www.jjeducational.co.uk
Pupils can fail to acquire confident literacy skills through a variety of reasons such as
n Inconsistent attendance at school
n A specific learning difficulty (such as Dyslexia)
n Having an Autistic Spectrum Disorder
n Having an Attention Deficit Disorder
n Emotional problems.
Research has shown that whatever the reasons for failure, pupils need the same remedial
approach to restore their ability to learn. They need a scheme that is:-
o Structured
o Sequential
o Progressive
o Allows constant reinforcement
o Multi-
o But above all Fun
Second Chance Literacy Scheme was developed to meet the needs of the older primary and younger secondary pupil who is struggling to acquire skills and needs a second shot at literacy whatever the reason for failing first time round.
The scheme is built around quirky animal characters with a sense of humour. The characters are therefore not specifically age related, avoiding embarrassment at the early easy readers.
The scheme is structured to allow delivery of the programme without specific additional training.
It is sequential in the order of phonics and skill building.
Pupils are able to make substantial progress quickly building confidence.
The use of workbooks, games and personalised readers allows multisensory input.
The scheme is fun for both staff and pupils.
The games in particular allow for constant reinforcement through a multitude varied and fun activities.
Accompanying playscripts allow confidence and cooperation.
The scheme is produced on Cd . therefore is cost effective. One Cd for the whole school for ever. Each resource is downloaded and copied for each pupil personally. If books are lost or ruined then they are easily replaced. Copies of Games , playscripts can be sent home for family involvement without fear of loss.
For pupils who have dyslexia and may prefer their books on coloured pape , the resources can be printed on any colour.
Why the Second Chance Literacy resources?
How is the scheme delivered?
Starting at Book 1-
These should be introduced using a multi-
For some pupils the first 5 books are read in one sitting as ‘an introduction to
the characters’. Then workbook 1 completed. Books 5-
The books should be read in chronological order and the workbooks worked alongside.
The activities within the workbooks enable more multi-
Each new vowel (and later phoneme) introduced should also be tracked and highlighted within the reader. Pupils therefore own their own book and can highlight the sounds as they prefer. They then read the book having found and highlighted all of the new sound.
Following each new phoneme introduction, games should be played to reinforce the newly acquired sound. Within the games pack there are instructions and resources to play an almost unlimited number of games. These can be returned to over and over again and prevent moving on too quickly if certain phonemes need more practice to ensure secure knowledge.
The scheme works through three phases;
Phase 1 CVC through to soft c soft g in 26 readers and six workbooks
Phase 1 Games Pack. Resources and instructions for games to accompany all sounds delivered in Phase 1
Phase 1 extension pack ‘More consonant blends’ . Although Phase 1 does include initial and final blending the extension pack give more practice and is delivered in 10 readers and two large packs of worksheets. Included are the additional blends resources to play the games described in Phase 1 Games pack
Phase 2 Vowel digraphs, le-
Phase 3 Suffixing and Prefixing
If the readers and workbooks are introduced in the prescribed sequence then pupils build up a secure knowledge and confident literacy skills. Pupils are reading humorous books from the very start and gain confidence from that success. Reinforcement is essential and the supporting games means that pupils can play and win against the teacher and other pupils of differing ability. Most of all, because the books are humorous and the workbooks and games are fun to participate in, both teacher and pupil enjoy the session.
Learning can then take place.
In our experience, pupils who had failed over and over again achieved high levels of success, and were reading books for the very first time.
