are essential to make skills automatic.

What to support?How to support?
(Some examples but not an exhaustive list)		Further ideas, from CPD/advice & guidance

Do you provide additional practice opportunities and activities?

 

  • Support mastery through:
    • Instructional Games
    • Practice sheets
    • Peer teaching
    • Online programmes
    • Quizlet
 

Do you build automaticity, fluency, and recall through regular practice?

 

  • Practise automatic recall through:
    • Flashcards
    • Rereads
    • Reading aloud to different audiences
    • Recording reading /with playbacks
    • Rehearse reading 
    • Pre teaching vocabulary / topic specific words
 

Do you provide appropriate support for exams and testing?

 

  • Rehearse and familiarise pupils with exam procedures and test formats
  • Discuss anxiety and concerns
  • Provide opportunities for:
    • Time management
    • Working with a reader ahead of exam if applicable
    • Working with computer reader software ahead of exam if applicable
    • Breaking exams into chunks
    • For investigating mnemonics as strategies to help remember spellings and information

  • For visualisation and word association:

    Printable Resource: Visualisation - Reading Prompt Chart

  • For reference to a study guide
 

Do you provide feedback? Providing appropriate feedback.

Enabling reflection helps to reinforce learning and can help pupils to develop a positive awareness of themselves as successful learners.

What to support?How to support?Further ideas, from CPD/advice & guidance

Do you provide a range of feedback, and consider a pupil’s preferences?

 

  • Discuss with the pupil what feedback is helpful
  • Comments on documents (are they meaningful)
  • Video feedback 
  • Voice notes
  • One to one feedback
  • Pictures and spellings with or without corrections
  • Sticky notes
 

When do you provide the feedback, during a task or at the end?

 

  • If information is provided in chunks provide a review and revise the session after each chunk
  • Include positive feedback to highlight even small successes
  • Indicate examples to support your feedback
  • Work with the pupil to analyse errors and discuss how to make improvements
  • Use a constructive system for marking:
    • Organising ideas
    • Opening / ending
    • Content
    • Draft
    • Presentation
    • Editing
 

Do you use feedback that increases a pupil’s motivation and confidence?

 

  • Use positive feedback as prompts:
    • ‘I am glad you considered putting this in’
    • ‘I see you have used this strategy that we discussed earlier’
    • ‘Great work I am glad you used the NEW strategy we talked about in class
    • This week we were looking at ‘plurals’ I am glad to see you have spelt these words correctly
 
Do you provide time for pupils to self-reflect?
  • Encourage pupils to reflect on their work, allowing them to adjust and reflect upon their own learning and continuous improvement
 

Do you provide enough ‘time’ for successful learning to take place in your classroom?

Plan for opportunities for pupils to reinforce learning and practice skills in a range of contexts that suits each individual pupil.

What to support?How to support?Further ideas, from CPD/advice & guidance

Do you have high expectations and focus on quality and not quantity?

 

  • Support the pupil in identifying the important things he / she needs to learn to complete a task:
    • Reduce the workload 
    • Accept less
    • Adapt homework
    • Culture of working together
    • Breaking things down into manageable chunks
 

Do you engage with your pupils to support the pace of learning?

 

  • Ask a pupil if he / she:
    • Needs more time
    • Needs more practice
    • Needs teaching repeated in the same or a different way
    • Needs further explanation
    • Would like additional examples
    • Would appreciate extended deadlines
 

Is your teaching approach flexible to avoid stress and reduce anxiety?

 

  • Many pupils with literacy difficulties will need more time:
    • Provide more time for them to read instructions
    • Provide copies to be pre-read in advance
    • Provide video / films to pre watch
    • Provide other links to prior knowledge
    • Give whole class ‘thinking time’ before questions are answered
    • Set achievable time limits for responses
 

Have you provided a range of organisational and time management support?

 

  • Provide page numbers, questions, and due dates both orally and visually
  • Provide and explain ‘must do’ and ‘may do’ options 
  • Provide visual timetables and timelines to let pupils see what is coming next and to help them plan ahead
 

Checklist adapted from ‘About Dyslexia Supporting literacy in the classroom’ Ministry of Education NEW Zealand.

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