Download - The literate child at P6 Progress to date…
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The literate child at P6Progress to date…
Sue Ellis
University of Strathclyde
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The model
Staff development based on• Networking around ‘big ideas’• Operationalising and personalising
knowledge• Designed for:
– Spread – Depth – Ownership – Sustainability
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Why this way?• Compliance is always problematic (see Gawande’s ‘better
handwashing’ in hospitals)
• Advice: based on best analysis but probabilities, not certainties (see DCSF Gender Agenda advice booklets download at http://www.ttrb.ac.uk/viewArticle2.aspx?contentId=15807)
• Context matters (pupil cohort; staff capacity; school capacity) - local priorities and local evidence
• Content and pedagogical knowledge = high priority• Embedding practice into social relationships (telling
doesn’t work) • Effective staff development = constructivist, ongoing,
evolutionary not focused on operationalising programmes (see anything by Cynthia Coburn for the last four points)
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Head teachers have been central and are critical to
success
Formal and informal discussion
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Defining the literate child(and moving CfE forward)
. Cognitive knowledge & skills
Personal/social aspirations & identity
Cultural capital & match with home literacies
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ELC strategy is supporting teachers to…
• Plan and assess literacy as a cognitive, social and emotional event in schools – Noticing, creating, using and nudging networks
• Raise expectations, deepen content and pedagogical knowledge
• Address CfE
• Address national issues: SES and gender
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Big ideas around…
• Engagement
• Comprehension
• Writing
• Phonics and phonological awareness
Each has its own ELC history & presents its own challenges
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Engagement• Widely embraced: a ball rolling down the hill...
– Importance of throughput and ‘low stakes’ practice– Tackling the ‘can but don’ts’– Being a proactive engager: interaction with pupils
about what they are reading and choosing– Clearer focus to ERIC time
• Issues– Teacher book/ class stock knowledge (librarians)– Library visits - important and targeted pedagogical
activity– Introduction and use of Library Book Boxes– Resources (bulk buying and sharing)
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Comprehension• Welcomed ideas
– Testing vs teaching distinction - less static– Key indicators of poor comprehension– Celebrating different understandings– Links with drama; informal talk; discussion– Strategic teaching ‘when can I next use
this?’(curricular coherence for child)
• Issues– Going beyond activities, beyond literal, inferential
and evaluative to actively teach core behaviours
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Strategy teaching for comprehension
• Visualising• Hearing the text as you read• Speculating • Questioning • Imagining alternatives • Holding thoughts as you read on • Linking to real-life experiences • Summarising
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Writing• Welcomed ideas
– Writing for pleasure; pupil choice of topic – Responsive planning – Providing many low-stakes opportunities (practice, quantity,
throughput and extended writing)• Issues
– Necessary struggle - too much help is not helpful, even if it produces a good end result (butterfly and chrysalis)
– Planning to ‘mine’ a genre -repeat experiences build the vocabulary, structures, confidence and playfulness
– Coaching for orchestration of skills– How do pupils see their writing used across curriculum?
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Potato Clock
By Roger McGough
From Sky in my Pie
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So what is helpful feedback? What will make
Connor want to write again?
-Feel-good factor (attention to what he has said and its impact on the reader) -A light reminder of ONE thing immediately before the next task (coaching, not squashing!)
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Phonics and handwriting
• What was helpful?– Fluency not neatness in handwriting– Value of pace with revision and revisiting – Clear phonics intervention point
• Issues– Suiting phonics to cohort
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But this is only a start…
• The focus on the four strands needs to continue.
• Teachers need to:– Develop breadth and apply all strategies– Deepen understanding– Develop range of pedagogical techniques
• Head teachers must carry this forward
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Formative assessment tool
• Designed to prompt conversations with teachers that are focused on:– Emotional, social and cognitive– Key ideas of teaching content - four strands– Noticing how different pupils get there– Tuning pedagogy to individual teacher capacity to
deliver (being pragmatic about what is possible)
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Continuing development and support
• Research: Head teachers’ study group - identify useful publications
• Cluster and staff groups sharing ideas to further develop spread and depth of implementation
• CfE: initiative means ELC is well-advanced in key literacy content areas
• ITE variations – ask probationers what they know
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Questions to consider
• What are the key challenges in developing the literate child?
• What is happening in your school?• What difference is it making to children’s
literacy?• How can the various assessment tools help?• What next step will give the biggest payoff?