summer term 2010 literacy newsletter (for web)
TRANSCRIPT
Spring 2010
The Lancashire School Effectiveness Service
Literacy Newsletter“Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.”
Summer 2010
Welcome to the Summer 2010 edition of your Literacy Newsletter. We have combined our usual potpourri of information and practical ideas to use in the classroom.
At last! Some sunshine after the longest, coldest winter for years. Let’s hope this year brings the barbecue summer we were promised last year. But as always . . .
Whether the weather be fineOr whether the weather be notWhether the weather be coldOr whether the weather be hotWe’ll weather the weatherWhatever the weatherWhether we like it or not.
Subject Leaders look out for your new handbook. It is called Narrowing the Gaps: guidance for literacy subject leaders. This is a really useful, and user-friendly, document to support you in helping your colleagues meet the needs of all the learners in your school.
We hope you enjoy our termly ‘Have you read?’ pages and have read some of our recommendations to your class. More inside!
A great case study has been submitted by Jonelle Ratcliffe of Walverden Primary School. This is based upon the wonderful book and film Lost and Found by Oliver Jeffers. Remember, we are always happy to receive articles from you about the creative ways in which you teach literacy.
To support you in helping children to become confident and articulate speakers, we have included some ideas for ‘Talk Homework’ and ‘Conversation Stations’.
Also included are updates on current programmes such as ECaR, CLLD and One-to-One Tuition, alongside information about courses and useful websites.
Have a great Summer term and continue to spread your love for literacy!
Senior Adviser / Team Leader Lyn Ranson
Principal Consultant Sarah Watson
Literacy Consultants Sue Dean (Senior Consultant), Helen Atkinson, Julie Clack, Marie Feathers, Edwina Maskell, Janet Pay, Claire Speakman, Nicola Tomlinson, Anita Yearsley, Louise Young
CLLD Consultants Vanessa Andrews, Lesley Dodd
ECaR Consultants Shirley Gott, Jayne Nicholas
Administrative Staff Julia Page - Admin Manager, Alison Kenyon - Deputy Admin Manager, Katy Beazley - Admin Assistant, Daniel Hayes - Admin Assistant, Angela Jamieson - Admin Assistant, Lynn Smith - Admin Assistant
You can contact us by…
Phone: 01257 516160Fax: 01257 516103E-Mail: [email protected]: www.lancsngfl.ac.uk/nationalstrategy/literacy Post: LPDS Centre, Southport Road, Chorley, PR7 1NG
We are unfortunately unable to provide additional copies of this newsletter but you can download the file from our
website and, if you don’t have a colour printer, commercial printers will be able to print any or all of the pages for you.
ContentsAPP - Revisiting the key messages•
Filmclub•
Writer talk•
Conversation stations•
Wordle•
Narrowing the gaps: guidance for literacy subject leaders•
ECaR update and case studies•
Talk homework•
Involving parents and the local community in Children’s •Book Week…
A unit based upon Lost and Found by Oliver Jeffers•
CLLD – Mark making matters•
Connective confusion!•
Have you read?•
Summer literacy twilight flyer•
How Can We Support Your Professional Development?•
One -to-one tuition in Lancashire•
Cover photo: Abby Lanes @ flickr.com
Spring 2010
The Lancashire School Effectiveness Service
Literacy Newsletter“Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.”
Summer 2010
Welcome to the Summer 2010 edition of your Literacy Newsletter. We have combined our usual potpourri of information and practical ideas to use in the classroom.
At last! Some sunshine after the longest, coldest winter for years. Let’s hope this year brings the barbecue summer we were promised last year. But as always . . .
Whether the weather be fineOr whether the weather be notWhether the weather be coldOr whether the weather be hotWe’ll weather the weatherWhatever the weatherWhether we like it or not.
Subject Leaders look out for your new handbook. It is called Narrowing the Gaps: guidance for literacy subject leaders. This is a really useful, and user-friendly, document to support you in helping your colleagues meet the needs of all the learners in your school.
We hope you enjoy our termly ‘Have you read?’ pages and have read some of our recommendations to your class. More inside!
A great case study has been submitted by Jonelle Ratcliffe of Walverden Primary School. This is based upon the wonderful book and film Lost and Found by Oliver Jeffers. Remember, we are always happy to receive articles from you about the creative ways in which you teach literacy.
To support you in helping children to become confident and articulate speakers, we have included some ideas for ‘Talk Homework’ and ‘Conversation Stations’.
Also included are updates on current programmes such as ECaR, CLLD and One-to-One Tuition, alongside information about courses and useful websites.
Have a great Summer term and continue to spread your love for literacy!
APP – Revisiting the Key Messages
Many schools are well on the way to fully implementing APP in Maths and Writing and quite a number are now implementing APP in Reading.
Evidence for making APP Writing level judgements is tangible – the children’s writing is there - in writing folders as plans and first drafts, on display as creative outcomes such as booklets, leaflets, posters, letters, story books, ICT outcomes, or present in their written work in other areas of the curriculum. Reading evidence, however, may seem less obvious as so much of it is oral
and observed as well as written. A lot of reading evidence will be based on observations of the children, e.g. in speaking and listening or drama activities linked to a text. A teacher’s post it note or evaluation on a plan is as valuable as a piece of written work. Expect APP Reading moderation to involve the
teachers talking about the children as well as providing written evidence! Evidence should be identified from normal teaching and learning across the curriculum, not just in Literacy lessons. There will be many opportunities to identify a child’s independent reading skills when they are required to read and understand in other subjects, e.g. hotseating in History to infer a character’s thoughts and feelings, using drama techniques to empathise with others’ viewpoints when researching an environmental issue in Geography or researching information in other subject areas.
When implementing APP in your school, consider the following key messages:
There is no expectation to conduct extra tests or cold tasks in order •to provide APP evidence. First and foremost we are teaching the children. However, during normal teaching and learning evidence to inform APP judgements will arise. Be clear about what is independent and what is scaffolded •work.Regular collaboration between teachers to moderate level •judgements is very important.There is no requirement to make portfolios of levelled work. Levelled work is provided for us to •refer to in the standards files. Evidence must be identified, but not necessarily collected and filed away! Evidence can be oral and observed as well as written.APP goes hand-in-hand with AFL. Teachers’ existing knowledge of levels and use of AFL in the •classroom is an excellent foundation for implementing APP. Ongoing day to day assessment through questioning, discussing, marking and observing will provide valuable evidence of what a child can do. APP judgements are intended to be used to inform next steps as well as being summative assessment.APP is about teacher assessment – beware of commercially produced versions of APP. Teachers •know the children best!
Finally, remember that levels have not changed and AFL is still at the centre of good teaching. APP is simply building on our existing knowledge and making sure that there is a clear national standard.
Check out FILM CLUB for ideas on using film in the classroom and beyond!
FILMCLUB is a free website which gives pupils and teachers the chance to explore the world of film through after school film clubs. Included are free weekly screenings, online reviewing, industry events and hands on support.
Films are arranged into four age range categories (5-7, 7-11, 11-14 and 14-18) and include a mix of vintage hits, international classics, blockbusters, art movies and all points in between, seeing films made years ago and others fresh out this week.
To register go to www.filmclub.org.
The Talk for Writing CPD materials provide a rich source of strategies to support teaching and learning in writing. The techniques explored in the ‘writer talk’ section of the DVD can help schools to strengthen shared writing in particular and ultimately see children thinking and behaving more like writers.
Pie Corbett, who developed the materials with the national strategies, defines writer talk as...
‘… the articulation of the thinking and also creative processes involved in all stages of the act of writing.’
By reading as a writer, children can begin exploring how a text is ‘made’ and also the processes that got it there. They can
discuss what works and ‘magpie’ some of the techniques for use in their own writing. For a fuller description of writer talk, see the Talk for Writing DVD (ref 00761-2008 DVD).
And finally…
Got a twenty minute slot in a staff meeting to look at writing? Take
a look at the ‘Box of Stars’ clip which can be found in the word and language games section on Talk for Writing DVD 1. In this eight minute
clip, Pie Corbett exemplifies numerous techniques for improving shared writing. Share
the clip with the staff, asking them to jot down each technique or tip, then allow a few minutes for discussion and reflection. Great ideas that can be used in the very next lesson!
Using the techniques of writer-talk to improve children’s writing
Conversation stations originated from the desire to ensure high quality conversations were occurring in the classroom.
Through their introduction, teachers can provide an opportunity for children to explore the spoken word. Being supported by an adult secure in its principles, a conversation station is an invaluable opportunity for language modelling.
Getting startedConsider your classroom environment and decide where your conversation area might be situated. It needs to be situated in a quieter area of the classroom, with minimum disruption, where children can sit comfortably and participate in conversation.
Objects might be provided for the children to observe and discuss. Children may then have the opportunity to share and discuss an item of their choice.
Conversation stations such as these are a fantastic way of developing language and
vocabulary. Supported well, they are a unique way of encouraging quality speaking and listening within the classroom.
See also “The Talking Table”
Accredited to Fleur Griffiths, Gateshead Council, SureStart
This is fun!www.wordle.net is a website where you can create wordscapes using the language in the stories, poems and other texts that children read and write. All you have to do is copy and paste a piece of text into a box and press go! The system then sorts all of the words in the text and represents the most frequently used ones in large fonts surrounded by all of the other key words in the text. You have the option of changing the orientation
of the words, the font and the colour combinations.
This would provide another way of displaying key vocabulary and descriptive language on your working wall. Below are two examples; The Witches’ Spell from Macbeth and Mr Mistoffellees from T.S. Eliot’s Old Possum’s Book of Practical Cats.
Have fun!
Conversation Stations
A culture or ethos that encourages:
Children to engage actively in their learning and •where they are stimulated to learn.Teachers to have positive attitudes to all learners •and are aspirational for them.Independence and choice.•Children to make full use of the classrooms.•The use of a wide range of materials and •resources that are culturally and age appropriate.All adults in the school to model good literacy •practices.The celebration of success.•A positive view of literacy, e.g. through displays •and library areas.Teachers to see themselves as learners, share •good practice and discuss what has had an impact.The subject leader to follow up training and •reviews or audits of planning by offering support and advice to colleagues as necessary.
A curriculum that is rich and stimulating and which is adapted to take account of:
Children’s needs and next steps, drawing on •assessment information.The specific strengths and weaknesses of •children and groups of children.The progress that is being made by most •children, individual children and significant, vulnerable groups.The needs of vulnerable learners in each •class.Whether any children are under achieving.•Children’s other needs, including medical •needs, which should influence the curriculum.Individual or group targets and areas of the •curriculum which children find difficult.The way that children are grouped and the •impact that this has on how the curriculum is modified.The involvement of parents, e.g. provision •is made for those children who get little support from home or who have difficulties completing homework. The appropriate balance between different •aspects of the literacy curriculum, including speaking and listening and drama.The need for opportunities for repetition and •rehearsal.Whether sufficient time is given to important •objectives, including the teaching of vocabulary andComprehension strategies.•The opportunities for good cross-curricular •links.
Classroom practice or teaching that draws upon a range of successful strategies, including:
Ensuring children know the ‘big picture’ of what they are learning.•Extensive teacher modelling used as an opportunity to externalise the thinking process, demonstrating, for •example, how writers make decisions.Guided work that is well focused on children’s needs and used as a short term intervention to improve •specific areas of learning. Grouping is flexible and varied according to need.Sufficient opportunities for children to talk in the course of a lesson, so that they have opportunities to •rehearse ideas.Opportunities for children to edit and improve their work and act on their teacher’s feedback.•Specific praise used as a teaching strategy.•Children reflecting upon their learning.•Stimulating children’s interest and motivating them to learn through, for example practical activities and •drama.
Figure 3: All learners benefit from:
The school’s culture or
ethos
Classroom practice
The curriculum
The National Strategies | PrimaryNarrowing the Gaps: Guidance for literacy subject leaders
Narrowing the Gaps: Guidance for Literacy Subject Leaders
Narrowing the Gaps: This is a really useful guidance document for literacy subject leaders. It has been designed to aid the review of planning and support colleagues in meeting the needs of all pupils. There is guidance for identifying and meeting the needs of all of the different groups of learners in school. The resource includes exemplar planning, case studies from schools who have trialled the materials and links to additional information concerned with the ‘Narrowing the Gaps’ agenda.
Every Child a Reader is a Wave 3 Intervention aimed at Year 1 Children. Daily 30 minute 1:1 lessons are taught for up to 20 weeks, with the aim of enabling the children to make accelerated progress at 4 times the normal rate. Teachers take part in a year long course where they are trained to use Reading Recovery Procedures.
Every child a Reader has been running in Lancashire since last September and the first cohort of children to take part in the intervention are coming to the end of their lesson series. Here are some of their success stories.
Sakinah, Year 1 St.Peter’s CE School, Burnley
At the start of the intervention Sakinah was a reluctant reader and writer and contributions in class were limited.
She was able to read 6 of the key words on the assessment and when writing she could hear and record some initial and end sounds. She had a reading age of 4.10 years. She was reading at Reading Recovery Level 1 (Book Band Pink, NC Level Working towards level 1).
After 18 weeks of daily 1:1 lessons she has made accelerated progress. Sakinah has transformed into an independent and motivated reader and writer. She has developed a bank of strategies which she calls upon to read and write new words. Her reading age has increased to 7:1 years and she is reading at Book Band Level Turquoise, Working towards level 2).
Harry, Year 1 Springfield School Burnley
Harry started the intervention at an extremely low baseline, only recognising H for Harry, although he didn’t know what it was called. He thought letters were numbers and was unable to write his name. He was very much in the emergent writing stage, representing words with squiggles and lines. He was unable to read any key words and knew nothing about the directionality of words. He did not recognise when writing or pictures were upside down.
In class he no longer puts his head on the desk or shouts when he can’t do something. He joins in and is able to ‘have a go’. Although Harry has not made accelerated progress (4 times the normal rate) he has still made tremendous progress at twice the normal expected rate. More importantly he now has a number of secure strategies which should enable him to continue developing into an independent reader and writer.
Entry text: Reading Recovery Level Dictated Text (Book Band Level Lilac, working towards Level 1).
Exit Level: Reading Recovery Level 8 TBC (Book Band Level Yellow, 1c)
ECaR Update and Case Studies
Sakinah’s writing at the start and end of the intervention.
Harry’s assessment writing at the start
and end of the programme.
Isaaq, Year 1 St. Peter’s CE School, Burnley
Isaaq was a reluctant writer with a favoured response of ‘don’t know’. His early attempts at writing indicated that he knew how to write a handful of key words but had no strategies to write new words. When reading he made no attempt at unknown words and
ignored the initial letter and his reading age was also 4.10. He was reading at below Reading Recovery Level 1, dictated text.
After 77 lessons, Isaaq is able to write new words through independent sound analysis, which he uses on the run. He can write short stories and can use simple punctuation currently.
When reading he is aware of a number of reading strategies and carefully selects the most suitable to get to unfamiliar words. Issaq now reads in a phrased and fluent style and has a reading age 7:4 years.
Isaqq is now reading at Reading Recovery Level 18 (Book Band Level Turquoise, NC Level 1a).
Parent Comment:“I never dreamed that Lewis would be reading books like this so soon. He now has the confidence to read to people and enjoy it thanks to the Reading Recovery/ECaR Programme.”Very Proud Mum (Westgate School and Children’s Centre, Morecambe).
ECaR Teacher comment:“It has been a pleasure to see how these children have transformed from reluctant readers and writers into confident and happy children with self belief, who now actually enjoy reading and writing and want to do it because they can!”Emma Hacking, Reading Recovery Teacher, St.Peter’s Burnley.
Class Teacher“Reading Recovery has had a massive positive impact on the children who have participated in it. They are always enthusiastic about going to the lesson and come back with a smile on their faces because of the huge confidence boost. It’s amazing how much their reading and writing has improved in such a short time.” Jo Riley, Year 1 Class Teacher, St.Peter’s Burnley.
Head Teacher Comment:“The confidence and self esteem of our pupils who have undertaken this project has been amazing. The programme has developed the subject knowledge of teaching staff immensely. The confidence of the parents in helping the children with reading has also grown and there are now some fantastic examples of parents supporting home reading effectively.”Alison Mitchell, Headteacher, St.Peter’s Burnley.
Isaaq’s writing at the start and end of the intervention.
Have you read?The Great Paper Caper by Oliver Jeffers
This mysterious tale of missing trees and the subsequent investigation to find a culprit is a delightful story about a determined bear with a desire to win.
Residents of the forest are suitably alarmed as branches and trees begin disappearing before their very eyes!
Why would this happen? Who could be responsible? How will they deal with the perpetrator? What will be the consequence of their actions?
This is an excellent story, full of opportunities for prediction, discussion and debate. The detailed illustrations alone tell as much of the story as the text itself.
In addition to introducing vocabulary appropriate to investigations, the story is a great way of supporting the principles of “Talk for Writing” through role-play, hot-seating and conscience alley, to name but a few.
Meerkat Mail by Emily GravettStay Safe, Stay Together – the meerkat motto!
This story tells the tale of an endearing meerkat called Sunny who, disillusioned with his life, decides to go on an adventure alone.
The book tracks his journey through the use of newspaper reports, letters, postcards and photographs detailing his many experiences.Realising the grass isn’t any greener on the other side, Sunny eventually returns to the obvious delight
of his family.
Look closely to find the animal facts interspersed throughout the book adding a surprise element of non-fiction!
The Gooey, Chewy, Rumble, Plop Book written by Steve Alton and Illustrated by Nick Sharrat
This is a fantastic pop up book, described by the author as; ‘A gorgeously gross PLOP-UP guide…’ The journey of food from beginning to end is described in a child friendly way including all the gory details! ‘Foul Facts’ are
included helping children to engage in the subject matter as well making reading fun! Each page is filled with useful information and is presented with humorous illustrations by Nick Sharrat. Not forgetting the life like stretchy tongue on the front cover. This is a real hit with boys and should be in every Y5/6 classroom.
‘This book is great! You learn lots of interesting facts which adults never tell you, such as why do we burp, what happens when you are sick. This book really makes you laugh. The illustrations are cool and the pop up parts help you understand what is going on. My favourite part is at the end when the boy is on the toilet!!’ Luke Ashton, Y4 Leyland Methodist School.
Also look out for ‘The Icky Sticky Snot and Blood Book’.
This book is the second in the series and explores what clever things our bodies do with the air we breathe. The respiratory and circulatory systems and explained through the use of fun pops- up and gory close up pictures! Every year 5/6 child’s dream!
Both these books are ready available from most major book sellers.
Walk With A Wolf By Janni Howker
It can be difficult to find non-fiction texts which are beautifully written and lend themselves to creative teaching approaches, but this picture book really fits the bill. The book follows a recount /story structure
tracing the movements of a Canadian she-wolf as she hunts for food. The language is deliciously descriptive, littered with imagery and the recount is interspersed with interesting facts about wolves. The wonderfully drawn, wintry illustrations with their pale, muted colours add to its magical feel. I could imagine this book being used to support writing narrative, poetry or non-fiction- or simply being enjoyed in its own right. There are other non-fiction books in this series- “Ice Bear” by Nicola Davies, for example, which is written in a similar style.
Leon and the Place Between by Angela McAllister and Grahame Baker-SmithDo you dare to step into the place between?
This is a story about the magic of the circus and beyond. Have you ever wondered where all the objects in a magic show disappear to? Leon volunteers to step into THE MAGIC and discovers The Place Between where he finds everything that has
disappeared in a magic show. Some things stay for only a minute or two – some things are never called back.
This delightful story is told in a variety of different fonts and font sizes which reflect tone and tension throughout the story. The illustrations are shadowy collages made up from a mixture of paintings, photographs, fabrics and threads. Each page is a riot of tumbling, swishing, swirling images with panels of gold on which the text is written. Windows look through from one page to the next; a fold out page shows a montage of mechanical toys. The language throughout is evocative and worth collecting for writing later on.
A book which could be enjoyed at different levels throughout Key Stage 2.
My Dad’s a Birdman by David AlmondOn a spring morning in a small town in the north of England, strange things are happening…
If you are familiar with David Almond’s work then you will know he writes emotionally complex tales and this story is no exception.
Young Lizzie is taking care of her dad - it’s just the two of them now. Lizzie impresses on dad that he can’t go on the way he is: she struggles to get him to eat breakfast; feels the need to smooth down and brush his hair; and she worries when she has to leave him alone while she’s at school.
But worse still, he runs and flaps around like he’s flying and he’s even taken to eating bugs and worms. Why is Lizzie’s dad studying how birds fly and building himself a pair of wings? All is revealed when Mr Poop parades the streets gathering entries for the Great Human Bird Competition. Will Lizzie’s dad be able to make his mark at last?
Of his novel, David Almond says: “… I think I found a way to make a pretty joyful piece about grieving, and how love can help us overcome pain, and how the imagination can work profound changes.”
Th
e M
yst
eri
es
of
Ha
rris
B
urd
ick
by
Ch
ris
Va
n
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sbu
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his
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teri
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arri
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Ch
ris
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llsb
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ls t
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wh
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isit
s a
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blis
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mis
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to
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the
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mys
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se o
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esp
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as a
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to
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fou
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gh
ton
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oks
.co
m/f
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can
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bm
it t
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wn
H
arri
s B
urd
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sto
ries
her
e fo
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ther
s to
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Th
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dep
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th
e ill
ust
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s al
so le
nd
th
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to
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tin
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oth
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orm
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ewsp
aper
rep
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bu
lleti
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for
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visi
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an
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adio
. Th
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ort
wri
tin
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s su
ch a
s d
iary
en
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sto
ry m
aps,
th
ou
gh
t an
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pee
ch b
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on
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atio
ns
are
also
en
dle
ss.
Tea
cher
s m
igh
t al
so li
ke t
o c
on
sid
er t
he
use
of
Th
e M
yste
ries
of
Har
ris
Bu
rdic
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par
t o
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wid
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stu
dy
of
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wo
rks
of
Ch
ris
Van
Alls
bu
rg, p
erh
aps
as o
ne
of
the
auth
or
stu
dy
un
its
in Y
ear
3, Y
ear
5
or
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r 6
. Man
y ch
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n m
ay a
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w
ith
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me
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er w
ork
, esp
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r E
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ss a
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man
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to m
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r b
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e F
og
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ore
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k S
ha
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hat
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og
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at’s
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e q
ues
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n o
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very
p
age
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this
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ok,
eac
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epic
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scen
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t q
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as
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an
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th
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erat
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rea
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ill
wan
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k ag
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rne
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o J
o’b
urg
by
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oJo
urn
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o J
o’b
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insp
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tory
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uth
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ica
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ear
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d h
er b
roth
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urg
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oth
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each
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rg t
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th
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om
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nd
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and
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d t
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r fr
eed
om
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hem
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old
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it a
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vid
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lots
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po
rtu
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r d
iscu
ssio
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deb
ate
and
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ma,
th
is b
oo
k m
akes
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reat
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Yea
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ori
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ther
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ltu
res.
Lancashire Leading Literacy Teachers Present...
Exploring Storytelling and Story-making from Pie Corbett’s ‘Talk for Writing’
There will be 25 twilights happening in schools across the
County. Please look out for your flyer arriving
in school.
Who should attend?
- Subject leaders, foundation stage, KS1 and KS2 teachers and teaching assistants.
Aims of the course:
- To explore the use of storytelling and story-making, as a tool for helping children build a bank of narrative patterns they can use when creating their own stories.
My name is Jonelle Ratcliffe and I am the Year 2 teacher at Walverden Primary School. My class currently comprises of 29 children; 25 of these children are EAL learners. Since the introduction of the Renewed Literacy Framework I have been trying to find new ways to engage and excite the children more throughout the phases of the teaching sequence.
When choosing texts for EAL learners, it is really important to ensure that you provide visual auditory and kinaesthetic stimuli to engage all of the children.
In the Autumn term, I wanted to grab the children’s attention and ignite an interest in one of my favourite books, Lost and Found by Oliver Jeffers: ‘Once there was a boy and one day he found a penguin at his door! So begins the magical adventure of the boy and the penguin as they travel all the way to the South Pole, looking for home and discovering friendship’.
Phase 1: Creating InterestI believe that this phase is the most important phase in the reading into writing process. It is vital to engage the children as soon as they enter the classroom when you start a new unit. In order to do this with the story Lost and Found, I left plastic fishes in a trail from where the children lined up, leading all the way into the classroom. This automatically generated inquisitive thinking and plenty of discussion before we had even entered the classroom.
We then looked at the picture above of the Penguin. What was his name? Where did he come from? How did he feel? Were the fishes his? This instantly led into a role on the wall exercise.
We then looked at a screen capture of the penguin knocking on the boy’s door. Think, say, feel was a wonderful activity, which again sparked up the children’s imagination.
By the Wednesday of the first week of the unit we had still not even looked at a book! To generate more interest in the text I played the children the trailer for the animation Lost and Found. We used a Zone of relevance activity to describe the character of the boy. The children felt that the boy was ‘cross, mad, disappointed, mean and moody,’ and the penguin was ‘lonely, upset, sad, miserable and unhappy.’
Phase 2: Reading and analysisI introduced the children to the story Lost and Found. Instead of reading a book to the children I scanned in the book in order to keep the children’s interest in the unit. This text created plenty of writing opportunities in response to the reading.
A unit of work based upon Lost and Found by Oliver Jeffers
Phase 3: Gathering contentUsing screen captures from the animation enabled us to focus on the main parts of the story . The children then re-ordered the pictures and, as an extension, linked the pictures with time connectives.
We re-created scenes from the animation using the freeze-frame technique.
Some other writing opportunities could be: - Postcard - Penguin or boy’s diary - Letter from one character to another - Letter to the author - List to pack Penguin’s suitcase - Missing poster - Radio script for missing person - TV News report - Newspaper report - Sequel to the story
- Draw and label the boy’s bedroom- Instructions to get to South Pole
Phase 4: Planning and WritingUsing a story mountain and post it notes we spent a week planning out the beginning, middle and end of our own version of Lost and Found.
Using post it notes enabled the children to have control over adding more detail into the story. We used a Lost and Found child-friendly marking ladder and this enabled the children to self and peer assess their story.
Phase 5: PresentationThe final phase is again another vital part to the reading into writing process. As a class we decided that we would write our stories to go in the infant library. Having a WAGOLL (What A Good One Looks Like) example for the children was crucial so that they knew what was expected in their final piece.
The difference in the children’s first piece of writing and their final story was outstanding and all because the children were engaged, excited and had a clear purpose and audience for their outcomes.
All children thoroughly enjoyed this unit of work so much that our following Literacy unit was changed to enable us to find out information about penguins and produce a penguin factsheet.
Lost and Found by Oliver Jeffers, $5.99, ISBN 978-0007150366. A film version is also available on DVD.
Talk Homework.
If you could swap places with a character in a book, who would it be? What would you do
differently?
Who is naughtier, Goldilocks or Jack? Why?
How many nursery rhymes can your family
name and recite?
The most important person I know is …. because …..
Who is the most important member of a football team?
Striker? Keeper? Why?
If I could invite any famous person to my birthday party, it
would be … because…..
If you could visit anywhere in the world, where would it be? What
will you find there?
My favourite song is... because...
WE NEED TO TALK!
It is no coincidence that the Number 1 objective in the Literacy Framework is SPEAKING. Oral language lies at the centre of communication and without it there would be no books and no writing. Pie Corbett’s guidance materials are called TALK for Writing and contain Book TALK and Writer TALK and have been hugely influential in raising standards in writing over the last year or so.
The Rose Report also stresses the importance of oral language in developing comprehension. If children understand what they hear, they will understand it when they read. The wider the children’s knowledge and understanding of the world, and the language associated with it, the greater the insight they bring to their reading and the greater the range of contexts they bring to their writing.
IT’S GOOD TO TALK!
But we don’t just talk to inform reading and writing. TALKING is a skill in its own right and equipping children to be confident, articulate speakers is just as important as teaching them to read and write. In school, SPEAKING AND LISTENING are integrated throughout the curriculum. Talk is usually purposeful, directed and context driven.
However, TALK can also be developed
and encouraged at home. Ashton Primary School in Preston, has recently introduced a weekly ‘TALK HOMEWORK’ task to encourage pupils to develop and build on their SPEAKING AND LISTENING skills. The TALK HOMEWORK question is introduced each week in assembly, displayed in all classrooms and is communicated to parents via the school newsletter.
Children and parents are encouraged to find a quiet, family time that is free from distractions in which they will discuss the TALK HOMEWORK question as a family. It is suggested that the ‘because’ word is used when constructing their responses and points of view.
Back at school the following week, the children’s responses are discussed in key stage assemblies. The pupils benefit from LISTENING and responding to a range of opinions, beliefs and experiences as well as being exposed to new vocabulary and ideas.
Over the weeks, pupil responses have started to become more articulate, detailed and carefully thought out.
This can only have a positive impact, not only on SPEAKING AND LISTENING skills but also on the children’s writing.
My perfect day out would be… because….
Which sport is healthiest, swimming, football, cycling, cricket….? Why?
Which cartoon character would you like in your class? Why?
If you could design a home/car of the future, what would it look like?
If the Queen/Snow White/Ben Ten/Simon Cowell came to tea what would you give them? Why? How would you entertain them?
If you won the lottery, what would you do with the money?
If you were sent into space to explore a new planet, who would you take with you and why? Which ten items would you take with you and why? (Or a desert island.)
If you were the Headteacher/King/Queen/PM for the day, what would you do? (Small picture book – If I were the Headteacher….)
Which story setting would like to visit? Why?
If the Bear family and the Goldilocks family were to meet, what would they talk about?
Which story character would you like as a best friend? Why?
If your house was on fire, what would you save and why?
Compare three Superheroes. Who is best and why?
Imagine that you woke up as a girl/boy. How would your day be different? Would people treat you differently? How?
What is your earliest memory? Describe.
Who would you rather be, one of the three little pigs or the wolf? Why?
What is the best birthday/Christmas present you’ve ever had?
If you could have something money can’t buy, what would it be?
What birthday present would you give to Little Red Riding Hood/Goldilocks/Jack...
If an alien landed on Earth, what would you tell him about our planet?
Outline something that annoys you every day
Recount the events of your day using time connectives
‘Scribbles are products of a systematic investigation, rather than haphazard actions’.
John Matthews (1999)
Encouraging creativity through the whole curriculum can provide children with the opportunity to explore their thoughts, ideas and feelings through, not only the arts, but through:
art•music•movement•dance •imaginative play•role-play •mathematics•design technology•
“Mark Making Matters” is a National Strategy Early Years document designed to develop mark making, creativity and critical thinking across the six areas of learning.
Developing opportunities for mark making is a particularly effective way of strengthening the opportunities we provide in Communication, Language and Literacy and in Problem Solving, Reasoning and Numeracy.
‘When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things.’ (P2)
The publication provides a series of case studies depicting the results of mark making
opportunities. Marks/drawings can be seen to become the tools to make the children’s thinking visible.
Methods of mark making include:pencils•felt tip pens•markers•whiteboards•chalk on chalk board, paving stone or wall•
paint•glue•foam•
Planning of and for the environment is crucial. Consider:
opportunities for mark •making in an interactive, inspiring environment
resources to support and •extend the learning
indoor and outdoor provision•open spaces•quiet spaces•
In order to raise the status of early mark making, practitioners need to observe children, follow their interests and support
the extension of their thinking. This can be achieved through use of appropriate language and resources, as explored in Supporting Young Children’s Sustained Shared Thinking (2005) Early Education. Support on using mathematical language can be found in:Mathematical Vocabulary – DfES 0313-2000 Maths in Stories – Judith Stevens (2008) BEAM EducationTeaching Effective Vocabulary – DCSF-00376-2008.
CLLD – Mark Making Matters
On
ce a
gai
n, l
ast
year
’s
SAT
s w
riti
ng
pap
ers
reve
aled
so
me
mo
re
con
nec
tive
ho
wle
rs.
Ch
ildre
n a
ll o
ver
the
cou
nty
wer
e ch
oo
sin
g
amb
itio
us,
bu
t m
isg
uid
ed,
con
nec
tive
s re
calle
d f
rom
th
eir
wo
rkin
g w
alls
an
d
wo
rd b
anks
.
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enco
ura
ge
child
ren
to
tak
e ri
sks,
an
d
we
wan
t th
em t
o w
iden
th
eir
voca
bu
lary
fo
r p
reci
sio
n, c
lari
ty a
nd
eff
ect.
Ho
wev
er,
this
can
go
ho
rrib
ly w
ron
g w
hen
ch
oic
es
are
ran
do
m r
ath
er t
han
co
nsi
der
ed.
Som
etim
es, l
ess
is m
ore
. A s
imp
le
con
nec
tive
is a
lway
s b
ette
r th
an a
w
ron
gly
use
d s
op
his
tica
ted
on
e. e
.g.
‘Ph
eno
men
ally
, th
e b
oy
loo
ked
at
the
flo
or.
’ ‘M
ore
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r, it
was
bu
sy w
ith
peo
ple
ru
shin
g a
bo
ut
get
tin
g t
hei
r sh
op
pin
g,’
It is
th
eref
ore
cru
cial
to
mak
e su
re t
hat
ch
ildre
n u
nd
erst
and
th
e fu
nct
ion
s o
f d
iffe
ren
t co
nn
ecti
ves
and
th
e w
ay in
wh
ich
th
eir
con
nec
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ch
oic
e af
fect
s m
ean
ing
. R
emem
ber
to
o, t
he
crea
tive
co
nn
ecti
ves
on
ou
r T
able
To
p T
ips
3 a
vaila
ble
fo
r d
ow
nlo
ad f
rom
ww
w.la
ncs
ng
fl.a
c.u
k/n
atio
nal
stra
teg
y/lit
erac
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Bel
ow
is a
ch
art
that
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pu
blis
hed
in a
p
revi
ou
s n
ewsl
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r. It
is b
y n
o m
ean
s a
def
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ive
list
bu
t w
e re
pea
t it
her
e in
re
spo
nse
to
wh
at w
e h
ave
seen
in s
om
e ch
ildre
n’s
wri
tin
g o
ver
the
pas
t ye
ar.
Co
nn
ect
ive
C
on
fusi
on
!
Lin
kin
g
Func
tion:
Wor
ds/p
hras
es th
at si
gnal
ad
ditio
n an
d ar
e us
ed in
stea
d of
‘and
’ ‘al
so’.
Mor
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rBe
sides
and
furt
her
In th
e sa
me
way
Like
wise
Wha
t is m
ore
Add
ition
ally
Too
As w
ell a
s
Ch
oic
es
Func
tion:
Wor
ds/p
hras
es th
at si
gnal
or
link
cho
ice
and
are
used
in
stea
d of
‘or’.
On
the
othe
r han
dEi
ther
/or
Ano
ther
Oth
erw
iseA
noth
er p
ossib
ility
Alte
rnat
ivel
y
Tim
e
Func
tion:
Wor
ds/p
hras
es th
at
signa
l the
pas
sing
of
time
Just
Then
Whi
leM
eanw
hile
As
Befo
reIn
due
cou
rse
In th
e en
dA
fter
that
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rFi
nally
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reIn
the
begi
nnin
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ntil
then
Up
to th
at ti
me
In th
e m
eant
ime
Sim
ulta
neou
sly
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tion:
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ds/p
hras
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at si
gnal
or l
ink
chro
nolo
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nd a
re u
sed
inst
ead
of
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then
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Fina
llyA
fter
this
Nex
tFi
rst,
seco
ndPr
esen
tlySu
bseq
uent
lyEv
entu
ally
Co
mp
are
an
d c
on
tra
st
Func
tion:
Wor
ds/p
hras
es th
at si
gnal
or l
ink
choi
ce a
nd a
re u
sed
inst
ead
of
‘how
ever
’ ‘lik
ewise
’
Sim
ilarly
Alth
ough
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erw
iseBu
tYe
tO
n th
e ot
her h
and
The
oppo
sing
view
Ca
use
an
d e
ffe
ct
Func
tion:
W
ords
/phr
ases
that
sign
al o
r lin
k ca
uses
and
are
use
d in
stea
d of
‘bec
ause
’
Then
Ther
efor
eA
ccor
ding
lyCo
nseq
uent
lyFo
rIf So U
nles
sBe
caus
e
Parents
Invite parents to attend one or more of your •Children’s Book Week events.Open up your school library, and have them •visit. Pupils can hand out information about why reading at home is a good idea.Make the day as inviting and friendly as •possible, with refreshments including drinks, biscuits, samosas…Invite parents to recommend books titles to •add to your library.Include dual language books. •
Involve your parents and the local community in Children’s Book Week…
Local newspaperContact your local newspaper and persuade •them to run a feature on your school’s book week.Invite them to attend photo opportunities such •as your dressing up day, Parents’ Reading Café and to interview pupils and parents about their favourite books.This is good for the profile of your school in •the community.Persuade the paper to publish one or two book •reviews written by your pupils.
I read a German picture book to the class, translating it
into English, before reading it again in German. The children could follow it because of the
pictures.
I led an evening session for parents on “getting your
children to read.”
Public LibraryTake your pupils and parents to the •public library.Liaise with the librarian and parents to •ensure all children can register for their library cards and receive them on the day of the visit.Ensure someone is on hand to translate •if necessary.
Involve your parents and the local community in Children’s Book Week…
Local schoolsForm a link with a school in the area and •run a book review swap.Have pupils emailing reviews of their •favourite books explaining why others should read it.Share recordings of pupils reading aloud •extracts from their favourite books.
Using your local areaArt galleries, art installations and art in public •places can all be used to inspire children to write.Equip your pupils with clipboards and pencils •and get out and about in your local area to examine works of art up close.Brainstorm ideas for stories and poems •inspired by what they see.These might include statues, sculptures, •stained glass, engravings, mosaics, and murals.Big civic buildings, libraries and churches are •usually rich with images but even temporary posters and billboards, with their vivid colours and bold patterns, can be a source of interest and curiosity.Invite local artists into school to talk about the •‘story’ behind their work.
BookshopsVisit the local bookshop with your class.•Before you go, liaise with the manager •to discuss possible activities or talks.You might want to plan an activity such •as having children create stickers or signs promoting their own favourite titles on the shelves:
Pupils from Reading Primary School recommend ….
I led an evening session for parents on “getting your
children to read.”
In our very multicultural school, children came in national costume, which we linked to multicultural
stories.
We are able to support professional development in a variety of ways:
Marketed Consultancies:
We are able to provide consultancies for individual teachers, schools or local networks which can be tailor-made to suit your needs. These can take place during the school day, after school or during INSET days or could be provided as subsidised training through the TDA (Training and Development Agency) – contact Kathy Bigio on 01257 516100 for further information. They can be booked through Learning Excellence www.learningexcellence.net.
Some of the consultancies which have been provided recently include:
Early reading and phonics• – this continues to be a popular consultancy particularly to train groups of teaching assistants during their working daySupport for spelling• – an introduction to the materials and practical ideas for implementationWriting across the curriculum• – an area of focus for many schools as they review their curriculum provision.Guided reading• - Many schools are reviewing reading provision and revisiting Guided Reading
as a means of providing targeted teaching of reading at all levels of ability.APP and literacy• - This session has been requested by schools who wanted to specifically focus on the types of evidence that could be used to support APP for reading or writing.Using drama to support •literacy teaching – developing drama strategies to support Literacy
Why not ring Helen Atkinson or Anita Yearsley on 01257 516100 to discuss your needs or email us at [email protected] or [email protected]?
Courses:
In addition to providing strategy courses we also provide a wide range of marketed courses.
Why not take a look at the Learning Excellence site to see if we are running a course which would benefit the professional development of a member of your staff?
You can access the Learning Excellence site directly www.learningexcellence.net or via a link on our own website www.lancsngfl.ac.uk/nationalstrategy/literacy.
How Can the Literacy Team Support Your Professional Development?
10/06/2010 ENG135b Clayton Park Support for Writing: moving through the levels Year 1
11/06/2010 ENG151 David Lloyd, Chorley Moving to Learn
17/06/2010 ENG119c Woodlands Using ICT to Support Literacy in Year 4, 5 and 6
18/06/2010 ENG130a+b Lancashire College Literacy Subject Leader Network - South
24/06/2010 ENG120c Woodlands Tools for the Trade: A focus on ICT and Literacy
25/06/2010 ENG130c+d Clayton Park Literacy Subject Leader Network – East
29/06/2010 ENG101b Woodlands Ros Wilson’s Big Write Day Two
01/07/2010 ENG132b Clayton Park Support for Reading: Moving through the Levels in Year 2
02/07/2010 ENG130e+f Garstang Golf Literacy Subject Leader Network – North
05/07/2010 ENG137b Clayton Park Support for Writing: Moving through the Levels in Year 4
07/07/2010 ENG134c LPDS Centre Support for Reading: Moving through the levels in Year 5 and 6
23/09/2010 ENG123c Woodlands ELS (Early Literacy Support)
24/09/2010 ENG114a LPDS Centre Literacy Teaching in Year 3 and 4
30/09/2010 ENG115a LPDS Centre Literacy Teaching in Year 5 and 6
30/09/2010 ENG123d Woodlands ELS (Early Literacy Support)
30/09/2010 ENG120d Woodlands Tools for the Trade: A focus on ICT and Literacy
07/10/2010 ENG157a Lancashire College Phonics for KS2 Teachers
07/10/2010 ENG126c Woodlands Literacy Teaching in Year 1 and 2
11/10/1010 ENG301a Woodlands Developing Talk for Writing for Learning Across the Curriculum
13/10/1010 ENG127a Lancashire College Guided Writing
14/10/2010 ENG132c Woodlands Support for Reading: Moving through the levels in Year 2
14/10/2010 ENG128c+d Woodlands Introduction to Letters and Sounds
19/10/2010 ENG103d Lancashire College Support for Spelling
21/10/2010 ENG131c Woodlands Support for Reading: Moving through the levels in Year 1
21/10/2010 ENG125c Woodlands Year 3 Intervention (Quest)
04/11/2010 ENG125d Woodlands Year 3 Intervention (Quest)
10/11/2010 ENG133c LPDS Centre Support for Reading: Moving through the Levels in Year 3 and 4
11/11/2010 ENG124c Woodlands Further Literacy Support (FLS)
12/11/2010 ENG109a LPDS Centre New to Literacy Subject Leadership Day One
17/11/2010 ENG134c LPDS Centre Support for Reading: Moving through the Levels in Year 5 and 6
18/11/2010 ENG124d Woodlands Further Literacy Support (FLS)
19/11/2010 ENG158a Woodlands Delivering Letters and Sounds in Reception
19/11/2010 ENG105a+b LPDS Centre Literacy Subject Leader Network - Woodlands
25/11/2010 ENG155c Woodlands Delivering Letters and Sounds in Year One
26/11/2010 ENG105c+d Clayton Park Literacy Subject Leader Network – Clayton Park
02/12/2010 ENG122c Woodlands Delivering Letters and Sounds in Year Two
03/12/2010 ENG105e+f Garstang Literacy Subject Leader Network – Garstang
09/12/2010 ENG154b LPDS Centre Improving Phonic Knowledge
09/12/2010 ENG144a LPDS Centre Practical Phonics
Courses 2010Summer Term 2010
Autumn Term 2010
For further information about all these courses access the Learning Excellence Website on www.learningexcellence.net or via our links on the Literacy website www.lancsngfl.ac.uk/nationalstrategy/literacy.
As we end the 5th half term of 2009-10 it is with a great sense of relief [for me!] that current information shows that over 93% of schools have entered data on the DCSF website. We have had 19 returns so far which is very reasonable, I feel, for over 6,700 places and these have been re-allocated within half an hour of notification.
Even more encouraging are the requests to have more tuition places from most of the responding schools. Over 1,270 request have been received and unfortunately we cannot accommodate them
We have an excellent support team now; based on the Lead Teacher model that operates so successfully in Primary. We have a trained team of maths and English specialists, in both Key Stages. They are currently involved in running the support networks for tutors and Tuition Leads; supporting schools with issues and in developing more support resources for the moodle that delivers the tutor training. If you would like their support [free] please email to the address below.
The big challenge for next year is meeting the expected doubling of places in your schools, especially in the recruitment of tutors. I understand that schools prefer to use their own or known staff as it diminishes the problems of safeguarding and contracts considerably but it is unlikely that most schools will be able to deliver twice the places without recourse to the tutor databases now on the one to one website.
We are currently working with the major Supply Agencies and training their staff so there will be potential sources of vetted tutors to complement existing tutors. There will be links to their own one to one web pages soon, see ours for details and you will be able to compare their services.
There are always updates and fresh information on the website www.lancsngfl.ac.uk/1to1tuition.
Do look at our moodle as well. If you would like to be logged on then contact us at [email protected].
Hilary KingOne to One Project Lead, Lancashire
One to One Tuition in Lancashire