New Action Plan!

 This action plan is an on-going plan and is updated regularly.
Current situation: As an ESOL tutor working with literacy classes, I feel more confident in planning for individuals in sessions. I have applied theories I’ve learnt from my course/research, but would like to explore my skills and develop my knowledge further.I have a good general understanding of the Adult Literacy Core Curriculum, and whilst many providers have move over to Functional Skills, I feel that Literacy is an area I would like to develop in more detail as I believe it underpins alternative courses.I struggle with confidence, and try to change too much at once. I aim for my action plan to be long-term if needed. Ideal situation:
I’d like to feel confident in:

  • Planning
  • Consolidating knowledge and skills around: each skill area, theories in particular
  • Learning new knowledge and skills
  • Building further confidence as a teacher of English
  • Understanding my learners better
  • Participating in networks of other teachers
  • Using a wider range of classroom resources


Steps to successTheories

  • Research Functional/Liberal/Critical Models of Literacy
  • Try in sessions/add to teaching practice checklist
  • Conduct more research on models of literacy as course goes on
  • What models are in ESOL and Literacy curriculums?


Genre Approach

Genres have different structures depending on audience/purpose/social context and learners need to be taught conventions of different genres explicitly.

  • Focus on how to construct different types of texts through modelling/sharing/scaffolding. An example of this could be an email/letter writing template.

Compose a list of strategies to support writing composition/research this more

  • KWL grid
  • Using discussion beforehand
  • Mind map
  • Complete chart
  • Sequencing words/activities
  • Language experience
  • Scaffolding/starter sentences
  • Photos
  • Wh- questions
  • Character creation chart
  • Story boards
  • Lists/sticky notes


  • Kernel sentences
  • Consequences game.


  • Use readability and SMOG on some texts and then use with learners using guidance from NIACE
  • try out some strategies
  • use Miscue Analysis  and review
  • text, audience, purpose, context table (see writing post)
  • More about top-down/bottom-up approaches
  • Research subskills more!
  • Frith – she did Life Scientific on Radio 4 – research!
  • Do more research on Searchlights model, and other models
  • Do more research on Rose Report/Simple View
  • I need to do more research to ensure careful phonics planning – buy Phonetics for Phonics
  • Where to start with learners – at the beginning? Surely this links to IA? Is there an IA for beginner readers out there?
  • That there are other strategies (language experience)
  • Word decoding – our brains scan through to find correct word and meaning


  • Schema
  • Product/process
  • Composition – 2 diff sides (see lesson handouts)
  • Gather some text types for genre work – find handout from lesson

Speaking and listening

  • Read – Teaching speaking and listening a toolkit for practitioners
  • Kelly, G. (2000) How To Teach Pronunciation, Longman.
  • Read Skills for Life Quality Initiative
  • It develops learner’s thinking (Pring 2007/Vygotsky 1978; Bruner and Haste 1987)
  • It’s difficult to remember/organise classroom discussions (Davis 1996; 1997, Chamberlin 2003; Even and Wallach 2003)
  • Give learners a chance to talk/discuss in class and make sure they know why they are performing these tasks.
  • Ask learners what they can do if they want clarification on something
  • look at (in more detail in future) articulatory phonetics, acoustic phonetics, auditory phonetics, glottal stops
  • read Kelly How to teach teach pronunciation, read learner English – Liverpool sounds
  • Plan for discussion – respect each other’s opinion/turn-taking, interruptions
    • Research glottal stops etc
    • Thinking about a book called Learner English which focuses on errors that speakers of a particular language make, I want to try to research some characteristics of learners’ talk which I might come across.
    • Recap IPA chart

Giving Homework

Giving Feedback

  • Research Geoff Petty for feedback process
  • In Access for All – supported way for marking
    • Scaffold feedback
      • ask them to find their errors
      • ask them to find  spelling errors (out of 10 possibly)
      • underline the errors for them – get them to work out why
      • encourage autonomy – underline errors, but ask them to write/study in their personal dictionaries/use dictionary/ask peers/ask tutor/use electronic aids
      • think about what’s going to be useful for them!


  • book on learning difficulties training (see what’s available!)
  • Any NIACE/NRDC training?
  • Any ESOL training that would be applicable?


  • Handwriting scheme (VLE??)
  • Gough and Tunmer (1986) but also promoted by The Independent Review of the Teaching of Early Reading: Final Report DES (2006)
  • Jim Rose Report
  • Hamilton, M (1996) Adult Literacy and Basic Education, in Fieldhouse, R. (ed) A History of Modern British Adult Education, NIACE; Leicester.
  • Baynham, M. (1995) Literacy Practices. London & New York: Longman.
  • Functional Skills Starter Kit
  • accent/dialect – find course sheets
  • TP checklist – Margaret Keane ppt??
  • Changing faces – keep reading
  • personal dictionary – update
  • From literacy to functional skills – what I need to know
  • OCR Cambridge progression
  • Open Awards quals
  • gobbledegook – upload doc
  • developing thinking skills – research
  • YWCR training I did
  • Add teachers TV link to list of all things I read??
  • go through british council website – train section/try/think for more CPD stuff
  • literacy journal out there?
  • Twitter groups??
  • develop better questioning techniques

What to do if learners aren’t sure of something – helping them become autonomous

  • need to build their strategies – i.e. ask each other, use dictionaries etc, use internet – we all need a way to reassure us that our skills learnt are correct

Setting objectives

  • Make sure learners know why they’re doing something – any better ways to do this?



  • Make a reading list for each assignment
  • Plan for them!

Evidence File


  • Make a glossary of terms so I don’t have to keep researching them!

Personal Dictionary

  • Learn to spell the words I find difficult using the same methods as I’m expecting learners to
Overall completion date:One academic year
SWOT analysis of the action plan, identifying what will support and/or hinder my progress towards implementing my plan
Strengths:Uses sources of expertise like NIACE/NRDC etcStructured approach – knowledge first then application.Addresses both subject knowledge and pedagogy. Weaknesses: Structured approach – depends on increasing confidence in subject knowledge.
Opportunities: I have opportunities to get other people’s feedback by publishing a blog. See  for  approaches. Threats: It will be difficult to achieve without help – not a lot of support available.
Supporting resources
Books/journals: See Further Reading blog post Web links

  • Line manager
  • Blog followers (who will hopefully comment!)
  • Colleagues
  • Other Co-ordinators across the country
Training courses/workshops
Electronic resources:
E-books I’ve bought, NIACE/British Council/Excellence Gateway/NRDC/children’s literacy sources/TES
Reflection: It’s going to be difficult for me to achieve all of this, and as I lack confidence, I need to develop some personal strength, as I won’t always have someone reassuring me of my opinions etc! Ihave a lot to cover, and need to make sure I keep this action plan up to date. I will add to the same one, rather than have multiple ones like I did in my PGDE! I’ll colour co-ordinate the things I feel I’ve explored enough (for now), so if something is still in black text, I might have done a lot of reading/thinking/action but not feel like I’m confident in that area yet.
Review: Review every few weeks.

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