Quality and Continuous Improvement Service

Literacy Newsletter

Spring Sp pri ring ngg 2 2010 010 0

“Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.” Winter When icicles hang by the wall, And Dick the shepherd blows his nail, And Tom bears logs into the hall, And milk comes frozen home in pail, When blood be nipped and ways be foul, Then nightly sings the staring owl, To-who; To-whit, to-who, a merry note, While greasy Joan doth keel the pot. When all aloud the wind doth blow, And coughing drowns the parson’s saw, And birds sit brooding in the snow, And Marion’s nose looks red and raw, When roasted crabs hiss in the bowl, Then nightly sings the staring owl, To-who; To-whit, to-who, a merry note, While greasy Joan doth keel the pot. William Shakespeare Brrrrrrr – and greasy Joan didn’t have the benefits of hot water and central heating! Welcome to the Spring Term newsletter. In the light of current conditions, it should be named the Winter newsletter. Inside this time: • Team news – more farewells, unfortunately. However our departing consultants are going onto great things. • Lots of practical ideas for the classroom. - Setting up Virtual Learning Environments to excite and stimulate children. - Getting writing out of the exercise book – Publish! Publish! Publish! - Creating a reading culture in your classroom. - A reading environment checklist. - Planning for early reading. - Really useful ideas for supporting dyslexic children. - A lovely dragon poem with ideas for gathering evidence for APP judgements • Our usual Have you Read selection of brand new and classic books – we are always happy to receive your book reviews for this section. • Updates on ECaW and One to One Tuition • CPD – don’t forget to look out for this term’s Leading Teacher Twilights – Guided Reading with fluent readers and the Learning Excellence courses for this term.

Contents

Cover photo: Winter - Kromme Rijn, Amelisweerd, Rhijnauwen, Utrecht by www.flickr.com/lambertwm

•

Team news

•

Everybody writes

•

Using a VLE to support learning in literacy

•

Help children talk their way to deeper comprehension!

•

Spring twilight - Guided reading for fluent readers

•

APP Reading Evidence - Example (The Grateful Dragon)

•

Have you read?

•

Every child a writer

•

Let’s get writing out of the exercise book!

•

Learning logs - homework children want to do!

•

Top tips to create a reading culture in your class

•

Reading environment checklist

•

Planning a balanced early reading + writing programme

•

Strategies to support dyslexic children

•

Courses and consultancy information from LE

•

One to One Tuition in Lancashire

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.

Principal Consultant

Sarah Watson

Literacy Consultants

ulie Wood, Sue Dean (Senior Consultant), Helen Atkinson, Julie Janet Gough, Edwina Maskell, Janet Pay, Claire Speakman, Nicola Tomlinson, Anita Yearsley

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: Fax: E-Mail: Website: Post:

01257 516160 01257 516103 [email protected] www.lancsngfl.ac.uk/nationalstrategy/literacy LPDS Centre, Southport Road, Chorley, PR7 1NG

Team News... Is it something we said? Yet more reluctant farewells! Last term we had to say farewell to our team leader, Lyn Ranson, and now we have to say another goodbye key members of our literacy team, Louise Young and Marie Feathers (now the new Mrs Hortin!).

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Louise has been an inspirational

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even the most challenging Strategy messages accessible and achievable. She has been a hugely influential member of the team and it is going to be SO quiet

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Where’s going? W Wh erre’ e e’ss sh she e go g oin ng? g Louise has been appointed as the new Headteacher of Worsthorne Primary School in Burnley. We wish her all the very best in her new role and know that she will have huge impact upon teaching and learning – and there’ll be lots of fun along the way. Marie’s involvement with the Literacy Team began seven years ago as a Leading Literacy Teacher. In 2008, she joined us full time as a consultant. Marie has always shown a real passion for her subject and, in particular, her expertise in working with pupils with English as an additional language made an enormous impact on the work of the team.

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Marie is a true team player and we miss her lots! She is thoroughly enjoying her new role of Deputy Headteacher of Marsden

Primary School in Nelson where we know she will be making a hugely positive contribution.

Everybody Writes... Is your main focus in school improving writing? If so, take a look at this website! www.everybodywrites.org.uk The site provides a wealth of ideas and advice for writing using the following principles: • • • •

Taking writing beyond the classroom Giving children authentic events to write about Finding real audiences for children's writing Exploring writing across the curriculum

In particular, there are some useful audits for staff and pupils to identify ways forward and a free guide with ideas and projects from schools around the country.

Request an Everybody Writes guide for your school by visiting their website...

Using a vle to support learning in Literacy At its simplest level, a VLE (virtual learning environment) ent nt) can be used as a repository, an area to store everything ng g relating to a unit of work that can be accessed by teachers and pupils both at school and at home. However, for all users to really get the most benefit from it, it can be used as a platform from which creative ve ideas can develop and flourish, where children can contribute ideas, upload work, collaborate with peers and deepen understanding. They can work in a safe environment following links which appeal to them whilst being immersed in a story or text type.

Take Mystery Writing for example:

From an introduction of a Sherlock Holmes story, both h in in p print rintt a ri and nd nd on film, the possibilities are endless and all resources ccan be made an b an e ma m ad de e available, or teachers can select what they want children ren re en tto o access. In addition to the many engaging literary activities viittiie viti ess children can complete independently, whole class or group teaching resources can be used from here also. Take your class on a virtual tour of the Sherlock Holmes museum, visit 221b Baker Street, compare the many film and TV portrayals of Sherlock Holmes, play a Whodunnit game online, link the stories with Victorian London and learn all about Sir Arthur Conan Doyle, or Charles Dickens. By following links to other educational sites, for example www.ngfl-cymru.org.uk (which does have an English language area), children can complete activities online to plan and write their own stories. The BBC Skillswise site has an excellent online Whodunnit activity to develop scanning skills, and the VLE can be used to store some sentence warm up games for easy access. Visit www.spintop-games.com for downloadable free trials of many hidden object games with a mystery theme which can enrich the language of mystery writing. Investigate a real mystery by researching the disappearance in 1900 of the Flannan Isle lighthouse keepers and watch actual footage of waves lashing a lighthouse in a storm. All these activities can enhance and intensify children’s learning whilst providing countless opportunities for drama, role play and exciting writing. To download this Year 6 course for use in your own Moodle, visit http://vle.sunnysafari.lancsngfl. ac.uk.

The official verdict on this unit of work is ‘wicked’ which presumably means children like it!

Helping children to talk their way to deeper comprehension! We have featured the Talk for Writing materials several times in recent newsletters. Talk can, and should, make a huge contribution to the development of children's comprehension skills; Pie Corbett says that even as an adult, he finds that he does not really know about a book until he has talked about it. Try using these response stems to support pupils in thinking collectively, tentatively proposing and reshaping their understanding of what they read.

I was wondering whether...

I'd like to know if...

Perhaps...

I am interested by...

At first I thought... but now perhaps...

I am puzzled by...

Maybe...

I'm not sure but...

This part makes me think about...

Does anyone else think that?

For more information about developing pupils' comprehension h i skills, see 'Book-Talk' by Pie Corbett which can be found on Talk for Writing DVD: 00761-2008DVD-EN

Lancashire Leading Literacy Teachers Present... Guided Reading With More Fluent Readers There will be 25 twilights happening in schools across the County. Please look out for your flyer arriving in school.

Aims of the course • To revisit the principles of developing comprehension through Guided Reading. • To explore creative ways to extend reading response through independent and group reading activities. • To explore the evidence for APP judgements generated through reading activities.

Who should attend • Teachers • TAs • School Librarians

APP Reading Evidence - One Example Many schools have implemented APP in Reading and are considering evidence for the Reading Assessment Focuses which are:

AF1: Decoding

AF2: Retrieval

AF5: Responding to author’s language

AF6: Recognising author’s viewpoint

AF3: Inference

AF4: Using structures and organisation

AF7: Relating texts to social, cultural and historical contexts

Here is an example of a poem and some related activities which would both teach reading skills and generate APP Reading evidence. I'm sure that you will think of many more!

Prediction: what will the dragon do? AF3

The Grateful Dragon Visualisation of the dragon. AF2 & 3.

A dragon crawled to the castle door and everyone inside looked down on it from the castle walls, curious but terrified. It was half the size of a football pitch, bright green, with spots of red, but it hadn't the strength to lash its tail and lay there, as if dead. Visualisation of the setting after discussion of figurative language. AF2,3,5

The winter had turned the woods to iron, the snow was as deep as a house; there wasn't a blade of grass to be seen nor a skinny harvest mouse.

Freezeframe the king, princess, soldiers and servants in the castle. Explore their thoughts, feelings and predict their future actions in role. AF3

Conscience alley – should the king kill the dragon or spare it? AF3, 6

Feelings graph for the dragon. AF2,3

Stream of consciousness exploring the princess' and the dragon's feelings. AF2,3

Improvised conversations of the people as the harvest is gathered in. AF3

"It's starving!" the King cried, "Now's our chance!" – looking down from the castle wall – "Bring lances and crossbows and arrows and let's kill it, once for all!" The dragon was too weak to move more than an eyelid, and yet the Princess saw a tear form there and it moved her heart with regret. "Please spare the dragon!" the Princess begged. "Put out some bundles of hay. Once it's grown strong from eating it will harmlessly go away." The King looked hard in his daughter's face and saw how much she cared, then nodded that they should do as she asked, and so the dragon was spared. Next Autumn brought enemy soldiers. The King and his subjects shut themselves in the castle, and there they starved while the harvest stayed uncut. The Princess wept on the castle wall when suddenly there came in a whirlwind of thunder and fury, A dragon spouting flame. The enemy soldiers ran off in fright And never again were seen; And the people came out of the castle And gathered the harvest in.

Hotseat the poet. How does he feel about different characters? What message did he want to communicate to readers? AF6

Linking the poem to other poems/ stories/films which it reminds the children of. AF7

Improvised conversation between the princess and the dragon. AF3

Role on the wall. What do we know/ infer about the characters of the king and princess? AF2,3 Writing in role as people who live in the castle: • Letters pleading for help/mercy • Diaries of events AF2,3

Think/say/feel bubbles for the princess/dragon/king/minor characters e.g. enemy soldiers/ people inside the castle. AF2,3

Retell the story on a story mountain. AF4

Retell the story from the king's/ dragon's/ princess'/ minor character's viewpoint. AF3

Retelling the story/drawing a story board/ story map to retell events. AF2

50 Bedtime Stories compiled by Tig Thomas Despite the title, this is a really useful book for the classroom and the daily read-aloud programme. The stories are well written and are from a range of different cultures. They are in the traditional story style but many of the titles are less well-known than the usual selection covered in primary school. The illustrations are colourful and amusing and there is a page at the end of the book giving information about each artist. The book is divided into six sections; Bold Lads and Brave Girls; Strange and Magical Tales; Along the Road; What Nonsense!; Birds, Beasts and Dragons and Good and Bad Wishes. Most useful of all is the estimated reading time for each story, ranging from two to twenty-five minutes.

My Name is Mina by David Almond This novel is all about Mina, the girl who befriends Michael in one of David Almond’s previous novels, Skellig. It is a prequel; written after another story, but giving parallel events leading up to Mina and Michael meeting at the start of Skellig. Mina is a reflective and solitary child. She is labelled a misfit and is eventually home-schooled by her creative, loving and imaginative mother. Mina is a gifted writer but her style is not one appreciated by her teacher, Miss Scullery. There is an hilarious scene during last year’s SATs writing test, ‘Write about a busy place’. Mina decides to write her entire piece, Glibbertysnark, as nonsense; the sort of Jabberwocky nonsense, that somehow makes

sense. Her teacher becomes apoplectic and resorts to swearing, which despite being a children’s book, is entirely appropriate in this context. The ensuing meeting between her teacher and the Headteacher results in her mother being summoned and Mina is removed for home-schooling. She spends one day in a special school, a moving and inspirational chapter of her journal, but she decides it is not for her and her education from thenceforth is one of freedom, exploration and creativity. The underlying themes of this story are of loss, of her father, and self-discovery of herself. We see glimpses of the parallel Skellig story; of Michael ext do ex d oor or; th tthe he m me en nttio io on n off tthe he g arag ar age moving next door; mention garage central to that book; the start of Michael’s baby sister’s illness.

Have yo

This book is written in a variety of fonts which reflect the tone of what is being written. It takes the form of Mina’s journal and reads like an internal monologue of her thoughts, feelings, dreams and fears. There are echoes of Jack’s style in Love that Dog by Sharon Creech; a child’s observations and questions about both the wonders and absurdities of the world around them. Both characters write poetry to express their thoughts and feelings. In reality, it is probably a KS3 book, although superficially quite an easy read. However, there are many layers in this book which could provide a challenging read, and basis for Book Talk by a Gifted and Talented reading circle in Year 6.

Zog by Julia Donaldson This is a new story from the successful duo of Julia

Donaldson and Axel Scheffler and winner of the Galaxy Children’s Book Award 2010. The main character is a little dragon named Zog who enjoys school but is always getting himself into scrapes and causing accidents. The story centres around the day Zog is set the challenge of rescuing a princess. Children can join in quickly with the simple rhyming pattern and, as always with Julia Donaldson, are provided with lots of opportunities for deeper discussion. Does the princess want rescuing at all? Does Zog have to conform to a stereotypical view of how a dragon should behave? As you can probably guess, she doesn’t and neither does he!

u read?

Bill’s New Frock by Anne Fine

This is an old favourite which has often been used in classrooms around the county to support the Issues and Dilemmas unit for Year Four. It’s a fabulous short novel that challenges gender stereotypes and allows children to explore how the different genders are treated and behave towards each other. The story’s main character, Bill Simpson, wakes up one morning to find he’s a girl, complete with a pink, frilly dress! No-one else seems to be reacting to the change and, in fact, treat him as if he has always been a girl. He manages to survive a whole day in school

before returning to his normal self. Along the way, he learns some enlightening and valuable lessons about how life is different for the two genders. A thought-provoking story for Key Stage Two.

The Secret Garden by Frances Hodgson Burnett This is a real classic! The Secret Garden is a novel by Frances Hodgson Burnett. It was initially published in serial format starting in autumn1910 and the book was first published in its entirety in 1911. The themes are still relevant for children today. The book deals with childhood and friendship but cleverly interlinks other important issues such as death, loneliness and relationships. Mary, the main character, teaches us and Colin (a spoilt, pampered and sickly cousin) that we are in charge of our own wellbeing and that we can create our own happiness or misery. Orphaned in India due to an outbreak of cholera, Mary arrives at her widowed uncle’s weary mansion in the bleak Yorkshire moors. Unloved and unwelcome, poor Mary finds little comfort within her new surroundings – a far cry from her privileged life in India. She also misses her parents terribly. One day she stumbles upon a forbidden and secret garden, so overgrown that it is hidden from all who venture into the grounds. Her mission to rescue the garden brings happiness to all who dwell in the house as she rescues herself, her cousin and her uncle, bringing laughter and happiness into their lives once more. Read it yourself before sharing it with your class – you won’t be able to put it down!!

that the huge spider called Britney (who has

children, especially the fragile grasp of English

save the day. The humour in it will appeal to

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an underlying theme of family relationships in

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launch Jimbo on an adventure that is literally out

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bars on the windows, he and his friend Charlie

sent to a special school with howling kids and

place to have him removed from his school and

When Jimbo’s sister tells him that plans are in

Boom! by Mark Haddon

mother causing the only policeman on the island to search for a kidnapped boy and Harry and his uncle having

for the sake of his best friend. It is an entertaining read and would appeal to readers in Key Stage 2. This book was originally published under the title Gridzbi Spudvetch but, according to the author, only sold 19 copies because nobody could say it!

the pair thanking their feet and nd telling

throughout the story. Morning g Glory has

years old and up.

relationships. Recommended for readers of 9

expresses insightful opinions about his uncle’s

from the point of view of the main character who

with sparkling dialogue throughout. It is told

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Eating Things

Titania.

her daughter

Aunt Susan and

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the scene for the many other unusual activities

when Harry and his uncle first arrive and this sets

is ‘sitting quietly in the presence of an apple’

Morning Glory, Tristram’s latest girlfriend, who

to a remote island where we meet the zany

persuades Uncle Tristram to take him on holiday

we understand why Harry is so reluctant. He

never actually appears in the story but somehow

the repair work. The character of Aunt Susan

wants to pack him off to Aunt Susan’s during

incident whilst making toast and his mother

Harry is in disgrace due to an unfortunate

Eating Things on Sticks by Anne Fine

a misunderstanding between Harry and his

friendship and how far one boy is prepared to go

to dress up as

sparkle, and every page brings a new twist, with

women, have beards.

the Yorkshire pudding.”

about families, but most of all it is a story about

community where everyone, including all the

from the hip. You are the horse’s mouth. You eat

Anne Fine writes with her usual humour and

for angels and delivering meals on wheels in a

English sparkle? Do we groove? Speak it to me

This is a story about extraterrestrial activity, and

them how much they appreciate them, looking

a face like a squashed monkey) has: “Does my

So what were the things that made the difference last year...... how can every child become a writer in our classrooms? These are the things that teachers said helped to improve writing in their classrooms:

The impact in Lancashire last year was that over 78% of the children who took part made one or more sublevels of progress, and many made more than this.

The lesson study approach allows leading teachers and teachers within the school to support each other in taking assessment information and moving children on appropriately according to their needs. The collaborative approach is used within a supportive climate. This helps teachers to feel more confident about the planning and delivery of guided writing sessions and writing in general.

In order to do this a Lesson study model is used to develop knowledge and understanding of the process of planning for guided writing. Assessment for learning is the key approach that teachers are encouraged to use to ensure that guided sessions focus on pupils' needs. Assessing pupil progress (APP) assessment guidelines for writing or another form of assessment are used termly to identify next steps in learning.

Time for teachers and children to discuss! • Discussion with the target children to measure the impact of the guided work. • Learning conversations • Impact of the model on classroom practice and identify next steps for development.

Teaching key skills regularly through the unit • Identify needs of class and teach skills regularly linked to unit • Focus in on specific needs through Guided Writing • Varying role throughout the teaching sequence and the writing process • Keeping groups fluid and grouping according to need • Identifying next steps

Cross-curricular link/ integrated curriculum • Put factual tasks into context through history, geography etc. • e.g. report on the Blitz • Make maps to relate to story work e.g. imaginary worlds, myth maps. • Use/compose music to suggest mood of a setting/ scene from a play

Modelled and Shared Writing • Regular opportunities at whole class and Guided level for children to see teacher modelling writing process • Verbalisation of ideas into writing • Emphasis on impact on the reader

Useful materials: 'Improving practice and progression through Lesson Study: a handbook for headteachers, leading teachers and subject leaders' Ref:00887-2007DWO-EN

Speaking and listening • Talk partners, group/ collaborative tasks • Role play, dressing up • Oral presentations • Shared feedback, evaluative sessions • Talk for writing

Opportunities to celebrate success • Children must be given opportunity to finish • Have varied learning outcomes, including use of ICT e.g. poster, Powerpoint, leaflet, make animation or video, podcast • Audience i.e. assembly, published book, display, share with another class

The second year of the Every Child a Writer (ECaW) programme began successfully in Lancashire during September 2010. The aim of the ECaW programme is to raise the attainment of all Year 3 and 4 pupils while securing two levels of progress across Key Stage 2. Teachers involved worked with Leading Literacy teachers on whole class teaching, guided writing and one-to-one Keeping Children motivated tuition in Year 3 and 4 classrooms. • Keep a sense of anticipation by not giving too much a With the funding for initiatives like this drawing to an end, it way, gradually building up would be useful to look at the lessons we have learned, and a mood, sense of mystery think about how these could be useful in our own schools. about the task ECaW embraces a way of working in school that will become • Use props boxes or action increasingly more important as times change...collaboration. boxes, e.g. box, magic wand, old photo, puppet As a focus for collaboration, guided writing is usually explored as • Take on a role/use clues, a way of ensuring that key skills such as sentence structure and to take children through punctuation are explicitly taught and that aspects of the writing stages of a learning task process are reinforced and supported according to need.

Every Child a Writer Involving children in ownership of learning • Consult children on learning process • Brainstorm ideas for writing focus together/in groups • Provide opportunities to make suggestions e.g. through writing conferences.

Our campaign – Let’s get writing OUT of the exercise book! In the real world, how many people write in an A5, sugar k paper b backed, ruled exercise book? How inspiring is it to be faced with another blank page, just like the one you wrote on yesterday, and the day before, and the day before that? Now before we start receiving phone calls (if only from the exercise book manufacturers!), we are not suggesting that there should be no writing in pupils’ books. We just think that, as a final written outcome, there is something much uch more exciting about making a little book, or creating an information leaflet or maybe children being given some choice over how the writing ting is presented.

Why present writing in creative ways? The motivational effect on pupils Most children love to make things. A teacher asks a class to imagine discovering, in the cor corner of an attic, a dusty, tattered, leather backed book. It s title titl is Life on Board a Tudor Ship; p; a Guide p for S Sailors. She then tells them m they will be making that book. Presenting e enting their non chronological th reports in this way will re contribute greatly to their co engagement eng in the learning. g.

Writing should be seen as a part of life We want children to see the value of writing and the role it plays in everyday life. Presenting it in more authentic ways helps to reinforce this concept.

Real purpose and audience As it is a means of communication, all writing in real life has an intended purpose and audience. So should children’s writing! When creating ‘real’ writing outcomes, children consider what and who they are writing for and this influences the choices they make as writers.

Provides a reason for ‘doing our very best work’ Whether we are talking about handwriting or choice of effective vocabulary, having seen the blank display board in the entrance hall where our finished poems will be read by parents and visitors will inspire most to do their very best!

Stuck for ideas? We hope these imaginative creations from our Leading Literacy Teachers will act as inspiration!

A case study from Emma Nuttall, Deputy Headteacher (Acting), Earby Springfield Primary School...

A learning log is a method of homework that builds up over time showing progression in an individual's learning. It requires children to choose their own outcome from a stimulus statement or question. From this statement or question, the children then produce a piece of homework, without limitations, or guidelines. It is designed to encourage and improve communication between parents and children, develop creativity, particularly in writing, and to provide parents with a means of becoming more involved in what the children are doing in school. Having seen the success of the learning log in other schools, we decided to trial it in our school for a half term. The decision was taken in response to concerns from both parents and staff about the effectiveness of previous homework practices, and the low number of responses to homework tasks. We also had a need to provide more opportunities for writing across the curriculum to improve the writing results across the school. Whilst we did not expect the finished product to be in a written

format on every occasion, we were aiming to increase communication between children and parents, as well as encourage a range of writing skills. An ulterior motive was also to initiate experiences for the children to write about. Staff set the children with a question or a statement as a stimulus for their homework. Some examples that have been set are: • • • •

World Cup Fever Greek celebrities What I can find in my local area Radio broadcasts

We started the initiative with a whole school SEAL task: When I was young…. Throughout the half term individual classes then sent home a variety of tasks ensuring that literacy, numeracy, and science were each covered. The remaining pieces of homework were related to the topic in each classroom or something going on in the local, or wider, community. Examples related to the volcano eruption or the Lancashire water shortage. (For this particular homework, children designed, and in some cases built, magic water-making machines). One example of the range of writing that was generated (unprompted) by different tasks was from the Year 5 class where the prompt was Radio

Broadcasts. Some children chose to write a report on the history of radio broadcasting, others wrote their own script of a broadcast, and some found scripts of radio broadcasts that they in turn changed into a journalistic report. We encouraged parents to work with the children, and some of our initial concerns regarding the children perhaps relying on their parents to complete the homework, do not appear to have come to fruition. In fact the opposite, the parents have welcomed the opportunity to work with their children, but have realised the opportunity for challenge and stimulation that the learning log can provide. We had an overwhelmingly positive response from children, parents and staff. The children seemed to be motivated by the freedom this homework strategy presented. The majority of homework produced was in written format, however many children also took the opportunity to build models. We even had a jigsaw puzzle handed in! Children used a combination of hand written and wordprocessed presentation strategies and a variety of information sources.

We understand that the challenge will be to maintain the level of enthusiasm towards this style of homework. We aim to tackle this by continuing the variety of questioning (i.e. one from each of the core learning areas as well as issues that arise in the local and wider community) and to raise the profile of homework by displaying and rewarding good examples. Based on the positive responses from all stakeholders, we decided to roll out the strategy for the new school year. We have started this term with another whole school SEAL task: The best thing I did today… and we once again encouraged parents to work with their children. The response was again positive and we are now looking forward to this continuing to be a successful project. Children from all abilities seem to respond to the style of homework. Children who previously did not return homework have done so on a more regular basis. Whilst we haven’t cracked everyone yet, as the profile of homework is raised more children are jumping on!

Some of the comments from parents include: “I think it is a good system. I feel more connected with the work she does and she seems to enjoy working with me.” “Appears positive and thought provoking. Provided a challenge….” “Our child was engaged by the tasks and enjoyed doing the homework.”

“I think the new system is very good and gives the children a wide scope and their creativity can run wild.” “Big improvement – gets the children’s creative side working.” “Excellent method. He looks forward for to collating and developing her homework into something she can see she has constructed herself.”

Top Tips to Create A Reading Culture in your Class 1. Update your reading areas, ask the class what they want and personalize it for them. 2. Offer a wide range of reading materials including comics and magazines. 3. Provide opportunities for peer to peer recommendations and feedback about books 4. Have a selection of 'books of the month' and see how many children can read these within that time 5. Plan in time to read TO your class to show them how enticing books can be 6. Make reading for pleasure part of your class culture 7. Start a book circle 8.

Introduce reading buddies where children of the same age or different ages can share books with each other 9. Talk about books and recommend them. 10. Read out parts of the story and leave on a cliff hanger for the children to read on themselves For more top tips and information see www.readingconnects.org.uk.

Reading Environment Checklist Is your reading environment...? • • • • •

Well maintained Inviting Enticing Bright and colourful Stimulating

Does it provide opportunities for...? • Children to respond to texts • Read alone or with friends • Interactive displays

Does it have...? • • • •

A wide variety of texts including magazines and comics Recommendations from other children Puppets and props Space to display children’s thoughts about reading Maybe it’s time to give it a make over! For more information see www.readingconnects.org. uk and our literacy website: www.lancsngfl.ac.uk/ nationalstrategy/literacy (click on ‘Support for Schools’ and then ‘The Learning Environment’).

The following offers guidance for teachers on planning and implementing a balanced early reading and writing programme in Reception and Key Stage 1. Both should offer opportunities for shared, guided and independent work.

Planning a Balanced Early Reading Programme A balanced reading programme should include carefully planned shared, guided and independent reading and offer children varying levels of support, a variety of methods of instruction and a range of reading experiences.

The reading curriculum A broad and balanced reading programme should include the teaching of phonics, shared reading, guided reading, independent reading and home reading in YR and in KS1.

Phonics The systematic teaching of phonics should take place daily and should focus on the development

Communication, Language and Literacy Development

of word recognition through phoneme/grapheme eme m g knowledge and the skill of blending for reading ga nd nd and on word recognition through the teaching and repetition of ‘tricky’ words.

Shared reading Daily planned shared reading should take place ce tto o nd d ensure the development of word recognition a and ding di ng)) ng language comprehension (Simple View of Reading) and children should be able to see the texts! Getting the most out of a sharing a text with young children: • Model phrased and fluent reading. • Talk about the text. • Target questions to ‘stretch’ the more able. • Explain and explore new or unfamiliar vocabulary. iio on to o • Develop literal and inferential comprehension scaffold new understanding. • Model book behaviours. • Make explicit the directionality of print. • Talk about the function of punctuation. • Demonstrate one-to-one correspondence. • Model the application of phonic acquisition as decoding (blending phonemes) from left to right all through a word. • Use books where type and page layout are simple and clear so children can isolate high frequency words • Choose texts which are short enough to be completed in a 10–15-minute shared reading session. • Provide opportunities for children to discuss and engage and explore their responses to texts and develop their speaking and listening skills. • Discuss new and unfamiliar vocabulary and explore through discussion. • Use text illustrations to develop language comprehension and oral vocabulary, not as clues

to w wo rd word reco re cogn co gnit gn itio it ion io n. recognition. • Se S le ecctt m mat atterria als tto o dr draw a o aw n a wi w de d e Select materials on wide range of quality text types: fiction, poetry, plays, non-fiction – linking to cross-curricular opportunities and supporting reading for a range of purposes, indoors and outdoors.

Guided reading Guided reading should take place twice a week for all children, and should focus on the development of word recognition and language comprehension (Simple View of Reading) with targeted groups of children with similar reading abilities and needs. Books for guided reading should be clearly identified and organised with reference to a system of fine grading (e.g. Book Bands or other). There should be enough guided reading books to meet the range of needs in YR, Y1 and Y2 e.g. sets of 20–30 titles are likely to be needed at early levels of finely graded texts.

Communication, Language and Literacy Development

Books for early reading should display text that includes the repetition of high-frequency words and include a good proportion of words which

• Explain new and unfamiliar vocabulary and explore through discussion. • Use text illustrations to develop language

children can decode using their current level of

comprehension and oral vocabulary, not as

phonic knowledge and skill.

clues to word recognition. • Select material which to draw on a wide

Getting the most out of a guided reading session which focuses on word recognition:

range of quality text types: fiction, poetry, plays, non-fiction – linking to cross-curricular opportunities and supporting reading for a range of purposes, indoors and outdoors.

Independent reading

• Select texts that include words that can be decoded by children using existing phonic

Planned and child-initiated opportunities for

knowledge.

independent reading (individual, grouped or

• Use book language and encourage sensible book handling.

paired) should encourage children to revisit and look through books and to 'play read'. There

• Tell the children unfamiliar words that they

should be opportunities for children to apply

cannot attempt to decode because the letter–

phonic skill and knowledge across the curriculum

sound correspondences are beyond children’s

within continuous provision.

existing knowledge. • Sometimes, precede or include small-group phonics teaching, focusing on significant or challenging letter-sound correspondences within the guided reading text.

Books and literacy areas (see Literacy Environment checklist)

• Assess and track progress in children’s independent reading during the guided

Ensure that there is a well-stocked, attractive

reading session.

classroom book area where good-quality books are freely available: For example...

Getting the most out of a guided reading session which focuses on language comprehension:

• The books in the book corner match the needs and interests of the children. • The books are of appropriate quality, quantity and variety (hardcover, softcover, fiction, nonfiction, rhymes, etc.) • Include big books, favourite and new books

• Select texts with care, ensuring that they are appropriate for children's reading ability, interests, backgrounds and previous experiences of texts.

and phonics game for independent use. • Books are placed inside and outdoors in YR, Y1 and Y2. • The books included in displays relate to

• Provide opportunities for children to discuss

areas of learning other than communication,

and explore their responses to texts and to

language and literacy and other areas of the FS

develop their speaking and listening skills.

and KS1 curriculum.

Communication, Language and Literacy Development

Home/school reading • Allow children to take freely-chosen texts home

can be constructed, used and re-used to familiarise recounts. • Talking partners encourage children to practise and use language.

to share with adults. • Guided reading texts could be shared with adults at home. • Support parents in helping them to develop children’s skills of decoding and oral and written language comprehension.

Planning a Balanced Early Writing Programme

Shared Writing • This is planned daily. • In shared writing, the practitioner models writing. • Writing is taught through cross-curricular links using the teaching sequence.

Guided Writing

The writing curriculum should include phonics, shared and guided writing and opportunities for independent writing.

Practitioners P Pr a should

Literacy learning environment checklist Providing a range of quality literacy experiences and a print-rich physical environment is an important factor in the facilitation and support of literacy learning. It may be useful to review the learning environment using the following guidelines. In place

Area for development

Comments

Environmental print: letters and words x x x x x x x x x x x

we we week. This should fo ffollow ol shared writing

Opportunities for children to read independently and for adults to read with children x x x x x x

p a at least one session pl plan of guided writing each of

Is the setting bright, well organised and inviting to walk into? Are resources and working areas clearly labelled? Do the resources reflect the range of families and cultures in Britain? Are children’s names and high-frequency words displayed at child height? Are greetings/days of the week displayed in English and other languages and scripts? Is there an attractive pictorial alphabet frieze displayed at child height? Are poems, songs, children’s writing and extracts from shared texts displayed? Do displays include typed and handwritten text? Does the teacher read and refer to the print that is displayed around the setting? Do displays include typed and handwritten text and captions from adults and children? Are children encouraged and supported to ‘read around the room’?

Does reading and writing happen inside and outdoors in YR? Do adults read to the children most days? Are there are lots of opportunities to hear, sing and discuss rhymes? Is the big book stand easily seen by all children during shared reading? Do children take an active role in group, shared and guided reading? Are children building a good bank of known texts?

an should address the an and

Books and literacy areas x x

Phonics

x x x x x x x

Skills of segmentation can be developed

x

Do the books in the book corner match the needs and interests of the children? Are the books of appropriate quality, quantity and variety (hard cover, soft cover, fiction, non-fiction, rhymes…)? Are big books, favourite and new books and phonics games available for independent use? Are books included in displays and available resources related to areas of learning other than communication, language and literacy? Are books for guided reading identified and organised with reference to Book bands (or another system of fine grading)? Are there enough guided reading resources to meet the needs of Reception (20–30 titles are likely to be needed at Book band Pink level)? Do the books for early reading have a repetitive structure? Do the books for early reading have text that includes the repetition of high-frequency words? Do the books for early reading include a good proportion of words the children can decode using their phonic skills? Are there enough guided reading resources to meet the range of needs in Y1 and Y2?

ne ne needs of the group. Th practitioner should Th The g gu guide the children:

The Literacy Environment Checklist

through discrete daily

• Before writing – as a

phonics sessions.

support for planning and drafting

Speaking and Listening

• At the point of writing – to support the revising process • After writing – as feedback

• Opportunities are planned to acquire and use a growing vocabulary.

Guided writing sessions may focus on word

• Telling and re-telling stories develops oral

recognition and language comprehension.

story language and oral story structures which prepare children for writing. Oral accounts can

For further information on the writing

be constructed, used and re-used.

environment and developing independent writing

• Oral accounts based on events and experiences

please refer to the Literacy Environment checklist.

Communication, Language and Literacy Development

Strategies to Support Dyslexic Children Dyslexia means 'difficulty with words'. It can affect an individual's ability to read quickly and efficiently and nearly always results in poor or 'bizarre' spellings. Pupils with dyslexia often have poor short term memory and difficulty with sequencing and processing information – skills which are important for effective learning in a busy classroom. Characteristics

Differentiation

General difficulties: • Speed processing • Poor short term memory • Sequencing • Organisation • Tiredness • Uneven performance profile e • Behaviour – often a result of frustration

• Display a large timetable in the classroom with illustrations showing the days they need to bring particular items • Make the best use of registration times to encourage self-organisation e.g. making sure pencils are work pe enc ncil ils ar a re sh ssharpened/pens harpe arpe ar en Make use off pi pictures, • Ma M ake eu se o se p ict c ure urre plans , flow charts u • Produce simply Prod Pr oducce si imp mply y written worksheets in large print with (using coloured paper p pr riin nt wi w th cclear th le lear ea arr sspacing p white rrather rath ra ath her er tthan han wh ha w hitte can help) that • Check Ch hecck th ha att tthe he child is seated next to the he person maximum concentration-a rright ri ght pe gh pers ersson n ffor or m or chosen buddy can help them organise ccarefully ca are efu full lly cch hosen ossen o nb u themselves and prompt then to remain on task th he em mse selv selv lves es a nd p nd ro ro • Teac Teach study Te each ach sst ac tu skills from an early ageuse tthe th e us se of of mind maps is particularly ssuccessful su ucces cccce esssffu Teach a structured, cumulative • T phonic approach ph hon nicc a p task • Use ta Us Use ask sk boards when giving instructionsthis ins in nstru ruct ctio io ons nss-- th hi is just a list of task to be completed co omp mplete mple lete le ted by by tthe child in a given lesson and may be prepared in advance by the teacher or written during the lesson by the child or his/her buddy • Make use of ICT e.g. voice recognition vo o • Provide key word lists and P displays diisp d p • Use U symbols to support written information e.g. resources in the classroom and notices around school • Draw pictures/charts when teaching to help visual learners • Look at different ways of recording e.g. spidergrams, flowcharts, bubbles, lists etc.

Children with dyslexia have difficulty copying from a white or blackboard, a distant or vertical plane, to a piece of paper, which is a near or horizontal plane. They find it difficult to reproduce words rds ds accurately and cannot find theirr place on the board after they have looked down at their book.

Strategies • Keep board work to a minimum -use the board for reminders but not for large pieces of work • If the board must be used, a p photocopied hoto ho toco to copi pe ed d transcript given to dyslexic p pupils will give them up pil ils wi w ill ll g ive iv e tth hem em a much better chance of succeeding • Writing should be clear and well spaced • Allow plenty of time for pupils to read from the board-don’t keep a pupil back at break times to complete copying from the board • Divide into sections using different colours to ease place finding

Reading Many dyslexics describe a page of print as moving or swirling. They experience poor tracing difficulties, frequently losing their place. Poor phonological processing leads to difficulties with blending and segmenting. Whilst many dyslexic children learn to read at a functional level, they remain slow readers and the activity requires a great deal of effort.

Strategies Encourage the use of; • Line trackers • Book marks • Coloured overlays • Ensure that the children have the confidence to say when they don't know a word and give it to them • Paired reading where the teacher reads also • Choose sections of the text for them to read – don't expect them to read the whole text

Writing/Spelling The written work of dyslexics is often poor compared with their oral ability. Their work can appear messy with frequent crossings out and several attempts at a single word. They tend to confuse similar letter shapes such as b/d; p/q; m/w; n/u and often make anagrams of words e.g. girl/ gril. Early spelling attempts can be bizarre and this usually remains an area of difficulty in adult life.

Strategies to remove barriers to writing Pupils with dyslexia need: • Structured support for planning writing (story hat/mountain, can move on to a supported ted ed sstory to ory y planning sheet) • A scaffolding format which helps them plan a sequence of events • A range of key words/sentences, provided by the pupil, which they can refer to throughout their writing NB The creative development of a storyline should not be inhibited by the technical aspects ecttss ec ects of writing, which can be considered at the

redrafting and checking stages

Helping dyslexics with spelling A multisensory approach SAY: The word, phoneme, syllables SEE: Use of colour/highlighter FEEL: Use of sand trays Write on a child’s back Have actions for each letter Use letters made from different materials HEAR: Clapping Counting phonemes Rhyme Use of tape recorders Use • Simultaneous oral spelling: The teacher says a word and the pupil repeats it. The pupil spells the word aloud using letter sounds. Pupil writes the word saying the letter sounds. The pupil reads what has been written. • Alphabet arc • Syllabification • Mnemonics

Handwriting Dyslexic children can have difficulty with letter formation, letter orientation, cursive writing, layout on the page, pencil grip, writing from left to right, spacing and letter size, visualising the letters, pressure when writing-how hard/lightly to press on. Handwriting can cause them physical discomfort • Arrange early intervention to embed correct letter formation • Encourage a lighter grip with fun activities and lots of practice • Use fun activities to strengthen grip e.g. using chunky chalks, paints, glitter pens • Use triangular pencils and pens • Plan additional time for pupils to undertake the writing task • Develop word processing skills • Wringing, squeezing, crushing activities to strengthen wrists/muscles • Lazy eights before handwriting practice • Access to writing slopes • A variety of pens/pencils/pencil grips.

How Can the Literacy Team Support Your Professional Development? Our team of Literacy Consultants and Teacher Advisers can support all schools in a variety of ways: 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. Consultancies: We are also able to provide consultancies for individual schools or local networks which can be tailor-made to suit your needs or can be based on courses advertised on our site. These can be booked subject to the current rates as advertised on the Learning Excellence website at www.learningexcellence.net , by phone on 01257 516100 or by emailing direct to: [email protected] or helen. [email protected]. Some of the consultancies which have been proving to be popular recently include: • • • • •

Early Reading and Phonics Assessing reading and / or writing Spelling Guided Reading / Guided Writing Speaking and Listening

Courses 2011 Spring Term 2011 13/01/2011

ENG109a

LPDS Centre

New to Literacy Subject Leader Day 2

26/01/2011

ENG113d

Woodlands

Using ICT to Support Literacy in Year One, Two and Three

27/01/2011

ENG129a

Woodlands

Year 6 SATs revision Literacy

02/02/2011

ENG137c

Woodlands

Support for Writing: Moving through the Levels Year 4

03/02/2011

ENG155d

Woodlands

Delivering Letters and Sounds at Year 1

09/02/2011

ENG108a

LPDS Centre

Super Sentences

10/02/2011

ABL115a

Woodlands

Literacy for the More Able: the challenge of poetry KS2

10/02/2011

ENG136c

LPDS Centre

Support for Writing: Moving through the levels Year 2 and 3

11/02/2011

ENG158b

LPDS Centre

Delivering Letters and Sounds in Reception

15/02/2011

ENG111a

LPDS Centre

Developing and encouraging pupil communication skills within literacy

16/02/2011

ENG104d

Clayton Park

Guided Reading

03/03/2011

ENG138c

Woodlands

Support for Writing: Moving through the Levels in Year 5 and Year 6

03/03/2011

ENG153c

Woodlands

The Delivery of Phase 1 ’Letters and Sounds’ in Nursery schools/classes

04/03/2011

ENG122d

Woodlands

Delivering Letters and Sounds in Year Two

09/03/2011

ENG160a

Woodlands

Pie Corbett: Inspiring and Improving Writing

10/03/2011

ENG141a

David Lloyd

Motivating reluctant learners: Linking Literacy and PE

17/03/2011

ENG135c

Woodlands

Support for Writing: Moving through the Levels in Year 1

18/03/2011 ENG143a/b

Garstang Golf

Literacy Subject Leader Network (North)

23/03/2011 ENG143c/d

Clayton Park

Literacy Subject Leader Network (East)

24/03/2011

ENG112a

Woodlands

Developing pupil presentation skills in Literacy - Strand 12

28/03/2011

ABL116a

Woodlands

Literacy for the More Able: The Challenge of Film

30/03/2011

CPD405a

Woodlands

Linking Literacy and RE to provide progression and challenge

31/03/2011

ENG144b

Clayton Park

Practical activities to support the teaching of phonics

31/03/2011

ENG154c

Clayton Park

Improving Phonic Subject Knowledge

01/04/2011

ENG143e/f

Woodlands

Literacy Subject Leaders Network (South)

04/04/2011

ENG119a

Woodlands

Using ICT to support Literacy in Year Four, Five and Six

05/04/2011

ENG106a

LPDS Centre

Applying AfL in the Assessment of Pupil Progress (APP) in Literacy

06/04/2011

ENG107a

LPDS Centre

Focusing, Guiding and Intervening in Literacy - Vulnerable Groups

Summer Term 2011 28/04/2011

ENG131a

LPDS Centre

Support for Reading: Moving through the Levels in Year 1

28/04/2011

ENG103c

Clayton Park

Support for Spelling

12/05/2011

ENG132a

Woodlands

Support for Reading: Moving through the Levels in Year 2

20/05/2011

ENG134a

LPDS Centre

Support for Reading: Moving through the Levels in Year 5 and Year 6

26/05/2011

ENG133a

Woodlands

Support for Reading: Moving through the Levels in Year 3 and Year 4

09/06/2011

ENG120a

Woodlands

Tools for the Trade: A focus on ICT and Literacy

16/06/2011

ENG116a

Lancs College

Continuity and Progression: Understanding and interpreting texts

17/06/2011 ENG144c+d

Garstang Golf

Literacy Subject Leader Network (North)

24/06/2011 ENG144e+f

Woodlands

Literacy Subject Leader Network (South)

30/06/2011

Clayton Park

Transition from Reception to Y1 - EYFSP moving into APP

Clayton Park

Literacy Subject Leader Network (East)

ENG117a

01/07/2011 ENG144a+b

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.

One to One Tuition in Lancashire The information about One to One Tuition analysed from the DfE database Lancashire shows a really flying start for Tuition in 2010-2011. May I thank all of you in schools who are working so hard on top of all your other work to make this programme such a success. Inputs have been given by the Lead One to One Team at recent Subject Leader Events. We reminded you about focusing the places on vulnerable and disadvantaged children first, especially Children Looked After. If you feel the child is making good progress with Quality First and possible small group intervention then of course offer the place to another but they must be offered a place initially. Results for QA and other monitoring processes last year showed that the most impactful and most successful tuition happened as a result of close liaison between teacher and tutor. All tuition places come with £20 to contribute to this liaison; in small Primary schools with 4 places this will not amount to a great deal, but may fund an hour for this meeting; in large Primary Schools and Secondary Schools the amount in considerable e.g. in a Primary with 36 places this amounts to £720 and in a Secondary with 100 places it amounts to £2000. This money is ring-fenced and must be spent on this activity, so if you are finding it hard to get time to talk to your tutor[s] please remind the Tuition Leads that this money is in the school budget for just such a purpose. If you have difficulty, please contact me on [email protected] and I will do my best to help. Can I further emphasis that, despite the rumours from the White Paper, ring-fenced funding is in your school to enable tuition until August 31st 2011. One of the un-looked-for benefits in the Making Good Progress Pilot came from the increased quality of classroom practice as a result of this teacher-tutor liaison. In the spring term we shall be giving examples of this so that you might begin to consider how the Tuition Programme can contribute to the success of English and mathematics in your school. Hilary King One to One Tuiti tion on L Lea ead, d, Lan anca cash shir ire e Tuition Lead, Lancashire