RATIONALE
In St. Mary’s Primary School we aim to provide a balanced literacy programme that integrates the four modes of language (reading, writing, talking and listening) within a supportive, stimulating and secure environment. We will provide opportunities that will develop each child’s ability to use language to think, to explore and to express their ideas with confidence and clarity.
PRINCIPLES We believe: - All our pupils have an equal right to a balanced literacy programme - It is the responsibility of all teachers to ensure the development literacy - Literacy should permeate all areas of the broader curriculum
AIMS 1. To raise the standard of literacy. 2. To enable all our pupils to express themselves clearly, creatively and imaginatively. 3. To develop their ability to communicate meaning in ways which show awareness of audience, context and purpose. 4. To enable children to listen to, reflect upon and interpret what others say. 5. To develop confident, independent readers through an appropriate focus on word, sentence and text-level knowledge. 6. To encourage children to engage with various types of text for enjoyment and learning, by providing them with a range of relevant and purposeful opportunities. 7. To enable children to communicate using written language effectively, making and shaping text appropriately, according to context, purpose, reader and audience. 8. To use ICT to support and develop literacy.
STAFF RESPONSIBILITIES ROLE OF THE PRINCIPAL/SENIOR MANAGEMENT TEAM · Ensure that Board of Governors, Senior Management and staff understand the implications of Board policies · Review current provision on the promotion of literacy · Prioritise the place of promoting literacy in its development plan · Establish and maintain a literacy policy · Appoint a Literacy Co-ordinator · In promoting literacy, develop a co-ordinated approach to the School Improvement Programme · Interpret and use the attainment levels of all pupils through teacher observation and interpretation of standardised tests to inform future planning · In conjunction with the Board, set goals for teaching and targets for raising all its pupils’ literacy standards · Monitor and evaluate the effectiveness of goals and targets set · Identify those pupils underachieving in literacy and address their specific weaknesses with appropriate teaching strategies and raise their attainment · Raise the awareness of all the staff about their responsibilities for the development of literacy · Develop ICT to promote literacy · Identify and make provision for the training needs of staff where appropriate making use of the Board’s support
ROLE OF THE LITERACY CO-ORDINATOR · Decision maker · Facilitator · Manager · Model · Administrator · Communicator · Critical Friend To offer advice and support on: · Reviewing current practice · Identifying pupils’ needs · Planning for improvement · Target setting · Effective strategies for language development · Monitoring · Evaluation · Addressing staff development Successful co-ordination will involve: · Inspiring, motivating and involving all teachers · Providing leadership and guidance · Promoting quality teaching and learning · Playing a key role in the development of the Literacy Policy
ROLE OF THE TEACHER · As Model: The teacher’s role is central in fostering positive attitudes towards literacy. · As Facilitator: The teacher provides a supportive and stimulating environment, planning and organising purposeful activities and enables children to develop literacy skills. · As Initiator: The teacher provides resources and opportunities for a wide range of balanced activities to encourage the development of the four modes of language. · As Monitor: The teacher observes and records the children’s literacy development. · As Assessor: The teacher evaluates and assesses literacy development through on-going formative assessment of the Expected Learning Outcomes.
MONITORING AND EVALUATING Effective measures for monitoring and evaluating pupils’ achievements and teachers’ approaches are in place. Evidence of monitoring is filed/recorded and used to influence future planning.
METHODS · Analysis of results (standardised tests, end of Key Stage assessments) · Comparisons with benchmarks · Reviewing targets/success criteria · Sampling of pupils’ work across classes · Classroom observation · Reviewing teachers’ planners · Pupil questionnaires/interviews · Pupil tracking · Sharing good practice
ASSESSMENT Formative assessment Assessment is a continual process and occurs during work in the various curricular areas and forms a normal part of the learning and teaching process. · The Expected Learning Intentions to be used, by both the teacher and the children, to assess whether they have been achieved or not. · Teachers will use this to inform future planning and to set individual targets. · Feedback to be focused on Expected Learning Intentionss · Pupil self-assessment and feedback will raise self-esteem
SUMMATIVE ASSESSMENT Class tests, standardised tests and end of Key Stage assessments are used in conjunction with formative assessments to: · identify strengths/weaknesses /children’s special needs · plan and set targets · inform parents of children’s progress
RECORD KEEPING We collate and record evidence of achievement in individual folders to provide clear information about progress and inform teachers’ planning. The folders contain: · Copies of test results · Copies of reports to parents · Written assessments · Samples of pupils’ work Copies of test results are also kept in the principal’s office
SPECIAL EDUCATIONAL NEEDS We provide opportunities for all children to make progress by setting appropriate, challenging and attainable targets. Our planning through Expected Learning Intentions takes account of the type and extent of any special needs by differentiating tasks and materials. Evaluation of the ELIs is used by teachers to plan future teaching and set new targets. Teachers collaborating closely with the Special Needs Teacher draw up Individual educational planners with specific targets, which are reviewed twice a year. The Special Needs teacher to liaise with outside agencies and maintains specific records for children receiving extra provision.
PARENT / SCHOOL PARTNERSHIPS Parents are informed by letter of their child’s reading readiness and given guidance about what they can do to help them. Home reads and activities are sent home, so parents can praise/encourage their child and participate in their learning process. The ‘writing box’ is sent home periodically with each child to develop independent writing. Older children (P.6/P.7) produce a school newspaper and all parents are provided with a copy. Parents receive annual reports and have annual parent/teacher meetings to discuss their child’s progress, but are encouraged to ‘feel free’ to come and speak to their child’s teacher/principal to discuss progress or address any concerns they may have.
CLASSROOM ENVIRONMENT Within each classroom teachers endeavour to provide a stimulating environment. · We set up literacy areas, such as reading corners, writing areas and listening centres. · Task boards are used to encourage independence and variety of activity · Teachers provide a print-rich environment · The rooms are alive with books and reading material of all kinds · Independent writing is displayed attractively · There is ready access to computers and software
RESOURCES Key Stage 1 has access to a wide variety of reading materials for guided reading (fiction/non-fiction) and shared reading texts covering all genres. Novels, short stories and non-fiction materials are used in Key Stage 2. (See inventory) Supplementary reading material is provided through class libraries, school library, and SEELB library headquarters. Outings and field trips provide children with the opportunity to explore language and relate its use to other curricular areas. The selective use of radio and television programmes is used to promote the development of literacy throughout the school. All classes make good use of listening- centres/audio tapes. ICT There are a minimum of two computers in each classroom and three in the staff room. The infants have use of concept keyboards to ensure that all children have access to ICT. There is a variety of software to augment language development and enhance presentation of written work. Children can access information through CD. ROM, databases and the Internet. Software programmes that are particularly useful for use with pupils with special educational needs are also available.
TALKING AND LISTENING RATIONALE We believe that talking and listening are fundamental skills, which are central to learning. Through the development of oral and aural skills, children are empowered to acquire, explore, develop and express knowledge and understanding. AIMS · To develop the children’s ability to express and communicate meaning in spoken language, listening to and interpreting what others say and matching style and response to audience, context and purpose. · To be aware of and develop the relationship between talking and listening, reading and writing. · To create an enjoyable learning environment where pupils’ talk is valued. · To provide a range of roles and contexts for talking and listening, e.g. drama, poetry and other curricular areas. · To engage the pupils in different types of talk for a wide range of purposes, e.g. explaining, describing, instructing, narrating, collaborating, influencing, discussing, creating, planning, arguing, persuading, speculating, questioning, responding, exploring, informing and expressing feelings. · To plan for purposeful, challenging and enjoyable activities. · To develop strategies and procedures that are agreed on by all the teachers. · To encourage the pupils to value their own and other dialects, and to use them when appropriate. · To use specific learning outcomes to inform assessment, planning and attainment in all areas of the curriculum.
CLASSROOM ENVIRONMENT · Our school is a place where children feel relaxed, accepted and valued. · We encourage talk as an important and intrinsic part of the learning process. · All children are given equal opportunities to talk. · We provide listening centres/resources that promote talk.
FRAMEWORK FOR TALKING AND LISTENING 1. Group discussion/conversation · Stage 1 – Whole class sharing circle · Stage 2 – Paired discussion · Stage 3 – Small group discussion · Stage 4 – Informal debate Strategies for grouping · Brainstorming · Jigsawing · Twos to fours · Rainbowing · Envoying · Listening triads · Group observers 2. Active listening and responding (Set task prior to rereading) · Shared Reading · Listening Centre · Shared Reading/Writing 3. Acquiring/giving information Following/giving instructions Asking/answering questions Contexts: · Structured play, Maths, Science, P.E., Art and Music Strategies: · Role play · Question Circle · Display Table · Brainstorming Questions · Barrier Games 4. Recounting, reporting, describing, expressing thoughts, feelings and opinions about experiences real or imagined Strategies: Link to Writing: · News Telling -Independent Writing · Story Telling -Narrative Writing · Retelling Stories -Narrative Writing · Jigsawing -Report writing · Oral Debate -Persuasive Writing · KWFL grid -Report Writing 5. Presentation/drama Strategies: · Frozen Picture · Living Picture · Teacher in Role · Hot Seating · Thought Tracking · Using Stimulus · Collective Role Play · Forum Theatre · Improvisation 6. Knowledge about language Discussion in Shared Reading/Drama contexts about: · Language Features · Vocabulary · Grammar · Expression · Dialect · Appropriateness of form · Movement and Gesture · Quality of speech and voice
ASSESSMENT The Expected Learning Intentions will be used to assess children’s progress. Methods: · Observation · Listening to children talking · Interacting with the pupils in activities · Questioning and discussion · Checking pupils’ work · Use of audio and video tapes · Peer assessment
SPECIAL NEEDS The Expected Learning Intentions will be used to plan for each child’s needs. Teachers will differentiate their teaching by ensuring that the outcomes set are both challenging, attainable and in accordance with the Individual Educational Planners drawn up in liaison with the SENCO.
RESOURCES Range of big books, enlarged texts, poetry, audio tapes, tape recorders, language games, video recorder, puppets, costumes, masks, play scripts, ‘show and tell’ objects, structured play equipment.
READING RATIONALE We believe that reading should be a source of pleasure and enjoyment, as well as providing access to avenues of exploration and sources of knowledge. Through reading, children gain the ability to understand the ideas of others in the past, present and future. More importantly, it allows them to understand their place/role in society and to develop their learning potential. AIMS 1. To advance reading as a purposeful and enjoyable activity across the curriculum. 2. To recognise and develop the links between reading, writing, talking and listening to augment language development. 3. To use a variety of teaching and learning strategies that will cultivate ‘reading for meaning’ and support/extend pupils’ reading development, e.g. shared reading, guided reading, reciprocal teaching,, reading aloud for fluency and expression. (See Appendix 1 – Overview of Reading, and Appendix 2 - Frameworks) 4. To monitor pupils’ texts regularly, to ensure that the reading level is both appropriate and challenging, through the use of ‘Five Finger Test’ and Running Records. 5. To provide a wide range of relevant reading resources, from a variety of cultures and genres, in all classrooms. 6. To teach pupils how to read, comprehend and respond to fiction and non-fiction texts through modelled and shared reading. 7. To extend pupils’ vocabulary in all subject areas. 8. To encourage pupils in all subject areas, to access a wide range of resources in both the school and public libraries. 9. To develop the ability to locate and use printed and other sources of information as part of a learning task, e.g. project work through use of KWFL grid. 10. To use specific Learning Outcomes to improve the quality of planning, teaching, assessing and differentiating. 11. To encourage parents to become closely involved in positively supporting their child’s reading development.
CLASSROOM ENVIRONMENT § Our school is a place where reading is given importance and where children experience pleasure from books. § A range of books including, big books, fiction, non-fiction, poetry, comics, etc are displayed attractively in our classrooms. § A print-rich environment is provided to stimulate children’s reading.
TEACHING APPROACHES § To ensure that a wide range of skills is developed, children are taught as individuals, in groups and as a class. § Teaching approaches, which are both varied and flexible, are adapted and integrated to meet individual needs. § Reading is integrated with both writing and talking and listening in meaningful contexts. § A wide range of both scheme and non-scheme books which allow a flexible but structured approach are used in KS1. Group novels/non-fiction books are used in KS2. (see KS2 Reading Programme) § Children have access to a wide range of both narrative and non-narrative texts. These are situated in reading corners/areas and include book boxes (e.g. storybooks, poetry, rhymes, and non-fiction books). They also have access to class / school libraries, big books, CD ROM, TV, radio, encyclopaedias, dictionaries, thesauri, comics, magazines, newspapers and taped stories. § There is regular reading to children in all classes P1-P7. § All classes have uninterrupted, sustained, silent reading (USSR) § Visits from librarians or to a library are organised.
FRAMEWORK FOR LISTENING TO STORIES 1. The children listen to stories for enjoyment and benefit from taking part in a shared experience. 2. Children have the opportunity to listen to stories for at least 30 minutes total each week. This time is flexible depending on the age and ability of the children being read to. 3. The children are encouraged to sit and listen for increasingly longer periods of time. 4. Story tapes are used when appropriate. 5. Teachers from P.4-P.7 select particular texts that link with their curriculum, or texts that they specifically want to read to their class. 6. Teachers try to read in an as lively and interesting way possible. 7. Favourite stories are revisited on occasions. 8. This time naturally lends itself to discussion about authors, illustrators, vocabulary, issues, etc. It also develops recall, review and prediction skills, etc. What is shared reading? Shared reading is a collaborative language activity, which involves the teacher and a large group of children sharing the reading and re-reading of enlarged texts. Benefits Shared reading: – Allows for, but does not demand active participation – Allows children to learn at their own rate – Helps children to be independent with materials that would otherwise be too hard – Eases/extends book resources for within the school – Enables the teacher to use exciting literature, full of rich language – Extends vocabulary – Contextualises concepts – Encourages children to talk, think, share, compare, justify, evaluate, predict, clarify and summarise. Purposes (a) Shared reading can help teaching within the context of actual reading. Teaching points of which you can take advantage: – Aspects of language such as rhyme, rhythm and alliteration – Concepts about print, such as directionality, punctuation, words, letters and spatial concepts. – Reading strategies such as predicting, locating, checking, confirming and self-correcting at the level of letter, word and full text. – Information skills gained from things such as the title, author, illustrator, publisher, index, glossary and table of contents. – Extension of both sight and listening vocabulary – Learning about different forms of text such as traditional literature, contemporary stories, non-fiction, plays, and poetry. – Use as a starting point for shared writing. (b) Children will appreciate that: – Reading is fun – They can be readers – They can be authors too. Resources Each year group will complete an inventory of shared reading materials (e.g. big books) to ensure progression and variety of available texts. It should also aid teachers with planning, to include texts of other areas of learning Other appropriate shared reading materials are enlarged texts, extracts on OHP/Data Projector, newspaper extracts, etc. Strategies Make sure that the children are sitting close to you and the book, to ensure that they can see the text and the illustrations. a) Picture Walk Encourage the children to look at the pictures to predict the story line and discuss details. The teacher may also build key words from the text into the oral discussion. b) First reading Only the teacher should have a copy of the text. There should be a rich introduction to motivate the children and to explain the expected outcomes. – Open the book completely so that the children can see the front and back covers at the same time. – Read the story with a few pauses to invite predictions from the children and respond positively. – At the end of the first reading, discuss personal responses to the story. Keep a record of some responses for referring back to. (c) Second reading – Read the story again, encouraging the children to join in. – Invite further discussion of colourful phrases. – Attend to teaching points as they arise. These will be determined by the objectives of the lesson. – (KS1 teachers will tend to concentrate on word identification strategies, whilst KS2 teachers will focus more on introducing different writing forms.) (d) Further Readings – Two readings will be sufficient for most children to re-read the book independently, but others may need further reading with the teacher, more capable peers or a tape of the story. – The large text and a least one small copy should be available for readers to return to it in their own time. – Big books can also used as a group activity during guided reading sessions. How often do we use shared reading? In the Foundation Stage, P.1 and P.2 use shared reading more frequently than other year groups, as it should be an integral part of their daily learning. KS1 year groups use shared reading 2 or 3 times a week. KS2 year groups use shared reading when appropriate, to model writing forms and to explore punctuation and grammatical constructions. (see balanced reading programme)
FRAMEWORK FOR GUIDED READING What is guided reading? Guided reading is an approach to reading instruction that allows children to gain/demonstrate control over text. Children make predictions, respond to ideas and identify with characters/ situations. As they interact with the unseen text and with each other, they can check, confirm or correct these predictions and overcome reading challenges in the text. Strategies 1. Teachers should begin by using the Expected Learning Intentions to plan for both shared / guided reading. 2. Texts should be selected at the children’s instructional level (90-94%) accuracy. Teachers will be trained in the use of ‘running records’ to help level texts. 3. Guided reading should take place with a text that is unseen. 4. Parents will be informed about the processes and implications of guided reading. This could take place through meetings, parent/teacher interviews, newsletters, bulletins, etc. 5. Guided reading has 4 elements: (a) A rich introduction To find out the prior knowledge and what they need to know. Scaffold the difference through Picture Walk, discussion about language features and reinforcing strategies. (b) First reading Read cover and title page together, then individual attempts with unseen text – volume sub-vocalised. Teacher listens, monitors, assists, evaluates and praises. Finish with whole group discussion about strategies (use a big page to record children’s contributions) (c) Discussion and word study This should be oral, shared and done with the whole group. It will be based on the teacher’s observations and assessment during the first reading. (d) Follow-up/re-reading Follow-up should be a valuable reading related activity (every time the group is not engaged with the teacher) Re-reading could be done in pairs. 6. Easy or quick reads/rhymes/jingles etc. will be sent home to consolidate reading strategies/enjoyment. How often should we use guided reading? Children should engage in 2 or 3 guided reading sessions with the teacher each week. The other children will be involved with reading related activities, working independently of the teacher. Provision may be made for children with special needs on a daily basis for shorter periods. (see balanced reading programme) Resources See guided reading inventory
FRAMEWORK FOR INDEPENDENT READING 1. Independent reading time can be called S.Q.U.I.R.T., E.R.I.C., O.T.T.E.R., W.A.L.T., etc. 2. The aim of independent reading is that children will enjoy reading texts in a quiet environment for a sustained period of time. 3. Children will have opportunities to engage in independent reading at least twice a week. Foundation Stage 2 x 10 minute sessions KSI: 2 x 10minute sessions KS2: 2 x 20-minute sessions (Each Key Stage to decide on their own times) 4. During these sessions each class will display a sign on the classroom door. (Signs will be similar, so that the children will recognise them.) 5. There will be approximately 5-10 minutes ‘choosing time’ from the class library or book boxes, prior to independent reading, Teachers will model how to choose a book by showing how they: – Look at the cover – Look for words that they know / pictures they like – Read the blurb on the back – Browse / flick through the book – Choose different types of reading material 6. The teacher will establish a group rotation system within the class. Each group of children will regularly have the opportunity to choose books from, and sit in the reading area. The other groups will have a ‘book box’ at their desk, which will be rotated. – Book boxes should contain a range of traditional and contemporary genres, including easy reads, short stories, non-fiction, poetry, plays, comics, magazines, etc. 7. Children will be encouraged to bring suitable/appropriate reading materials from home for whole class use. They may read a novel they have already started provided that they are also being exposed to a variety of text and genres. 8. Listening centres can be used during independent reading, especially for less able readers to listen to taped stories. 9. Reading corners/areas could display books that highlight a particular author/theme to stimulate interest. 10. Teachers should also read (something that is suitable to share with the class) during independent reading time to demonstrate that this time is really valued. 11. The opportunity to share what has been read by the children/teacher should occur once a week. The, mainly oral, presentation should encourage children to proffer opinions at increasing levels of sophistication. . (Teachers must model.) 12. Children will be encouraged to record/review what they have been reading. This will be attractively displayed near the reading area.
WRITING RATIONALE We believe that writing is at the very core of the learning process as it helps clarify and develop thinking. Children write to communicate their opinions and beliefs and to express thoughts, feelings and imagination. It also provides teachers with evidence of research and learning, and can be a record for future reference and development. By developing good writing skills, our aim is to provide children with the tools to write effectively in a variety of forms across the curriculum. AIMS 1. To promote independent writing to help young writers express themselves clearly and effectively. 2. To develop children’s understanding of the writing process by scaffolding it (e.g. familiarisation, problem solving, modelled, shared, guided and independent) 3. To provide opportunities for children to experience a wide range of writing forms across all areas of the curriculum. 4. To inspire children to write by providing real audiences both inside and outside the school. (E.g. school newsletter, letters to EMU partner, writing box) 5. To model and provide examples of the writing type required 6. To use a variety of planning strategies so that children can select one that best suit their purpose. 7. To encourage redrafting of work for presentation purposes. 8. To foster collaboration and positive criticism between pupils to develop greater awareness of the relationship between writers and readers. 9. To advance proof-reading of work for the secretarial aspects of writing. 10. That all teachers mark writing effectively and consistently, by adhering to an agreed marking policy. 11. To provide positive responses and guidance, which is both specific and achievable in order, that children may improve their writing. 12. To use ICT for composing, editing, revising, proof-reading and presentation purposes.
CLASSROOM ENVIRONMENT Our school aims to provide a stimulating environment where children are encouraged and inspired to write by providing: writing corners, computers, dictionaries, thesauri, word banks, magnetic letters, whiteboards, listening centres, writing boxes. We show children that we value them as writers by attractively displaying their work in the classroom and around the school. Task board activities and structured play areas provide a stimulus for writing.
A FRAMEWORK FOR WRITING Strategies · Opportunities will be provided across all subject areas for pupils to experience a wide range of writing forms · Teachers will scaffold the writing process for: The six writing types: 1. Exposure / familiarisation (Shared reading using a variety of texts) 2. Problem-solving 3. Modelled 4. Shared 5. Guided 6. Independent · A variety of planning strategies will be demonstrated so that pupils can select one that best suits their purpose · Real audiences will be provided so that children are inspired to write and to develop the link between reading and writing. · During teacher / pupil conferences, children will be advised how to edit/reorganise their writing to clarify meaning. Teachers’ responses will be positive and the amount of alteration suggested will be in direct proportion to the confidence and competence of the writer. · Pupils will be encouraged to proof-read their work for the secretarial aspects (e.g. spelling, punctuation and syntax). · The correction of errors will follow the agreed marking policy. (see marking policy) · Pupils will receive consistent messages, from all teachers, on the agreed standard of their presentation and word processing will be promoted wherever appropriate to facilitate this.
INDEPENDENT WRITING Younger writers will be encouraged to compose their own messages and to gradually develop the range and extent of their writing by using: The four writing strategies: 1. Hearing and recording dominant sounds and words 2. Making orthographic analogies 3. Spelling some words correctly all the time 4. Using people and resources · A variety of contexts, such as: structured play activities, free choice and guided writing will be used to develop independent writing · Each child will take home the ‘writing box’ on several occasions throughout the year. The box will contain some suggestions for independent writing activities, along with a rich variety of writing materials. This will afford parents the opportunity to play a supportive role in their child’s writing development. SPECIAL NEEDS The Expected Learning Intentions will be used to plan for each child’s needs. Teachers will differentiate their teaching by ensuring that the Learning Intentions set are both challenging, attainable and in accordance with the Individual Educational Planners drawn up in liaison with the SENCO.
PLANNING All teachers will clearly indicate in their planning notes: 1. The Expected Learning Intentions for the whole class / ability groups; 2. The teaching strategies and approaches being used e.g. modelled, shared writing, hearing and recording dominant sounds; 3. Sample activities; 4. Evaluation of achievements and future plans; 5. Curricular links; 6. Purpose and audience where appropriate. All teachers will use the agreed literacy planner.
ASSESSMENT The Expected Learning Intentions will be used to assess children’s progress. Across both key stages, pupils will demonstrate their growing competence and independence by: · Writing in different forms for different purposes and audiences; · Writing coherently about a wide range of topics, issues, ideas and incidents; · Writing in a style that is appropriate for the purpose, audience and subject matter; · Showing an improved control of grammatical structure and of a widening vocabulary · Knowing when and how to plan, draft, redraft and proofread their work; · Understand the functions of written language.
RESOURCES Range of Big books, enlarged texts (fiction /non-fiction), audio tapes, computer programs, television, language games, whiteboards, word cards, cassette recorders, digital camera, reading scheme, novels, etc.
SPELLING Comprehension and word recognition are separate, yet integral aspects of literacy development. Comprehension is developed orally and through print, but as decoding relates only to print it is necessary that children are taught to develop specific word recognition skills. This can be achieved by making the connection between Sound and Symbol. Through Shared Reading and Shared Writing, the children progress from Sound to Symbol. Phonological Awareness is the ability to identify and manipulate sounds in words.
APPROACHES AND STRATEGIES In the initial stages games and activities could be used to help children focus on: AUDITORY DISCRIMINATION · Matching / categorising sounds · Blocks of sounds – syllables (hearing / sorting) · Rhyme – identifying, completing and generating · Alliteration – identifying objects / words, building phrases / sentences · Phoneme Segmentation – identifying words from segmented sounds VISUAL REPRESENTATION As children explore speech sounds by hearing, feeling, seeing and comparing characteristics, they come to understand the relationship between spoken language and the written word. They therefore need to experience the process of hearing, seeing and recording sounds and acquire the skills and knowledge to decode and spell quickly and accurately. · Segmenting and blending -say and stretch the word -how many sounds can be heard -what sounds can be heard at the beginning /middle /end · Identifying patterns and rhymes · Sequencing / alphabetical order · Word building (suffixes / prefixes) · Sorting by syllables · Exploring word shapes High frequency words need to be recognised but some of these do not conform to one letter, one sound correspondence. These need to be dealt with by using a multi-sensory approach: · Say the word · Look at the word · Say it again · Trace it with your finger · Copy it on your whiteboard · Cover the word · Write the word · Check what you have written · Keep writing the word without copying until you know it (Say it each time) · Ask a friend to check you
RESOURCES Initially teachers will begin with CVC words and use ‘The 6 Stages of Linguistic Phonics’ to provide progression Letter Land and Jolly Phonics Prime – Ed Spelling - Teacher’s Book, Pupils’ Workbook Catchwords New Hampshire Spelling Simple jingles, poems and nursery rhymes Crosswords Word Games Dictionaries White Boards Magnetic Letters Activity Sheets Word Banks Spelling Cards for ‘Odd Bods’
HANDWRITING FRAMEWORK FOR HANDWRITING In the early stages of learning to write, the process is more important than the product AIMS The aim of our school is to teach each child to write legibly, fluently and at a reasonable speed.
THE MODEL USED As a whole school approach to handwriting will ensure that teaching is consistent, we have decided to use Nelson Handwriting throughout the school.
ROLE OF THE TEACHER Raising children’s awareness of the technical aspects of handwriting is essential and as handwriting is a movement skill, it requires demonstration by the teacher. The teacher will scaffold the writing process and ensure that children will have opportunities to write purposefully every day using a variety of writing tools and materials. The teacher observes the children carefully and is ready to intervene with support and encouragement.
EXPECTED LEARNING INTENTIONS
PRIMARY 1 · Develop gross motor skills · Develop hand – eye co-ordination · Develop knowledge of letter shape, direction and orientation · Use a comfortable and efficient grip · Develop fine motor skills · Produce a controlled line which supports letter formation · Write letters using the correct direction and orientation
PRIMARY 2 · Use and develop a comfortable and efficient pencil grip · Produce a controlled line - left to right directional flow · Trace, copy and complete pre-letter patterns (lower case) · Individual letter formation – trace and write lower case letters correctly in a script that is consistent in size and shape, including spacing · Begin to show understanding of the use of upper case letters in their writing, e.g. people’s names or start of sentences · Practise handwriting in conjunction with spelling and independent writing
PRIMARY 3 · Trace, copy and complete pre-letter patterns · Individual letter formation – trace and write all upper and lower case letters Trace, copy and write pre-numeral patterns · Individual numeral formation – trace, and write the numerals · Individual numeral/number word formation – trace, and write the numerals/number words · Trace and write letters and words correctly in a script that is consistent in size and shape, including spacing · Practise handwriting in conjunction with spelling and independent writing P
RIMARY 4 · Correct formation of the first, second third and fourth joins · The break letters (b, p, q, y, j, z) and capital letters are unjoined · Small letters are all the same height · Capital letters and ascenders are almost twice the height of small letters · Descenders fall below the line · Equal and adequate space left between letters · Present writing attractively
PRIMARY 5 · Joining to and from letters, using the four joins correctly · Writing with a slope slightly to the right · Joining letters in a smooth motion · Spacing letters and words equally and adequately · Consistent size and proportion of letters · Write correct formation of punctuation marks that are consistent in size · Present writing attractively
PRIMARY 6 · Use the four joins correctly · Write letters/punctuation marks that are consistent in height and size · All letters are in proportion to small letters · Slope joined writing slightly to the right · Ensure equal/adequate spacing between letters and words · Write quickly, smoothly and legibly · Adapt writing for different audiences and purposes · Present writing attractively · Develop a personal style of writing EXPECTED LEARNING INTENTIONS
PRIMARY 7 · Use the four joins correctly · Write letters/punctuation marks are consistent in height and size · All letters are in proportion to small letters · Slope joined writing slightly to the right · Equal/adequate spacing between letters/ words · Write quickly, fluently and legibly · Use speed writing to make notes · Display awareness of audience and purpose by adapting handwriting to suit the task · Present writing attractively · Develop a personal writing style
APPROACHES AND STRATEGIES THE FOUNDATION STAGE · A relaxed atmosphere is provided. · Activities and games that involve whole arm and shoulder actions, using anti-clockwise and vertical movements, are used to develop gross motor skills, e.g. washing windows, hoop rolling · Play activities are used to develop hand – eye co-ordination and fine motor skills, e.g. cutting with scissors, using malleable materials, lacing and threading, painting, bat and ball games, drawing, etc. · Use of games and activities that develop visual discrimination, e.g. jigsaws, spot the difference, reproducing patterns matching and sorting shapes · Teachers ensure that children have ample opportunities to experiment with writing in a range of purposeful contexts, e.g. during play, personal recounts, etc. · During modelled and shared writing the teacher explicitly demonstrates letter formation, orally describing how each letter is formed emphasising orientation. · A supportive climate in which children are encouraged to ‘have – a – go’ is provided, e.g. using white boards. · Teachers ensure that children hold pencils and writing tools effectively and attention is drawn to posture.
HOW OFTEN Games, activities or writing should occur daily in the Foundation Stage. These may form part of task board or play activities.
APPROACHES AND STRATEGIES KEY STAGE 1 AND 2 · A relaxed atmosphere is provided. · Use of games and activities that reinforce and further develop fine motor skills, jigsaws, cutting, threading, weaving, bat and ball, using clay, painting and drawing, matching /sorting shapes and letters, etc. · Teachers ensure that children have ample opportunities to experiment with writing in a range of purposeful contexts, e.g. during task board activities, personal recounts, writing instructions, lists, etc. · During modelled and shared writing the teacher explicitly demonstrates letter formation, orally describing how each letter is formed emphasising orientation. · A supportive climate in which children are encouraged to ‘have – a – go’ is provided, e.g. using white boards. · As fluency develops children may practise writing longer texts, e.g. jokes, rhymes, songs, etc. · The child’s table and chair are positioned so that the forearm can rest lightly on the surface of the table, which is free of clutter. · Children are encouraged to sit up straight. · The teacher ensures that the children hold the pencil/pen correctly between the thumb and forefinger about 3cm from the point, with the middle finger providing additional support. · The book or writing paper is placed to the right, tilted slightly to the left and the children are encouraged to use the left hand to steady the paper. (Left-handed writers should place the book or writing paper to the left, tilted slightly to right and use the right hand to steady it.) · Writing patterns are used to reinforce basic handwriting movements and help develop fluency. · Each lesson will have clear learning outcomes. The teacher ensures that the children are aware of these and demonstrates key teaching points. · “Best” writing is not expected on every occasion as it is preferable that children are encouraged to write in a smooth, fluent style · Children are taught to adapt their writing according to the requirements of the task.
HOW OFTEN In Key Stages 1 and 2 there should be two/three (15 - 20 minute) ‘practice’ sessions per week, at least one of which should be teacher demonstration. The other sessions may form part of task board activities.
TECHNIQUES FOR TEACHING LETTER FORMATION · Model the letter to be introduced on a chalkboard or OHP · Encourage the children to trace round the large model letters in the workbooks · Explain/demonstrate that the large dots and arrows indicate where to begin and the correct direction to follow · The guidelines are to be used to provide additional guidance on letter size and positioning · Observe individuals while they practice · Talk the children through the process · Encourage them to verbalise what they are doing · Use the following ideas to reinforce the teaching of letter shapes – Form letters by drawing them in the air – Finger trace over tactile letters – Write over dotted or “shadow” writing – Draw round templates – Write in sand with a finger or stick – Write with chalk on a chalkboard
EQUIPMENT · TOOLS Throughout the school children are encouraged to experience writing with different tools. Pencils, pens chalks, crayons, white boards and dry wipe pens are made available for them to experiment with. -In the early stages (P.1/2) a soft pencil with a thick stem is used to prevent too tight a grip. -As the child’s motor skills begin to improve, a standard pencil is introduced. -In P.6/7 children are encouraged to write in ink. ·
PAPER – In P.1, children are encouraged to make free-flowing movements and to produce large patterns, letters and words on large sheets of plain paper. – In P.2, children are encouraged to write between guidelines. The Nelson Handwriting Workbooks provide a structured introduction to letter formation, giving guidance on shape and directional flow. – In P.3, as the child’s motor skills increase, the size of the writing should decrease and exercise books can then be introduced for handwriting practice. – P.4/5 children use exercise books, accompanied by Resource sheets which provide guidelines to help them appreciate the relative proportions of letters and to understand how to position them. P.6/7 children use exercise books, accompanied by Resource sheets with single ruled lines.
RESOURCES NELSON HANDWRITING
In St. Mary’s Primary School we aim to provide a balanced literacy programme that integrates the four modes of language (reading, writing, talking and listening) within a supportive, stimulating and secure environment. We will provide opportunities that will develop each child’s ability to use language to think, to explore and to express their ideas with confidence and clarity.
PRINCIPLES We believe: - All our pupils have an equal right to a balanced literacy programme - It is the responsibility of all teachers to ensure the development literacy - Literacy should permeate all areas of the broader curriculum
AIMS 1. To raise the standard of literacy. 2. To enable all our pupils to express themselves clearly, creatively and imaginatively. 3. To develop their ability to communicate meaning in ways which show awareness of audience, context and purpose. 4. To enable children to listen to, reflect upon and interpret what others say. 5. To develop confident, independent readers through an appropriate focus on word, sentence and text-level knowledge. 6. To encourage children to engage with various types of text for enjoyment and learning, by providing them with a range of relevant and purposeful opportunities. 7. To enable children to communicate using written language effectively, making and shaping text appropriately, according to context, purpose, reader and audience. 8. To use ICT to support and develop literacy.
STAFF RESPONSIBILITIES ROLE OF THE PRINCIPAL/SENIOR MANAGEMENT TEAM · Ensure that Board of Governors, Senior Management and staff understand the implications of Board policies · Review current provision on the promotion of literacy · Prioritise the place of promoting literacy in its development plan · Establish and maintain a literacy policy · Appoint a Literacy Co-ordinator · In promoting literacy, develop a co-ordinated approach to the School Improvement Programme · Interpret and use the attainment levels of all pupils through teacher observation and interpretation of standardised tests to inform future planning · In conjunction with the Board, set goals for teaching and targets for raising all its pupils’ literacy standards · Monitor and evaluate the effectiveness of goals and targets set · Identify those pupils underachieving in literacy and address their specific weaknesses with appropriate teaching strategies and raise their attainment · Raise the awareness of all the staff about their responsibilities for the development of literacy · Develop ICT to promote literacy · Identify and make provision for the training needs of staff where appropriate making use of the Board’s support
ROLE OF THE LITERACY CO-ORDINATOR · Decision maker · Facilitator · Manager · Model · Administrator · Communicator · Critical Friend To offer advice and support on: · Reviewing current practice · Identifying pupils’ needs · Planning for improvement · Target setting · Effective strategies for language development · Monitoring · Evaluation · Addressing staff development Successful co-ordination will involve: · Inspiring, motivating and involving all teachers · Providing leadership and guidance · Promoting quality teaching and learning · Playing a key role in the development of the Literacy Policy
ROLE OF THE TEACHER · As Model: The teacher’s role is central in fostering positive attitudes towards literacy. · As Facilitator: The teacher provides a supportive and stimulating environment, planning and organising purposeful activities and enables children to develop literacy skills. · As Initiator: The teacher provides resources and opportunities for a wide range of balanced activities to encourage the development of the four modes of language. · As Monitor: The teacher observes and records the children’s literacy development. · As Assessor: The teacher evaluates and assesses literacy development through on-going formative assessment of the Expected Learning Outcomes.
MONITORING AND EVALUATING Effective measures for monitoring and evaluating pupils’ achievements and teachers’ approaches are in place. Evidence of monitoring is filed/recorded and used to influence future planning.
METHODS · Analysis of results (standardised tests, end of Key Stage assessments) · Comparisons with benchmarks · Reviewing targets/success criteria · Sampling of pupils’ work across classes · Classroom observation · Reviewing teachers’ planners · Pupil questionnaires/interviews · Pupil tracking · Sharing good practice
ASSESSMENT Formative assessment Assessment is a continual process and occurs during work in the various curricular areas and forms a normal part of the learning and teaching process. · The Expected Learning Intentions to be used, by both the teacher and the children, to assess whether they have been achieved or not. · Teachers will use this to inform future planning and to set individual targets. · Feedback to be focused on Expected Learning Intentionss · Pupil self-assessment and feedback will raise self-esteem
SUMMATIVE ASSESSMENT Class tests, standardised tests and end of Key Stage assessments are used in conjunction with formative assessments to: · identify strengths/weaknesses /children’s special needs · plan and set targets · inform parents of children’s progress
RECORD KEEPING We collate and record evidence of achievement in individual folders to provide clear information about progress and inform teachers’ planning. The folders contain: · Copies of test results · Copies of reports to parents · Written assessments · Samples of pupils’ work Copies of test results are also kept in the principal’s office
SPECIAL EDUCATIONAL NEEDS We provide opportunities for all children to make progress by setting appropriate, challenging and attainable targets. Our planning through Expected Learning Intentions takes account of the type and extent of any special needs by differentiating tasks and materials. Evaluation of the ELIs is used by teachers to plan future teaching and set new targets. Teachers collaborating closely with the Special Needs Teacher draw up Individual educational planners with specific targets, which are reviewed twice a year. The Special Needs teacher to liaise with outside agencies and maintains specific records for children receiving extra provision.
PARENT / SCHOOL PARTNERSHIPS Parents are informed by letter of their child’s reading readiness and given guidance about what they can do to help them. Home reads and activities are sent home, so parents can praise/encourage their child and participate in their learning process. The ‘writing box’ is sent home periodically with each child to develop independent writing. Older children (P.6/P.7) produce a school newspaper and all parents are provided with a copy. Parents receive annual reports and have annual parent/teacher meetings to discuss their child’s progress, but are encouraged to ‘feel free’ to come and speak to their child’s teacher/principal to discuss progress or address any concerns they may have.
CLASSROOM ENVIRONMENT Within each classroom teachers endeavour to provide a stimulating environment. · We set up literacy areas, such as reading corners, writing areas and listening centres. · Task boards are used to encourage independence and variety of activity · Teachers provide a print-rich environment · The rooms are alive with books and reading material of all kinds · Independent writing is displayed attractively · There is ready access to computers and software
RESOURCES Key Stage 1 has access to a wide variety of reading materials for guided reading (fiction/non-fiction) and shared reading texts covering all genres. Novels, short stories and non-fiction materials are used in Key Stage 2. (See inventory) Supplementary reading material is provided through class libraries, school library, and SEELB library headquarters. Outings and field trips provide children with the opportunity to explore language and relate its use to other curricular areas. The selective use of radio and television programmes is used to promote the development of literacy throughout the school. All classes make good use of listening- centres/audio tapes. ICT There are a minimum of two computers in each classroom and three in the staff room. The infants have use of concept keyboards to ensure that all children have access to ICT. There is a variety of software to augment language development and enhance presentation of written work. Children can access information through CD. ROM, databases and the Internet. Software programmes that are particularly useful for use with pupils with special educational needs are also available.
TALKING AND LISTENING RATIONALE We believe that talking and listening are fundamental skills, which are central to learning. Through the development of oral and aural skills, children are empowered to acquire, explore, develop and express knowledge and understanding. AIMS · To develop the children’s ability to express and communicate meaning in spoken language, listening to and interpreting what others say and matching style and response to audience, context and purpose. · To be aware of and develop the relationship between talking and listening, reading and writing. · To create an enjoyable learning environment where pupils’ talk is valued. · To provide a range of roles and contexts for talking and listening, e.g. drama, poetry and other curricular areas. · To engage the pupils in different types of talk for a wide range of purposes, e.g. explaining, describing, instructing, narrating, collaborating, influencing, discussing, creating, planning, arguing, persuading, speculating, questioning, responding, exploring, informing and expressing feelings. · To plan for purposeful, challenging and enjoyable activities. · To develop strategies and procedures that are agreed on by all the teachers. · To encourage the pupils to value their own and other dialects, and to use them when appropriate. · To use specific learning outcomes to inform assessment, planning and attainment in all areas of the curriculum.
CLASSROOM ENVIRONMENT · Our school is a place where children feel relaxed, accepted and valued. · We encourage talk as an important and intrinsic part of the learning process. · All children are given equal opportunities to talk. · We provide listening centres/resources that promote talk.
FRAMEWORK FOR TALKING AND LISTENING 1. Group discussion/conversation · Stage 1 – Whole class sharing circle · Stage 2 – Paired discussion · Stage 3 – Small group discussion · Stage 4 – Informal debate Strategies for grouping · Brainstorming · Jigsawing · Twos to fours · Rainbowing · Envoying · Listening triads · Group observers 2. Active listening and responding (Set task prior to rereading) · Shared Reading · Listening Centre · Shared Reading/Writing 3. Acquiring/giving information Following/giving instructions Asking/answering questions Contexts: · Structured play, Maths, Science, P.E., Art and Music Strategies: · Role play · Question Circle · Display Table · Brainstorming Questions · Barrier Games 4. Recounting, reporting, describing, expressing thoughts, feelings and opinions about experiences real or imagined Strategies: Link to Writing: · News Telling -Independent Writing · Story Telling -Narrative Writing · Retelling Stories -Narrative Writing · Jigsawing -Report writing · Oral Debate -Persuasive Writing · KWFL grid -Report Writing 5. Presentation/drama Strategies: · Frozen Picture · Living Picture · Teacher in Role · Hot Seating · Thought Tracking · Using Stimulus · Collective Role Play · Forum Theatre · Improvisation 6. Knowledge about language Discussion in Shared Reading/Drama contexts about: · Language Features · Vocabulary · Grammar · Expression · Dialect · Appropriateness of form · Movement and Gesture · Quality of speech and voice
ASSESSMENT The Expected Learning Intentions will be used to assess children’s progress. Methods: · Observation · Listening to children talking · Interacting with the pupils in activities · Questioning and discussion · Checking pupils’ work · Use of audio and video tapes · Peer assessment
SPECIAL NEEDS The Expected Learning Intentions will be used to plan for each child’s needs. Teachers will differentiate their teaching by ensuring that the outcomes set are both challenging, attainable and in accordance with the Individual Educational Planners drawn up in liaison with the SENCO.
RESOURCES Range of big books, enlarged texts, poetry, audio tapes, tape recorders, language games, video recorder, puppets, costumes, masks, play scripts, ‘show and tell’ objects, structured play equipment.
READING RATIONALE We believe that reading should be a source of pleasure and enjoyment, as well as providing access to avenues of exploration and sources of knowledge. Through reading, children gain the ability to understand the ideas of others in the past, present and future. More importantly, it allows them to understand their place/role in society and to develop their learning potential. AIMS 1. To advance reading as a purposeful and enjoyable activity across the curriculum. 2. To recognise and develop the links between reading, writing, talking and listening to augment language development. 3. To use a variety of teaching and learning strategies that will cultivate ‘reading for meaning’ and support/extend pupils’ reading development, e.g. shared reading, guided reading, reciprocal teaching,, reading aloud for fluency and expression. (See Appendix 1 – Overview of Reading, and Appendix 2 - Frameworks) 4. To monitor pupils’ texts regularly, to ensure that the reading level is both appropriate and challenging, through the use of ‘Five Finger Test’ and Running Records. 5. To provide a wide range of relevant reading resources, from a variety of cultures and genres, in all classrooms. 6. To teach pupils how to read, comprehend and respond to fiction and non-fiction texts through modelled and shared reading. 7. To extend pupils’ vocabulary in all subject areas. 8. To encourage pupils in all subject areas, to access a wide range of resources in both the school and public libraries. 9. To develop the ability to locate and use printed and other sources of information as part of a learning task, e.g. project work through use of KWFL grid. 10. To use specific Learning Outcomes to improve the quality of planning, teaching, assessing and differentiating. 11. To encourage parents to become closely involved in positively supporting their child’s reading development.
CLASSROOM ENVIRONMENT § Our school is a place where reading is given importance and where children experience pleasure from books. § A range of books including, big books, fiction, non-fiction, poetry, comics, etc are displayed attractively in our classrooms. § A print-rich environment is provided to stimulate children’s reading.
TEACHING APPROACHES § To ensure that a wide range of skills is developed, children are taught as individuals, in groups and as a class. § Teaching approaches, which are both varied and flexible, are adapted and integrated to meet individual needs. § Reading is integrated with both writing and talking and listening in meaningful contexts. § A wide range of both scheme and non-scheme books which allow a flexible but structured approach are used in KS1. Group novels/non-fiction books are used in KS2. (see KS2 Reading Programme) § Children have access to a wide range of both narrative and non-narrative texts. These are situated in reading corners/areas and include book boxes (e.g. storybooks, poetry, rhymes, and non-fiction books). They also have access to class / school libraries, big books, CD ROM, TV, radio, encyclopaedias, dictionaries, thesauri, comics, magazines, newspapers and taped stories. § There is regular reading to children in all classes P1-P7. § All classes have uninterrupted, sustained, silent reading (USSR) § Visits from librarians or to a library are organised.
FRAMEWORK FOR LISTENING TO STORIES 1. The children listen to stories for enjoyment and benefit from taking part in a shared experience. 2. Children have the opportunity to listen to stories for at least 30 minutes total each week. This time is flexible depending on the age and ability of the children being read to. 3. The children are encouraged to sit and listen for increasingly longer periods of time. 4. Story tapes are used when appropriate. 5. Teachers from P.4-P.7 select particular texts that link with their curriculum, or texts that they specifically want to read to their class. 6. Teachers try to read in an as lively and interesting way possible. 7. Favourite stories are revisited on occasions. 8. This time naturally lends itself to discussion about authors, illustrators, vocabulary, issues, etc. It also develops recall, review and prediction skills, etc. What is shared reading? Shared reading is a collaborative language activity, which involves the teacher and a large group of children sharing the reading and re-reading of enlarged texts. Benefits Shared reading: – Allows for, but does not demand active participation – Allows children to learn at their own rate – Helps children to be independent with materials that would otherwise be too hard – Eases/extends book resources for within the school – Enables the teacher to use exciting literature, full of rich language – Extends vocabulary – Contextualises concepts – Encourages children to talk, think, share, compare, justify, evaluate, predict, clarify and summarise. Purposes (a) Shared reading can help teaching within the context of actual reading. Teaching points of which you can take advantage: – Aspects of language such as rhyme, rhythm and alliteration – Concepts about print, such as directionality, punctuation, words, letters and spatial concepts. – Reading strategies such as predicting, locating, checking, confirming and self-correcting at the level of letter, word and full text. – Information skills gained from things such as the title, author, illustrator, publisher, index, glossary and table of contents. – Extension of both sight and listening vocabulary – Learning about different forms of text such as traditional literature, contemporary stories, non-fiction, plays, and poetry. – Use as a starting point for shared writing. (b) Children will appreciate that: – Reading is fun – They can be readers – They can be authors too. Resources Each year group will complete an inventory of shared reading materials (e.g. big books) to ensure progression and variety of available texts. It should also aid teachers with planning, to include texts of other areas of learning Other appropriate shared reading materials are enlarged texts, extracts on OHP/Data Projector, newspaper extracts, etc. Strategies Make sure that the children are sitting close to you and the book, to ensure that they can see the text and the illustrations. a) Picture Walk Encourage the children to look at the pictures to predict the story line and discuss details. The teacher may also build key words from the text into the oral discussion. b) First reading Only the teacher should have a copy of the text. There should be a rich introduction to motivate the children and to explain the expected outcomes. – Open the book completely so that the children can see the front and back covers at the same time. – Read the story with a few pauses to invite predictions from the children and respond positively. – At the end of the first reading, discuss personal responses to the story. Keep a record of some responses for referring back to. (c) Second reading – Read the story again, encouraging the children to join in. – Invite further discussion of colourful phrases. – Attend to teaching points as they arise. These will be determined by the objectives of the lesson. – (KS1 teachers will tend to concentrate on word identification strategies, whilst KS2 teachers will focus more on introducing different writing forms.) (d) Further Readings – Two readings will be sufficient for most children to re-read the book independently, but others may need further reading with the teacher, more capable peers or a tape of the story. – The large text and a least one small copy should be available for readers to return to it in their own time. – Big books can also used as a group activity during guided reading sessions. How often do we use shared reading? In the Foundation Stage, P.1 and P.2 use shared reading more frequently than other year groups, as it should be an integral part of their daily learning. KS1 year groups use shared reading 2 or 3 times a week. KS2 year groups use shared reading when appropriate, to model writing forms and to explore punctuation and grammatical constructions. (see balanced reading programme)
FRAMEWORK FOR GUIDED READING What is guided reading? Guided reading is an approach to reading instruction that allows children to gain/demonstrate control over text. Children make predictions, respond to ideas and identify with characters/ situations. As they interact with the unseen text and with each other, they can check, confirm or correct these predictions and overcome reading challenges in the text. Strategies 1. Teachers should begin by using the Expected Learning Intentions to plan for both shared / guided reading. 2. Texts should be selected at the children’s instructional level (90-94%) accuracy. Teachers will be trained in the use of ‘running records’ to help level texts. 3. Guided reading should take place with a text that is unseen. 4. Parents will be informed about the processes and implications of guided reading. This could take place through meetings, parent/teacher interviews, newsletters, bulletins, etc. 5. Guided reading has 4 elements: (a) A rich introduction To find out the prior knowledge and what they need to know. Scaffold the difference through Picture Walk, discussion about language features and reinforcing strategies. (b) First reading Read cover and title page together, then individual attempts with unseen text – volume sub-vocalised. Teacher listens, monitors, assists, evaluates and praises. Finish with whole group discussion about strategies (use a big page to record children’s contributions) (c) Discussion and word study This should be oral, shared and done with the whole group. It will be based on the teacher’s observations and assessment during the first reading. (d) Follow-up/re-reading Follow-up should be a valuable reading related activity (every time the group is not engaged with the teacher) Re-reading could be done in pairs. 6. Easy or quick reads/rhymes/jingles etc. will be sent home to consolidate reading strategies/enjoyment. How often should we use guided reading? Children should engage in 2 or 3 guided reading sessions with the teacher each week. The other children will be involved with reading related activities, working independently of the teacher. Provision may be made for children with special needs on a daily basis for shorter periods. (see balanced reading programme) Resources See guided reading inventory
FRAMEWORK FOR INDEPENDENT READING 1. Independent reading time can be called S.Q.U.I.R.T., E.R.I.C., O.T.T.E.R., W.A.L.T., etc. 2. The aim of independent reading is that children will enjoy reading texts in a quiet environment for a sustained period of time. 3. Children will have opportunities to engage in independent reading at least twice a week. Foundation Stage 2 x 10 minute sessions KSI: 2 x 10minute sessions KS2: 2 x 20-minute sessions (Each Key Stage to decide on their own times) 4. During these sessions each class will display a sign on the classroom door. (Signs will be similar, so that the children will recognise them.) 5. There will be approximately 5-10 minutes ‘choosing time’ from the class library or book boxes, prior to independent reading, Teachers will model how to choose a book by showing how they: – Look at the cover – Look for words that they know / pictures they like – Read the blurb on the back – Browse / flick through the book – Choose different types of reading material 6. The teacher will establish a group rotation system within the class. Each group of children will regularly have the opportunity to choose books from, and sit in the reading area. The other groups will have a ‘book box’ at their desk, which will be rotated. – Book boxes should contain a range of traditional and contemporary genres, including easy reads, short stories, non-fiction, poetry, plays, comics, magazines, etc. 7. Children will be encouraged to bring suitable/appropriate reading materials from home for whole class use. They may read a novel they have already started provided that they are also being exposed to a variety of text and genres. 8. Listening centres can be used during independent reading, especially for less able readers to listen to taped stories. 9. Reading corners/areas could display books that highlight a particular author/theme to stimulate interest. 10. Teachers should also read (something that is suitable to share with the class) during independent reading time to demonstrate that this time is really valued. 11. The opportunity to share what has been read by the children/teacher should occur once a week. The, mainly oral, presentation should encourage children to proffer opinions at increasing levels of sophistication. . (Teachers must model.) 12. Children will be encouraged to record/review what they have been reading. This will be attractively displayed near the reading area.
WRITING RATIONALE We believe that writing is at the very core of the learning process as it helps clarify and develop thinking. Children write to communicate their opinions and beliefs and to express thoughts, feelings and imagination. It also provides teachers with evidence of research and learning, and can be a record for future reference and development. By developing good writing skills, our aim is to provide children with the tools to write effectively in a variety of forms across the curriculum. AIMS 1. To promote independent writing to help young writers express themselves clearly and effectively. 2. To develop children’s understanding of the writing process by scaffolding it (e.g. familiarisation, problem solving, modelled, shared, guided and independent) 3. To provide opportunities for children to experience a wide range of writing forms across all areas of the curriculum. 4. To inspire children to write by providing real audiences both inside and outside the school. (E.g. school newsletter, letters to EMU partner, writing box) 5. To model and provide examples of the writing type required 6. To use a variety of planning strategies so that children can select one that best suit their purpose. 7. To encourage redrafting of work for presentation purposes. 8. To foster collaboration and positive criticism between pupils to develop greater awareness of the relationship between writers and readers. 9. To advance proof-reading of work for the secretarial aspects of writing. 10. That all teachers mark writing effectively and consistently, by adhering to an agreed marking policy. 11. To provide positive responses and guidance, which is both specific and achievable in order, that children may improve their writing. 12. To use ICT for composing, editing, revising, proof-reading and presentation purposes.
CLASSROOM ENVIRONMENT Our school aims to provide a stimulating environment where children are encouraged and inspired to write by providing: writing corners, computers, dictionaries, thesauri, word banks, magnetic letters, whiteboards, listening centres, writing boxes. We show children that we value them as writers by attractively displaying their work in the classroom and around the school. Task board activities and structured play areas provide a stimulus for writing.
A FRAMEWORK FOR WRITING Strategies · Opportunities will be provided across all subject areas for pupils to experience a wide range of writing forms · Teachers will scaffold the writing process for: The six writing types: 1. Exposure / familiarisation (Shared reading using a variety of texts) 2. Problem-solving 3. Modelled 4. Shared 5. Guided 6. Independent · A variety of planning strategies will be demonstrated so that pupils can select one that best suits their purpose · Real audiences will be provided so that children are inspired to write and to develop the link between reading and writing. · During teacher / pupil conferences, children will be advised how to edit/reorganise their writing to clarify meaning. Teachers’ responses will be positive and the amount of alteration suggested will be in direct proportion to the confidence and competence of the writer. · Pupils will be encouraged to proof-read their work for the secretarial aspects (e.g. spelling, punctuation and syntax). · The correction of errors will follow the agreed marking policy. (see marking policy) · Pupils will receive consistent messages, from all teachers, on the agreed standard of their presentation and word processing will be promoted wherever appropriate to facilitate this.
INDEPENDENT WRITING Younger writers will be encouraged to compose their own messages and to gradually develop the range and extent of their writing by using: The four writing strategies: 1. Hearing and recording dominant sounds and words 2. Making orthographic analogies 3. Spelling some words correctly all the time 4. Using people and resources · A variety of contexts, such as: structured play activities, free choice and guided writing will be used to develop independent writing · Each child will take home the ‘writing box’ on several occasions throughout the year. The box will contain some suggestions for independent writing activities, along with a rich variety of writing materials. This will afford parents the opportunity to play a supportive role in their child’s writing development. SPECIAL NEEDS The Expected Learning Intentions will be used to plan for each child’s needs. Teachers will differentiate their teaching by ensuring that the Learning Intentions set are both challenging, attainable and in accordance with the Individual Educational Planners drawn up in liaison with the SENCO.
PLANNING All teachers will clearly indicate in their planning notes: 1. The Expected Learning Intentions for the whole class / ability groups; 2. The teaching strategies and approaches being used e.g. modelled, shared writing, hearing and recording dominant sounds; 3. Sample activities; 4. Evaluation of achievements and future plans; 5. Curricular links; 6. Purpose and audience where appropriate. All teachers will use the agreed literacy planner.
ASSESSMENT The Expected Learning Intentions will be used to assess children’s progress. Across both key stages, pupils will demonstrate their growing competence and independence by: · Writing in different forms for different purposes and audiences; · Writing coherently about a wide range of topics, issues, ideas and incidents; · Writing in a style that is appropriate for the purpose, audience and subject matter; · Showing an improved control of grammatical structure and of a widening vocabulary · Knowing when and how to plan, draft, redraft and proofread their work; · Understand the functions of written language.
RESOURCES Range of Big books, enlarged texts (fiction /non-fiction), audio tapes, computer programs, television, language games, whiteboards, word cards, cassette recorders, digital camera, reading scheme, novels, etc.
SPELLING Comprehension and word recognition are separate, yet integral aspects of literacy development. Comprehension is developed orally and through print, but as decoding relates only to print it is necessary that children are taught to develop specific word recognition skills. This can be achieved by making the connection between Sound and Symbol. Through Shared Reading and Shared Writing, the children progress from Sound to Symbol. Phonological Awareness is the ability to identify and manipulate sounds in words.
APPROACHES AND STRATEGIES In the initial stages games and activities could be used to help children focus on: AUDITORY DISCRIMINATION · Matching / categorising sounds · Blocks of sounds – syllables (hearing / sorting) · Rhyme – identifying, completing and generating · Alliteration – identifying objects / words, building phrases / sentences · Phoneme Segmentation – identifying words from segmented sounds VISUAL REPRESENTATION As children explore speech sounds by hearing, feeling, seeing and comparing characteristics, they come to understand the relationship between spoken language and the written word. They therefore need to experience the process of hearing, seeing and recording sounds and acquire the skills and knowledge to decode and spell quickly and accurately. · Segmenting and blending -say and stretch the word -how many sounds can be heard -what sounds can be heard at the beginning /middle /end · Identifying patterns and rhymes · Sequencing / alphabetical order · Word building (suffixes / prefixes) · Sorting by syllables · Exploring word shapes High frequency words need to be recognised but some of these do not conform to one letter, one sound correspondence. These need to be dealt with by using a multi-sensory approach: · Say the word · Look at the word · Say it again · Trace it with your finger · Copy it on your whiteboard · Cover the word · Write the word · Check what you have written · Keep writing the word without copying until you know it (Say it each time) · Ask a friend to check you
RESOURCES Initially teachers will begin with CVC words and use ‘The 6 Stages of Linguistic Phonics’ to provide progression Letter Land and Jolly Phonics Prime – Ed Spelling - Teacher’s Book, Pupils’ Workbook Catchwords New Hampshire Spelling Simple jingles, poems and nursery rhymes Crosswords Word Games Dictionaries White Boards Magnetic Letters Activity Sheets Word Banks Spelling Cards for ‘Odd Bods’
HANDWRITING FRAMEWORK FOR HANDWRITING In the early stages of learning to write, the process is more important than the product AIMS The aim of our school is to teach each child to write legibly, fluently and at a reasonable speed.
THE MODEL USED As a whole school approach to handwriting will ensure that teaching is consistent, we have decided to use Nelson Handwriting throughout the school.
ROLE OF THE TEACHER Raising children’s awareness of the technical aspects of handwriting is essential and as handwriting is a movement skill, it requires demonstration by the teacher. The teacher will scaffold the writing process and ensure that children will have opportunities to write purposefully every day using a variety of writing tools and materials. The teacher observes the children carefully and is ready to intervene with support and encouragement.
EXPECTED LEARNING INTENTIONS
PRIMARY 1 · Develop gross motor skills · Develop hand – eye co-ordination · Develop knowledge of letter shape, direction and orientation · Use a comfortable and efficient grip · Develop fine motor skills · Produce a controlled line which supports letter formation · Write letters using the correct direction and orientation
PRIMARY 2 · Use and develop a comfortable and efficient pencil grip · Produce a controlled line - left to right directional flow · Trace, copy and complete pre-letter patterns (lower case) · Individual letter formation – trace and write lower case letters correctly in a script that is consistent in size and shape, including spacing · Begin to show understanding of the use of upper case letters in their writing, e.g. people’s names or start of sentences · Practise handwriting in conjunction with spelling and independent writing
PRIMARY 3 · Trace, copy and complete pre-letter patterns · Individual letter formation – trace and write all upper and lower case letters Trace, copy and write pre-numeral patterns · Individual numeral formation – trace, and write the numerals · Individual numeral/number word formation – trace, and write the numerals/number words · Trace and write letters and words correctly in a script that is consistent in size and shape, including spacing · Practise handwriting in conjunction with spelling and independent writing P
RIMARY 4 · Correct formation of the first, second third and fourth joins · The break letters (b, p, q, y, j, z) and capital letters are unjoined · Small letters are all the same height · Capital letters and ascenders are almost twice the height of small letters · Descenders fall below the line · Equal and adequate space left between letters · Present writing attractively
PRIMARY 5 · Joining to and from letters, using the four joins correctly · Writing with a slope slightly to the right · Joining letters in a smooth motion · Spacing letters and words equally and adequately · Consistent size and proportion of letters · Write correct formation of punctuation marks that are consistent in size · Present writing attractively
PRIMARY 6 · Use the four joins correctly · Write letters/punctuation marks that are consistent in height and size · All letters are in proportion to small letters · Slope joined writing slightly to the right · Ensure equal/adequate spacing between letters and words · Write quickly, smoothly and legibly · Adapt writing for different audiences and purposes · Present writing attractively · Develop a personal style of writing EXPECTED LEARNING INTENTIONS
PRIMARY 7 · Use the four joins correctly · Write letters/punctuation marks are consistent in height and size · All letters are in proportion to small letters · Slope joined writing slightly to the right · Equal/adequate spacing between letters/ words · Write quickly, fluently and legibly · Use speed writing to make notes · Display awareness of audience and purpose by adapting handwriting to suit the task · Present writing attractively · Develop a personal writing style
APPROACHES AND STRATEGIES THE FOUNDATION STAGE · A relaxed atmosphere is provided. · Activities and games that involve whole arm and shoulder actions, using anti-clockwise and vertical movements, are used to develop gross motor skills, e.g. washing windows, hoop rolling · Play activities are used to develop hand – eye co-ordination and fine motor skills, e.g. cutting with scissors, using malleable materials, lacing and threading, painting, bat and ball games, drawing, etc. · Use of games and activities that develop visual discrimination, e.g. jigsaws, spot the difference, reproducing patterns matching and sorting shapes · Teachers ensure that children have ample opportunities to experiment with writing in a range of purposeful contexts, e.g. during play, personal recounts, etc. · During modelled and shared writing the teacher explicitly demonstrates letter formation, orally describing how each letter is formed emphasising orientation. · A supportive climate in which children are encouraged to ‘have – a – go’ is provided, e.g. using white boards. · Teachers ensure that children hold pencils and writing tools effectively and attention is drawn to posture.
HOW OFTEN Games, activities or writing should occur daily in the Foundation Stage. These may form part of task board or play activities.
APPROACHES AND STRATEGIES KEY STAGE 1 AND 2 · A relaxed atmosphere is provided. · Use of games and activities that reinforce and further develop fine motor skills, jigsaws, cutting, threading, weaving, bat and ball, using clay, painting and drawing, matching /sorting shapes and letters, etc. · Teachers ensure that children have ample opportunities to experiment with writing in a range of purposeful contexts, e.g. during task board activities, personal recounts, writing instructions, lists, etc. · During modelled and shared writing the teacher explicitly demonstrates letter formation, orally describing how each letter is formed emphasising orientation. · A supportive climate in which children are encouraged to ‘have – a – go’ is provided, e.g. using white boards. · As fluency develops children may practise writing longer texts, e.g. jokes, rhymes, songs, etc. · The child’s table and chair are positioned so that the forearm can rest lightly on the surface of the table, which is free of clutter. · Children are encouraged to sit up straight. · The teacher ensures that the children hold the pencil/pen correctly between the thumb and forefinger about 3cm from the point, with the middle finger providing additional support. · The book or writing paper is placed to the right, tilted slightly to the left and the children are encouraged to use the left hand to steady the paper. (Left-handed writers should place the book or writing paper to the left, tilted slightly to right and use the right hand to steady it.) · Writing patterns are used to reinforce basic handwriting movements and help develop fluency. · Each lesson will have clear learning outcomes. The teacher ensures that the children are aware of these and demonstrates key teaching points. · “Best” writing is not expected on every occasion as it is preferable that children are encouraged to write in a smooth, fluent style · Children are taught to adapt their writing according to the requirements of the task.
HOW OFTEN In Key Stages 1 and 2 there should be two/three (15 - 20 minute) ‘practice’ sessions per week, at least one of which should be teacher demonstration. The other sessions may form part of task board activities.
TECHNIQUES FOR TEACHING LETTER FORMATION · Model the letter to be introduced on a chalkboard or OHP · Encourage the children to trace round the large model letters in the workbooks · Explain/demonstrate that the large dots and arrows indicate where to begin and the correct direction to follow · The guidelines are to be used to provide additional guidance on letter size and positioning · Observe individuals while they practice · Talk the children through the process · Encourage them to verbalise what they are doing · Use the following ideas to reinforce the teaching of letter shapes – Form letters by drawing them in the air – Finger trace over tactile letters – Write over dotted or “shadow” writing – Draw round templates – Write in sand with a finger or stick – Write with chalk on a chalkboard
EQUIPMENT · TOOLS Throughout the school children are encouraged to experience writing with different tools. Pencils, pens chalks, crayons, white boards and dry wipe pens are made available for them to experiment with. -In the early stages (P.1/2) a soft pencil with a thick stem is used to prevent too tight a grip. -As the child’s motor skills begin to improve, a standard pencil is introduced. -In P.6/7 children are encouraged to write in ink. ·
PAPER – In P.1, children are encouraged to make free-flowing movements and to produce large patterns, letters and words on large sheets of plain paper. – In P.2, children are encouraged to write between guidelines. The Nelson Handwriting Workbooks provide a structured introduction to letter formation, giving guidance on shape and directional flow. – In P.3, as the child’s motor skills increase, the size of the writing should decrease and exercise books can then be introduced for handwriting practice. – P.4/5 children use exercise books, accompanied by Resource sheets which provide guidelines to help them appreciate the relative proportions of letters and to understand how to position them. P.6/7 children use exercise books, accompanied by Resource sheets with single ruled lines.
RESOURCES NELSON HANDWRITING
- P.2– Workbooks 1 & 2
- P.3 – Workbooks 3 & 4 P.4 – Developing Skills Red Level / Yellow level
- P.5 – Developing Skills Yellow Level / Book 1
- P.6 – Developing Skills Book 3
- P. 7 – Developing Skills Book 4