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The Lancashire School Effectiveness Service
Literacy NewsletterPromoting excellence, creativity and enjoyment in English and literacy through partnership with schools.
Well...that went quickly, didnt it! I expect manyof you have remarked that it doesnt seem likefive minutes since the end of the summer term!We hope that this, the Autumn issue of ournewsletter, helps you ease your way back into thechallenges of school life.
As always, we would really appreciate anyfeedback or suggestions you may have. If youwould like to submit a book review for our regularHave you Read section, or have a creative wayof teaching aspects of reading and writing let usknow!
Unfortunately, we have to say some sad farewellsto three of our team members, Clare Cherry,
Jacqui Dunn and Caroline Garland. All three havespent a very productive and successful yearas consultants and are now moving on to newchallenges.
Clare is leaving to offer her Early Years expertisein a nursery setting. We know that she loves
teaching very young children and will be in herelement.
Jacqui has been pinched by one of ourneighbouring authorities, Sefton, and willcontinue her great support for schools there.
Caroline joined us as an established consultantfrom East Sussex but is now returning to schoolas an Associate Deputy Headteacher.
We would like to thank them for their greatcontributions to the team and the schools that
they have supported whilst working with us. Wewish them the very best and hope for regularreports about their new roles.
However, we are very lucky to have recruitedJanet Pay from Broughton-in-AmoundernessPrimary School. We know that she is an excellentclassroom practitioner and will have a great dealto offer both the team and the schools that shewill be supporting.
And it is with great pleasure that we arewelcoming Sarah Watson back to Lancashire. She
has spent the last two years as Regional Adviserfor the National Strategies and is now returningas the Principal Consultant of the Literacy andMaths teams. We have missed her greatly andlook forward to working with her once more.
Both Janet and Sarah will be joining the teamafter the October half-term.
Autumn 2009
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Senior Adviser / Team Leader Lyn Ranson
Principal Consultant Sarah Watson
Literacy Consultants Sue Dean (Senior Consultant), Helen Atkinson, Julie Clack,Marie Feathers, Edwina Maskell, Janet Pay, NicolaTomlinson, Anita Yearsley, Louise Young
CLLD Consultants Vanessa Andrews, Lesley Dodd
ECaR Consultants Shirley Gott, Jayne Nicholas
Administrative Staff Julia Page - Admin Manager, Alison Kenyon - DeputyAdmin Manager, Daniel Hayes - Admin Assistant,Angela Jamieson - Admin Assistant, Lynn Smith -Admin Assistant
You can contact us by
Phone: 01257 516160Fax: 01257 516103E-Mail: [email protected]: www.lancsngfl.ac.uk/nationalstrategy/literacyPost: LPDS Centre, Southport Road, Chorley, PR7 1NG
We are unfortunately unable to provide additional copies ofthis newsletter but you can download the file from our website
and, if you dont have a colour printer, commercial printerswill be able to print any or all of the pages for you.
Contents
Where did we go wrong? KS2 writing results 2009
ECaR, ECaW, ECaT and ECC
SEN updates
Support for spelling
CLLD - APP and EYFSP in Key Stage 1
Identifying children for ELS support using FSP data
Have you read?
Every Child a Reader (ECaR)
Love reading
Boys writing projects
Journalistic writing - Apollo 13
More able pupils writing project
Foundation stage CLL planning guidance
Write your own graphic text
Writing at sentence level for EAL learners
Autumn term twilight info - Creative Comprehension
Learning excellence consultancy and courses
One to one tuition flyer
Cover photo: Matti Mattila @ flickr.com
The Lancashire School Effectiveness Service
Literacy NewsletterPromoting excellence, creativity and enjoyment in English and literacy through partnership with schools.
Well...that went quickly, didnt it! I expect manyof you have remarked that it doesnt seem likefive minutes since the end of the summer term!We hope that this, the Autumn issue of ournewsletter, helps you ease your way back into thechallenges of school life.
As always, we would really appreciate anyfeedback or suggestions you may have. If youwould like to submit a book review for our regularHave you Read section, or have a creative wayof teaching aspects of reading and writing let usknow!
Unfortunately, we have to say some sad farewellsto three of our team members, Clare Cherry,
Jacqui Dunn and Caroline Garland. All three havespent a very productive and successful yearas consultants and are now moving on to newchallenges.
Clare is leaving to offer her Early Years expertisein a nursery setting. We know that she lovesteaching very young children and will be in herelement.
Jacqui has been pinched by one of ourneighbouring authorities, Sefton, and willcontinue her great support for schools there.
Caroline joined us as an established consultantfrom East Sussex but is now returning to schoolas an Associate Deputy Headteacher.
We would like to thank them for their greatcontributions to the team and the schools thatthey have supported whilst working with us. Wewish them the very best and hope for regularreports about their new roles.
However, we are very lucky to have recruitedJanet Pay from Broughton-in-AmoundernessPrimary School. We know that she is an excellent
classroom practitioner and will have a great dealto offer both the team and the schools that shewill be supporting.
And it is with great pleasure that we arewelcoming Sarah Watson back to Lancashire. Shehas spent the last two years as Regional Adviserfor the National Strategies and is now returningas the Principal Consultant of the Literacy andMaths teams. We have missed her greatly andlook forward to working with her once more.
Both Janet and Sarah will be joining the teamafter the October half-term.
Autumn 2009
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higher than average number of schools in Lancashire,nd also across the country, have reported disappointing
writing results at Key Stage Two this summer. Oncelerical errors and dodgy marking have been eliminateds causes, schools are often left feeling where did
we go wrong? Having supported many schools incrutinising their scripts at the end of the summer term,he Lancashire Literacy Consultants made a number of
bservations. A large number of scripts demonstratedheavy reliance on rather technical and formulaicpproaches to writing which are promoted by some highrofile commercially produced schemes. If writing resultst your school were lower than expected, it may be usefulo analyse your scripts asking the following questions.
Have pupils paid sufficient attention to the contentor text message? Pupils first consideration must bewhat am I trying to say about (these trainers/thisbusy place)?
Have pupils thought about the audience and purpose
for the writing as stated in the task? In many scriptsseen, pupils had become distracted by trying toimpress markers with their attempted use of highlysophisticated sentence structures, connectives andvocabulary. This seems to be particularly evident inwriting from more able girls.Have pupils used complex sentences appropriately?Whilst variety in sentence construction is desirable,overuse of complex sentences with a range ofopeners will negatively affect the general flow of thewriting. Writing becomes disjointed and, as ideas
within paragraphs remain underdeveloped, this has anegative affect on the text structure and organisationmark.
Are sentence openers matched to text type, purposeand audience? Contrived or inappropriate openersshould be avoided. In one example taken from thelonger task - a non chronological report - one pupilhad written Bouncing high, I bounced up into theclouds. In this example and several similar ones seen,there is a definite sense of the pupils aim being toinclude a sentence with an ing opener rather than to
communicate meaning appropriately.Has vocabulary been selected according to texttype, purpose and audience? The use of ambitiousvocabulary should be encouraged but always withunderstanding of meaning.Was punctuation selected to match text type, purposeand audience? In many instances, there was an
apparent preoccupation with demonstrating the abilityto use a range of punctuation and this was ultimatelydetrimental to the composition and effect of the piece.
Ways to develop writing:
Children need to hear written language read aloud.Are all pupils read to in school every day? Promote
the daily read aloud programme across the school novels, short stories, poems, newspaper reports,
persuasive letters, plays, diaries, information textsSee the Talk for Writing materials for ways todevelop effective approaches to the teaching ofwriting (Ref:00761-2008DVD-EN)Use the Text Types Guidance from Support forWriting when planning to inform the appropriateuse of vocabulary, sentence types and connectives.This is a web based resource which forms part of thePrimary Framework for Literacy.
See Steps in Learning including the classroom
examples -also from the Support for Writingmaterials. These support the teaching of specificwriting skills and, more importantly, the applicationof these in context.Promote explicit discussion of purpose and audiencewhen reading and writing texts and return to it whenevaluating writing.Ensure the explicit teaching of writing throughregular and frequent shared writing, including teacherdemonstration. This continues to be one of the most
powerful ways of teaching writing.
Finally
First and foremost, writing is about communicatingideas. Developingwriting skills isessential if youngwriters are to dothis effectively.Successful,creative and
enthusiasticyoung writershave been taughtnot only the skillsbut also how touse them to createdesired effects.
Where did wego wrong? KS2Writing Results
2009
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Many schools inLancashire are becoming
involved in one or more
of these programmes,
which form part of the
Every Child Matters and
personalisation agendas. Ifyour mind is spinning with
these acronyms, we hope
the summary below will
help.
ECaR Every Child a
Reader
Every Child a Reader is
part of the governments Early Reading Strategy. The
purpose of the programme is to ensure that, where
possible, every child reaches the reading standards
expected of them by the age of seven. Lancashire has
wo Teacher Leaders who have just completed a year of
ntensive training and will work in our two ECAR training
centres in Preston and Burnley. Beginning in September,
hey will train a teacher from each ECaR school inhe effective use of Reading Recovery. The Reading
Recovery teacher in each school will become a key
player in raising standards not only through the work
with individual pupils but also contributing to school
mprovement by developing their expertise to become
he leading reading practitioner within the school.
ECaW Every Child a
Writer
The Every Child a Writer
programme is designed to
ensure faster progress at the
beginning of Key Stage 2, with
expectations of securing level 3 by the end of Year 4 and
making two levels progress across the key stage. Aimedat Year 3 and Year 4 classes, ECaW provides a three tier
model for all children; improving quality first teaching for
the whole class, improving guided writing to meet group
needs and one-to one tuition for those children who
need it most. Leading teachers work in collaboration
with class teachers in Years 3 and 4 and draw on the
range of writing related materials including APP, Support
for Writing and Talk for Writing.
ECC Every ChildCounts
Lancashire is working in
collaboration with the National Strategies, DCSF, Every
Child a Chance Trust and Edge Hill University to develop
a successful approach for intensive early numeracy
intervention, the Numbers Count programme. The aim
is to enable the lowest attaining pupils to make greater
progress towards expected levels of attainment in
mathematics by the end of Key Stage 1.
ECaT Every Child a Talker
Lancashire was not selected as
one of the first fifty one local
authorities around the country to
take part in Every Child a Talker
but, as you may have heard of it
and as we look likely to become more involved in the
future, we thought it would be useful to include a brief
overview here.
Every Child a Talker is a programme which focuses
on a national priority: strengthening childrens early
language development. ECaT is designed to help early
years practitioners create a developmentally appropriate,
supportive and stimulating environment in which
children can enjoy experimenting with and learning
language. It can be implemented whether children are in
Early Years settings, with a childminder or at home with
their parents. Through everyday, fun and interestingactivities which reflect childrens interests, ECaT will
encourage early language development right from the
outset, extending childrens vocabulary and helping
them build sentences so that before they start school,
children are confident and skilled communicators.
ECaR, ECaW, ECaT,
ECC...E-by-gum!
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Acceleread, AccelewriteDo you have children who are
in Y3 but who are still working
at the Y1 level in reading and
writing?
Have you tried every way you
can think of to differentiate
for them but they are falling
further and further behind?
Do they seem to forget the
letter sounds they knew a week ago?
This might be the intervention to answer their
needs!
Acceleread Accelewrite is a Wave 3 intervention,
delivered one to one, using computer software
and immediate speech feedback to help the
child with their reading and spelling.
Teachers and TAs are trained in a school to gain
experience of using the programme with a child.
See www.learningexcellence.net for details of
available training sessions.
Write Away TogetherWrite Away Together is
an effective intervention
strategy to improve writing.
It was designed to be used
on a one to one basis with
a TA supporting individual
children but it can also work
as a group approach.
It provides a clear structure for writing supportand embeds strategies that will improve
childrens independent writing.
It uses assessment for learning to improve
writing. Assessment guidance supports the
identification of what the child can do and what
the child needs to do to move on to the next
step of their learning.
It is aimed at wave 2 children in either KS1 or
KS2 but could be used with other children who
need extra support with writing.
Last year 30 schools attended the Write
Away Together training and have since
found it extremely useful. Training is now
available on 13th November at Wellington
Park from Lynne Bold, who is a qualifiedtrainer in this programme. Please see www.
learningexcellence.net for further details and an
application form.
SMILE!The SMILE Service at local
libraries offers multi-media
resources and activitiesfor children with special
educational needs and
their parents, teachers and
carers. Fifteen libraries in
Lancashire offer this service.
Activities can be tailor made for school/clubs
and individuals.
Teachers in special schools and those
supporting children with SEN in mainstreamschools can borrow up to 20 items on behalf
of their pupils. There are no charges or fines!
Multi-media resources include Braille, Moon,
large print, BSL, Makaton, Story packs,
novelty books are available.
Disability Awareness books for children and
adults.
SMILE Awards for achievements
Each centre has an interactive, touch screen
computer with a range of facilities.For further information log on to the SMILE
website
www.lancashire.gov.uk/libraries/services/smile/
default.asp.
SEN Updates
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Over the years, the National
Strategies have produced a
range of materials concerned
with the teaching of spelling.
These materials have been
reviewed and built into a
new programme to support
teaching within the Primary
Framework.
A good spelling programme gradually builds pupilsspelling vocabulary by introducing patterns orconventions and continually practising those alreadyntroduced. Experience has confirmed that short, lively,focused sessions are more enjoyable and effective thanan occasional skills session. Spelling strategies need to betaught explicitly and applied to high-frequency words,cross-curricular words and individual pupils words.Proofreading should be taught during shared andguided writing sessions and links should be made to theteaching of handwriting.
The implications for teachers of spelling may seemdaunting but 85% of the English spelling system ispredictable. The keys to supporting our pupils to becomeconfident spellers lie in teaching the strategies, rulesand conventions systematically and explicitly, andhelping pupils recognise which strategies they canuse to improve their own spelling. A balanced spellingprogramme includes five main components:
understanding the principles underpinningword construction (phonemic, morphemic andetymological);
recognising how (and how far) these principles applyto each word, in order to learn to spell words;practising and assessing spelling;applying spelling strategies and proofreading;building pupils self-images as spellers
The Support for Spelling materials fit snugly in to Phase6 in Year 2. It is important to continue to focus on Phase6 at the same time to ensure pupils are secure at Phase5 and their knowledge and understanding is embeddedand automatic in their reading and writing. Recappingskills from all phases is essential.
n the materials there is a suggested timetable ofteaching five discrete fifteen minute sessions over twoweeks. This reflects the short focused sessions delivereddiscretely in Early Years and Key Stage 1. Objectives areaid out for each year group by term and suggestions forteaching and activities detailed. It is recommended that
in delivering these teachers continue to use the teachingsequence promoted through Letters and Sounds withsome further depth.
Revisit, explain, useTeach, model, define
Practise, explore, investigateApply, assess, reflect
The appendices contain support for knowledge of thespelling system, guidance in learning and practisingspelling as an alternative to word lists (an ineffectivemethod of learning), application of spelling in writing,guidance for parents and high frequency word lists.Recommendations for parents and homework arenow to focus on investigations and the process oflearning how to spell using knowledge and strategies.Reproducing Appendix four and personalising it for your
school in an information leaflet for parents could be away to promote positive support at home and help themadjust away from the culture of word lists we are so used
to.
Overview of spelling objectives
Objectives for Years 2 to 6
Year 2 Year 3 Year 4 Year 5 Year 6
To secure the reading and
spelling of words containing
different spellings for
phonemes
To understand and begin
to learn the conventions for
adding the suffix -edfor past
tense and -ing for present tense
To consolidate knowledge
of adding suffixes and to
investigate the conventions
related to the spelling
pattern -le
To spell regular verb endings
and to learn irregular tense
changes (e.g. go/went)
To distinguish between the
spelling and meaning of
homophones
To investigate, collect and
classify spelling patterns related
to the formation of plurals
To spell unstressed vowels in
polysyllabic words
To spell words with common
letter strings and different
pronunciations
To embed the use of
independent spelling strategies
for spelling unfamiliar words
To investigate the meaning and
spelling of connectives (e.g.
furthermore, nevertheless)
To split compound words into
their component parts and
use this knowledge to support
spelling
To learn how to add common
inflections (suffixes) to words
To know what happens to the
spelling of nouns when s is
added
To understand how words
change when the suffixes are
added
To investigate and learn to
spell words with common
letter strings
To understand how suffixes
change the function of words
To explore the spelling
patterns of consonants and to
formulate rules
To explore less common prefixes
and suffixes
To revise and extend work on
spelling patterns, including
unstressed vowels in
polysyllabic words
To use what is known about
prefixes and suffixes to
transform words (e.g. negation,
tense, word class)
To add common prefixes to root
words and to understand how
they change meaning
To discriminate syllables in
multisyllabic words as an aid
to spelling
To embed the correct use and
spelling of pronouns (n.b.
phonemic and morphological)
To develop knowledge of
prefixes to generate new words
from root words
To understand the use of the
apostrophe in contracted forms
of words
To revise and investigate links
between meaning and spelling
when using affixes
To investigate and learn spelling
rules for adding suffixes to words
ending in e or words ending in
-y and words containing ie
To identify word roots,
derivations and spelling patterns
as a support for spelling
To spell unfamiliar words by
using what is known of word
families and spelling patterns
To revise and use word roots,
prefixes and suffixes as a
support for spelling
Key:
Objectives in red are phonemic or phonological
Objectives in blue are morphological
Support for Spelling
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Communication Language and
Literacy Development
APP and EYFSP in Key Stage 1 - Identifying the next steps in learning
The National Strategy defines the EYFSP andAPP in the following terms
EYFSP summarises childrens achievement in
the Early Years Foundation Stage and is critical to
establishing a sound foundation for learning across
the curriculum as children move into KS1.
It
summarises childrens achievement in the Early
Years Foundation Stage
establishes a sound foundation for learning
provides Year 1 teachers with information
enabling them to identify strengths and areas
for development
helps practitioners/teachers plan relevant
and challenging learning opportunities and
experiences.
APP is designed to assess childrens achievement
n reading, writing and mathematics.
It
assesses achievement in reading, writing and
mathematics
is a matter for professional judgement and the
teacher's knowledge of the child in terms of the
point at which teachers/practitioners begin to
use APP.
t reports that the principles and practice(s) of
the two approaches are similar and consistent.
Both assessments focus on practitioners/teachers
reviewing a range of evidence of children's
knowledge, skills and understanding in a variety
of contextsin relation
to nationally
agreed
criteria.
Whilst both
are similar in
principle and
practice, the
two cannot
be compared
directly.
We should
however
exercise
professional judgement to ensure that each child is
supported well.
A reminder for Year 1 teachers
continue to use the EYFS Profile as an
assessment tool for children where this is
considered to be appropriate. This will be
particularly the case for children who have not
obtained any or most of the Early Learning
Goals (ELG) scale points 4-8 in a particularEYFS Profile scale.
children with identified special educational
needs who are likely to be working below level
1 at the end of the key stage should be assessed
in relation to the P Scales.
Bridging the gap between the end of the EYFSP and
the transition into Key Stage 1 is crucial to ensure
gaps in learning are covered and not omitted.
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Reception and Year 1 teachersshould now be working closely toidentify children who are fallingbelow expectations so that theirnext steps in learning can be
identified.The outcomes of the Foundation Stage Profile can beused to respond to individual childrens needs and its essential that Year 1 teachers are familiar with the
Foundation Scale Profile scales and their scale points.The Profile data provides the broadest and richest set ofnformation collected at any time during a childs school
career.
Most children entering Year 1 are likely to be workingwithin the Early Learning Goals, achieving between 78and 117 scale points across all the 13 scales. Childrenwho achieve a scale score of six points or more per scaleare deemed to have reached a good level of developmentand may be regarded as having appropriate preparationfor learning in Key Stage 1.
Children who have achieved an average score of between52 and 65 points (or an average of 4 to 5 points in all
13 scales) are working below the minimum expectedrange of 78 to 117 points and may find learning in KeyStage 1 challenging.
Where children have achieved fewer than 52 scale pointsover the 13 scales it is suggested that teachers consider
the following questions when analysing the Foundation
Stage Profile data. These children may require further
observation, an IEP and school action intervention.
How is the 78+ score made up?What is the pattern of attainment in CLLD and PSED
like?
Where are the gaps? Which scale points have
individual children not attained?What does the classs pattern of attainment of
individual points within these assessment scales
indicate about the strengths and gaps in their
learning?
What does the pattern of birth dates, attendance and
free school meals entitlement indicate?
Are there individuals whose pattern of attainmentis different from the rest of the class which may
indicate special strengths and weaknesses in learning
in particular scales?
What does the attainment of specific points, within
the scale, indicate about where the gaps lie in
learning related to that scale?
Interrogate your data and carry out a deep drilling
exercise!
A deep drill analysis will identify the areas for
development in early literacy. And what is missing canbe as instructive as what has been achieved! If key
scale points are missing in Communication, Language
and Literacy Development (CLLD), the ELS may be an
appropriate intervention programme to help the child to
make further progress in key literacy skills.
Receptionand Year 1
TeachersIdentifying children for ELSSupport using the FoundationStage Profile data
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Deep drilling stepsStep 1 - Identify children with fewer than 78 points but
more than 50.
Step 2 - Drill through the childrens data to identify themissing scale points, focusing particularly on:
PSEDDispositions and AttitudeEmotional DevelopmentSocial Development
CLLDLanguage for Communication and ThinkingLinking Sounds and LettersReadingWriting
Physical DevelopmentCreative Development
Step 3 - Identify where there are significant gaps ineach of these areas of learning. Use the summary gridprovided to note the missing scale points.
Step 4 - Fine Tune
Check birth dates and consider whether the gapsare of a developmental nature because the child
is summer born. Observe the child closely overthe autumn term and consider entry in spring ifnecessary.Consider other activities that could be carried out,
e.g. Physical Development SP5 and CLLD SP5 areskills that could be secured by ensuring that thereare specific activities available to build fine motorskills. The16 week ELS Programme would not beappropriate in this case, unless other significantwriting scale points were also missing.
It would also be useful to look at the CLLD, PD and CDscores of some children with high overall scores (78+) they may well have important areas of CLLD and linked
areas of learning missing and could benefit from ELSsupport.
The ELS Programme will enable children to continuetheir learning journey through a structured programmedesigned to bring them into line with their Year 1 peersby the end of the spring term.
Further information can be found in Early LiteracySupport, Materials for teachers working in partnershipwith teaching assistants.DCSF PublicationsPlease quote ref: 00767-2007BKT-ENTelephone 0845 60 555 60
You can also download this publication at www.standards.dcsf.gov.uk.
ELS Screening Grid
Significant Missing Scale Points
FSP Data DrillName of
child LCT
SP6
LCT
SP7
LCT
SP8
LSL
SP4
LSL
SP5
LSL
SP6
LSL
SP7
LSL
SP8
Read-
ing
SP3
Read-
ing
SP6
Writing
SP4
Writing
SP5
Writing
SP7
Writing
SP8PD5 CD6
LCT6:Interactswitho
thersinavariety
ofcontexts,negotiatingplansand
activitiesandtaking
LCT7:Usestalktoorg
anise,sequence
andclarifythinking,ideas,feelingsand
events,exploringthe
meaningsand
soundsofnewwords.
LCT8:Speaksclearlywithconfidence
andcontrol,showing
awarenessofthe
listener.
LSL4:Linkssoundsto
letters,naming
andsoundingletters
ofthealphabet.
LSL5:Hearsandsays
soundsinwords.
LSL6:Blendssoundsinwords.
LSL7:Usesphonicknowledgetoread
simpleregularwords
.
LSL8:Attemptstorea
dmorecomplex
words,usingphonic
knowledge.
R3:Recognisesafew
familiarwords.
R6:Readsarangeof
familiarand
commonwordsandsimplesentences
independently.
W4:Writesownnam
eandotherwords
frommemory.
W5:Holdsapencilandusesiteffec-
tivelytoformrecognisableletters,most
ofwhicharecorrectlyformed.
W7:Usesphonickno
wledgetowrite
simpleregularwords
andmakepho-
neticallyplausible
W8:Beginstoformcaptionsand
simplesentences,som
etimesusing
punctuation.
PD5:Demonstratesfinemotorcontrol
andcoordination.
CD6:Recognisesand
exploreshow
soundscanbechang
ed.Recognises
repeatedsoundsand
soundpatterns
andmatchesmovem
enttomusic.
Used with kind permission from Leanne Finch from St Philips Primary School in Nelson (you can download this table in word format from our website).
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Tuesday by David
Wiesner
This is a surreal picture book with only one
or two indicators of time to carry the story
forward.
The story is a wordless fantasy of flying frogs
and what they get up to after dark on one
particular Tuesday. This book provides so
much scope for discussion about what is really
going on, what might happen and for creatingyour own story around the illustrations. These
are amazing and carry the story along in a
humorous and unexpected way. For the adults
sharing this book with children, there are visual
okes and references to films on some of the
pages. A book to return to, over and over again.
Journey to the River
Sea by Eva IbbotsonJourney to the River Sea is an exciting adventure
story which will appeal to many older pupils
n primary school. Set at the turn of the 20th
century, it is reminiscent of childrens classics
The Secret Garden and A Little Princess. The
hrilling story-line follows the journey of Maia,
an orphaned London schoolgirl, and her
formidable governess as they travel to Brazil.Leaving the comfort of her boarding school,
Maia sets off to start a new life with distant
relatives who live on the banks of the River
Amazon. She is captivated by the exotic world
she discovers there a view not shared by her
mean spirited
relatives, the
Carters, and their
spiteful twin
daughters. This
provides a great
deal of scope to
explore, with
the children,
attitudes to othercultures and also
themes such as
acceptance and
trust.
The characters
within the story
have real appeal,
from the stern and mysterious governess, Miss
Minton, to Finn, a half-English, half-Indianboy, desperate to avoid his aristocratic English
destiny. Maia also befriends a homesick child
actor who is working with a travelling theatre
troupe. Together, the three children hatch a
plan which will ultimately free them all.
An intricate, cleverly paced plot, with plenty of
clues for children along the way, makes this a
real page-turner.
The Incredible Book
Eating Boy by Oliver
JeffersA cartoony style
illustrated and written
book which tells the
story of a boy who
gains huge amounts
of knowledge byliterally eating books!
I can see this book
generating all sorts
of flights of fancy in
young primary aged
HAVE YO
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pupils if I ate lots of books on dinosaurs I
would become the world expert and could give
lectures all over the world! etc. However, things
dont turn out quite as expected
The Troll by Julia
Donaldson and DavidRobertsThis is a brand
new gem from
the author of The
Gruffalo. It contains
two, apparently
unrelated, but
cleverly interwoven,
tales. One is thestory of a troll who
is looking for a goat
for his lunch. The
other, the crew of
a pirate ship who
are desperately
searching for treasure. Their paths cross in a
fabulously inventive way, creating a wonderfully
funny story.
The Village by the Seaby Anita
DesaiA familys fight for
survival becomes
inextricably
linked with the
planned industrial
development of the
locality. The children
of the family
struggle to survive
in a small fishing
village near Bombay the father drinks and the
mother is seriously ill. Then the children hear
how industrialisation is going to affect their
neighbourhood and the story evolves around
how they come to terms with this. There are
some beautiful and detailed descriptions of both
rural and urban India. Some great links to the
Geography curriculum but also a good read for
its own sake as an individual or class reader.
Gorilla by Anthony
Browne
This is a wonderfully inventive story about a
little girl whose father doesnt seem to have
time for her. Hannah loves gorillas but has
never seen one. Her father is too busy to take
her to the zoo, or for anything else come to that.
For her birthday, Hannah asks her father for a
gorilla but is disappointed when she discovers
that the gorilla shes been given is just a toy.
Later that night something extraordinary
happens; the toy turns into a real gorilla, puts on
her father's hat and coat and takes her off for a
magical visit to the zoo
The illustrations, many of which are visual jokes,
are both detailed and colourful and children
absolutely delight in them.
Published in1983, the story could have been
written yesterday! The illustrations are fresh and
contemporary. The story line is as relevant for
children today as it was over twenty years ago!
The book is a good choice for guided reading
sessions with Y3 and Y4 children. I have also
READ?
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used it with fluent Y2 readers. It can generate
useful discussions relating to Hannas feelings
nd to the attitude of her father. The children
lso love to discuss the meaning and the impact
of the visual jokes. They are always interested,
fter the session, to look for other Anthony
Browne books in the school library!
The Iron Way Gillian
CrossThis is an early book
written by Gillian
Cross (of The Demon
Headmaster series) in979. It tells of how
he building of the
ailways in Victorian
imes affected the local
illagers when the army
of navvies set up their
amp nearby. There
re some historically
based descriptions of
he building of the railway but is predominately book which shows the development of the
haracters of twelve year old Jem and his older
ister Kate and how they deal with lifes ups and
downs. A book which, I think, would be a good
lass read to older primary pupils.
The Rights of the
Reader by DanielPennac (Translated from the French)Do you remember
being told TO STOP
READING as a child?
tll ruin your eyes!
Go and get some
resh air. And when
our light was turnedoff, snuggling under
he bedclothes with
torch? Reading
was mysterious and
ecret and when you
werent reading, you wondered what all the
characters were up to in your absence.
When you were very little and someone read to
you, you didnt always understand everything,
but the rhythm and voices and your own
imaginings were magical.
Then what? The reading record sent home
every day pages read to be noted and signedby an adult. Cross examination of plot, setting,
character motives and answers had to be
accompanied with a justification.
Being asked to read out loud in class and
stumbling through with no understanding at all.
If you are interested in helping children to find
their own unique passion for reading, then you
must read this book. Reading for pleasure, andthe development of comprehension are not
mutually exclusive.
Way Home by Libby
Hathorn and Gregory
Rogers
There is a growingappreciation of the
importance and
impact that picture
books and graphic
novels can have
upon childrens
engagement and
understanding of
what they read.
This is another
wonderful example
of a powerful
collaboration between author and illustrator.
A young boy is wandering the night time streets
of a big city when he rescues a stray cat. He talks
to the cat as he wends his way home, avoiding
the many dangers that a city presents after dark.
This book offers endless scope for discussion
about the boys situation and how he came tobe there. It is written in the present tense which
gives the story pace, tension and immediacy.
The ending presents a twist which will fuel Book
Talk for days to come. A great read for upper
KS2.
HAVE YOU READ?
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ECaR Consultants, Shirley
Gott and Jayne Nicholas
have completed their training
and will be working with 40
teachers from schools within
the consortia of Lancashire,Blackpool and Blackburn with
Darwen. Teachers will start their
training as an ECaR teacher to
deliver the Wave 3 intervention-
Reading Recovery.
The training will take place attwo ECaR centres, one at St.
Maria Gorretti School in Preston
(where Shirley will be based),
and one at Springfield School
Burnley (where Jayne will be
based).
The ECaR teacher course lasts
for one year and incorporates
a unique training opportunity
whereby teachers bring their
children to the centres for a
lesson which takes place behind
a two way viewing screen.Colleagues observe the teacher
and child and develop their
understanding and theories of
how children process text.
Watch out for more information
about the course and furtheropportunities for training.
For more information see the
Every Child a Reader Newsletter
which can be downloaded
from http://nationalstrategies.
standards.dcsf.gov.uk or fromour website.
Every Child a Reader
(ECaR) in Lancashire
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A cluster of schools in
Preston has been working,
with consultant support, on
improving standards in reading
by developing rich reading
cultures in their schools to
encourage all children to
develop a love of reading. The
teachers in the cluster also
trialled the Assessing Pupils
Progress (APP) in Reading
materials. The many different
opportunities for reading for
both purpose and pleasure
generate a wealth of evidence
to inform APP judgements.
Some of the practical ideas shared and successfully
trialled were:
The Reading Environment
Creatingenthusiasm
for reading by
developing
the reading
environment was a
key element of the
project. The schools
created all kinds of
wonderful places
n which children
could read. These
ncluded reading gardens, reading corners and reading
tents - and even a reading beach inside the classroom!
(Oooh! All that sand!)
Boys reading
As most of the reluctant
readers identified wereboys, schools on the
reading project focussed
on encouraging boys to
read by providing boy-
friendly reading material such as comics, magazines,
ICT texts and short novels on boy-friendly themes. The
reading environment included the Reading Connects
posters of sporting stars engrossed in their books. These
provided good male role models for reluctant boy
readers. Children were actively involved in the choosing
of books; e.g. through surveys conducted by the school
council; ordering evaluation packs and asking children to
state their preferences; looking through the publishers
catalogues together. If children have been involved in
the choices, they have a vested interest in reading the
books and promoting the titles within school.
Teachers as role models
Teachers were asked to be
role models promoting a love
of reading by bringing in their
favourite books and talking
to children about their own
reading preferences. Assemblies
celebrating reading were held
and favourite reads of both
children and staff were shared.
Involving parents
Consideration was given to how schools could involve
parents more. Ideas included reserving an area of the
library for parents and allowing them to borrow books
from the school library. One idea was to have a Richard
and Judy book club enabling parents to borrow the
latest titles recommended on daytime TV! Another
idea was to provide a bedtime reading book box inthe school entrance area so that parents could borrow
childrens bedtime reading books in order to encourage
parents to read to children more frequently.
Book Fairs were booked to coincide with parents
evenings and stalls selling / lending books could be set
Love Reading!
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up on Sports Days and at
Spring / Summer Fairs.
A further idea which was
shared was to ask a parentwho could inspire and
relate to other parents to
take on the role of family
reading ambassador. The
reading ambassador could
come in during a school
event to talk to families
about the importance of reading in the home, or simply
visit classes to talk to provide a reading role model for
children
Families could also be encouraged to attend breakfast
clubs as part of the Extended Schools agenda, during
which they could read or discuss books in an informal
setting.
Parents were encouraged to contribute to displays
celebrating reading. Photographs of mums and
dads reading could be displayed in order to provideenthusiastic reader role models. Parents could also be
asked to design their own page of a recipe book, which
once compiled could be distributed to all parents or sold
to raise funds for the school library.
Most schools offer parent workshops helping parents to
support their children in learning to read. When running
these workshops, it is useful to teach parents how to
read a picture, displaying a picture and asking them to
imagine what the relationship is between the people in
it, what happened before the picture was taken, what
will happen afterwards and what is being discussed.
This is a good icebreaker activity and will help parents to
understand the value of a picture book for children and
how it helps to develop their imagination, language and
powers of prediction.
When encouraging parental involvement, it is important
to demystify the jargon so that all parents understand
and feel that they have something to offer.
Reading buddies
Some schools tried reading buddies. It is important to
decide what is to be
achieved by pairing
children. It might be to
improve decoding andfluency for younger /
less confident readers, to
develop enthusiasm for
reading or to develop
comprehension skills.
Once the focus of the
buddying programme is decided, then teachers can
decide how they will pair children; e.g. older children
with younger children/ less confident readers paired
with more confident readers/ pairing children with
similar reading interests. Time needs to be invested
in training the buddies before they begin, and
consideration needs to be given to timetabling a regular
slot for reading buddies.
Celebratory events
A range of celebratory
events were held in theparticipating schools
including a bedtime reading
event where staff and
children came to school in
pyjamas and had stories
read to them!
Here is a list of national events and useful websites to
use in your quest to create a school full of children who
read widely for pleasure:
National Children's Book Week (first full week of
October) www.booktrust.org.uk.
National Storytelling Week (end of January -
beginning of February). A list of storytellers is
available from Reading Is Fundamental, UK project
zone at www.rif.org.uk
World Book Day www.worldbookday.com.
www.readingconnects.org.uk
www.teachernet.gov.uk/teachingandlearning/
resourcematerials/schoollibraries
www.lancashire.gov.uk/libraries/services/schools
www.literacytrust.org.uk
This report can be downloaded in full from our website.
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For the last five years, Lancashire has run an exciting andsuccessful Boys Writing project. The gap between boys andgirls writing continues to be an issue both nationally and inthis county. Each year, teachers working with the Lancashire
Literacy team have trialled techniques and strategies thatwere designed to appeal to boys preferred learning styles.This was the main focus of the projects. However, it has alsobeen important to appeal to boys interests as well, and thethemes each year have been chosen with this in mind.
This year we have implementedanother successful project aimedat teachers and boys in Year 6.The project this year built upon
the success of Superheroes andEarthlings with an additionalunit based on Edgar Mariottsmonologue, The Lion and Albert. (The teaching sequence for this can befound in the Summer 2009 edition of our newsletter). A useful websitefor finding this and many more monologues is http://monologues.co.uk/albert_and_the_lion.htm.
Teachers reported that by using an overall theme and planning a rangeof creative reading techniques, drama and speaking and listening
leading to short writing opportunities and writing outcomes, provided asuccessful and exciting approach to revision of all the text types. Somewriting examples included were:
Diaries in role as main and minor charactersLetters of complaint from Mr and Mrs Ramsbottom to the ZooLetters of complaint to a solicitorLetters to a problem page and their replies
Accident book reportSequel to the narrative
Newspaper report
Explanation of how Albert was eaten by Wallace, the lionPersuasive leaflets/posters to visit BlackpoolZooDiscussion for/against why Albert should havebeen eatenNew verse for the poemPlayscript
Initial findings indicate that 70% of the boys
tracked in the project have made two sub levelsprogress or more, and 33% have made three sublevels progress or more in writing. The impact onreading has also been successful with 58% makingtwo sub levels progress or more, and 21% three sublevels progress or more.
Year 6 Boys Writing Project
Superheroes at Helmshore Primary School
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Once again, the Early Years Boys Project has beena resounding success. The samples of writing, andassessments made, at the beginning and end of the project
show that children have made great progress over the sevenmonths.
Below are some examples of the feedback received fromteachers at the end the project.
No moans when it is time to write because the boys are better equipped to write due to all thesmall world play, drama and speaking and listening activities.The boys are now using writing, not doing writing.
Im much more focused on making it exciting no more boring sentences!
Ive seen an increased confidence in their ability they knowthey are writers.The boys loved the active work and took ownership of whatthey wanted to write about.Theyve lost the fear of writing.I have given myself permission to have fun again!We have started to share and cascade principles and ideasthroughout school so that other staff can develop their
planning to.My literacy lessons have come alive!
If these comments have inspired you to find out more, you candownload the full report on the Lancashire Literacy websitewww.lancsngfl.ac.uk/nationalstrategy/literacy.
Early Years Boys Literacy Project
arDiary
Todaywaso
neofthemo
stdullestda
ysofmylife
(sofar)!
ThestupidH
yenaswoke
meupat4.3
0amwiththe
irstupid
cackling,and
theanimalk
eeper(Bob)
alwaysgive
smestupid
steakfo
rbreakfast!
IwantFrosti
es(myfriend
Tonyisont
he
box)anditsnorma
ltoeatFrost
ies.Sometim
es
IwishIcouldjusteatev
erythinglike
:camels,
hyenas,fatp
eopleorevenacrocodi
le,butfat
peoplelookt
hebestjust
sojuicy!Ahhhhh!
Wouldntyou
eatfatpeop
le?
Speaktoyou
soon
Wallacexxxx
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Our names are Liz Fenna and Michele Grimshaw; we
teach at Marsden Community Primary School and
are currently in Year 6. As our school is two form
entry, we work closely together when planning
and teaching. The classes that we currently teachcomprise of 58 children (30 in one class and 28 in
another). Out of the 58 children we have 30 boys.
We have had the same classes for the last two years
and so it was really important to us that we found
new ways to keep the children engaged and excited
to learn. We wanted to find a way to teach the unit
n a way that they would understand. Last year, we
took part in the Superheroes Project and this was
met with a fantastic response from both the boys
and the girls, so therefore we wanted to repeat the
same success.
Our topic for the Autumn Term was The
Sixties, therefore the children had a very good
understanding of the key events from this era.
When planning the Literacy Unit, it was vital that
we used their enthusiasm from this unit and built
upon it. Additionally, we wanted to include a visual
stimulus as we have found that using film clips
within lessons provide our children with a higher
level of understanding. When planning the unit, we
incorporated both of these elements.
In a flash of inspiration, the idea to use the news
story of Apollo 13 came to us and as it was a real
life event it was even better. Our new Literacy Topic
was born Journalistic Writing through the events
that unfolded on the momentous mission aboard
Apollo 13. Below is a basic overview of the lessons
that followed...
To capture the childrens interest, and to ensure
that they had a clear understanding of exactly whatJournalistic writing was, we planned several days
of Speaking and Listening activities. We provided
them with a wide range of articles and reports
and asked them to sort them into different piles
using set criteria of: audience, purpose, layout and
organisation.
Boys Writing - Apollo 13
Linked to Unit 2 Non-Fiction Writing Journalistic Writing
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Once we had provided them with the opportunity
o look at a variety of articles, we then wanted the
hildren to have a secure understanding of the
eatures of a journalistic piece of writing, so using the
Newsround site and other examples of newspaper
eports; we planned a series of 3-4 lessons that
ocused on identifying the features. We watched the
daily Newsround Bulletins and looked at the structure
nd organisation of the report. We then provided the
hildren with the chance to re-tell a particular news
tory and recorded the story for them to playback andsten to. Finally, in preparation for our introduction of
he Apollo 13 mission, we studied a series of written
eports in detail and produced a class checklist of
eatures. This was then used for the remainder of our
unit as a method of peer, self and teacher marking.
Following the initial phase of work, we introduced
he film clips of Apollo 13. We started off the unit
by discussing the issues
round the moon
anding and the fact
hat the American Space
Programmes had started
o be questioned with
egard to the amount
of money that had been
pent. On the first day,
we showed a selection
of small clips from the
ilm leading up to the
aunch into Space as
we wanted to immerse
he children into thetory and to empathise
with the characters.
howing short clips of
he film also captivated
he children and made
hem eager to find out
more. We showed the
opening of the film
where Jim Lovell is
ooking at the moon
nd contemplatinghis mission. We also
howed the clips in
he film where one of
he key members of the crew is replaced at the last
minute due to the fear of impending illness. We spent
long time talking about the feelings of the crew at
his point and how they would all feel having a new
rew member at this stage. This was fantastic for the
boys as they really empathised with the characters
nd had a fantastic understanding of their feelings.
At the end of the first day, we showed the astronautsaunching into space and then stopped the film. This
was the stimulus for our first piece of writing.
For the next few sessions, we re-watched the clips
everal times, spending time on think, say feel
ctivities for each of the characters involved. Again
this was a fantastic way to get the children, and in
particular the boys, to understand the feelings and
emotions of all of the characters. Below are some
examples of the different Think, say feel bubbles the
children created.
We then provided the children with their own
Journalists Notebook and they then became Official
Press for the rest of the unit. After some modelling
from us and some independent writing sessions, the
children produced a news report on the launch of theApollo 13 mission. Once their initial draft had been
completed, we spent time editing and improving our
work using the checklist and editing partners.
Following this, we extended the unit and had a
Journalist Day. We turned the classrooms into
a newsroom and showed the children the clip
in the film where the Spacecraft experiences a
problem the children
were captivated and
were horrified when
they realised what
had happened to the
astronauts. We gave
them the day to report on
the story and at certain
times we provided them
with BREAKING NEWS
INFORMATION that they
had to include in their
article. It was a fantastic
day and the classrooms
had a buzz like a real lifenews room. By the end of
the day they had produced
their articles.
We extended this even
further, and asked the
children to produce a
news broadcast on the
Apollo 13 mission. Each
child took a role and
produced their own newsprogramme. They enjoyed
this immensely!!
The Unit was a fantastic success, the children were
completely captivated by the events that took place in
the film and couldnt wait to see the next instalment.
Once we had finished all of the writing and produced
our broadcast, we showed the children the final
scene of the film where the astronauts attempt their
re-entry to Earth. We had kept the outcome of the
mission a secret from them and so they were on the
edge of their seats to see what happened. Whenthe astronauts made it back to Earth, the children
burst into spontaneous applause it was brilliant!!
We cant wait to repeat the unit next year and it has
definitely shown that if you get the children excited
and immersed in a topic, the work produced is of an
extremely high standard.
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This year we have continued in Lancashire to focus
on improving writing. The Level 3 to Level 5 project
was trialled with a small group of schools through the
pring and Summer Term. Primary Strategy Advisers
Angela Molyneux and Linda Percival, Janet Gaskell, AGT
dviser and Jacqui Dunn, Literacy Consultant headed
he project. Many thanks to the teachers and children
nvolved.
The aim of this project was to develop a greater
wareness of the needs of the more able child and
herefore meet their needs through quality first teaching.
Teachers considered how to challenge and stimulate
he MA learner in Literacy lessons through appropriate
guided reading and writing tasks in the Y5 setting.
This project involved a
small group of selected
schools from the North,
South and East. Y5
teachers were expected
to work together with
the support of a Leading
Literacy Teacher and
Consultant, delivering
a provided unit of work
and then evaluating the
impact on writing standards.
During our first project
meeting all participants
were given an insight
into the A, G and T child,
trained on the use of APPmaterials and provided
with a Y5 unit of work
Persuasion to deliver
back in school with their
class. The unit of work
was based on Persuasive
unit and was supported by film trailers, TV advertisement
clips, some materials linked to FLS, web pages and
fliers on activities such as zorbing! Children evaluated
persuasive texts during guided reading sessions and
produced leaflets, persuasive powerpoints and letters.
Comments:
The range of resources and their quality has
been an important factor in stimulating the chil-
dren into writing. Even my less eager boys have
produced more than expected and to a higherquality.
The biggest change for me is I have a clearer
idea of how to get children to that level 5.
The focus children really excelled and enjoyed
the extension work they were given.
Beginning the topic using a clip from a movie
trailer was fantastic and immediately grabbed
the childrens attention.
This project has generated lots of interest and
we hope to continue running it next year.
Look out for further details on our website.
MoreAble PupilsWriting Project
More Able PupilsWriting Project
Moving children from level 3 to level 5
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Thank you to the following teachers and
schools for taking part...
Janet Gough at Cockerham Parochial
Daniel Wood at Overton St Helen'sSandra Smith at Whitefield, Burnley
Joanne Duckworth at Chorley St Peter's
Catherine Southworth at Chorley St Gregory's
Melanie Clarke at Brookside, Clitheroe
Judith Shaw at Christ Church, Colne
Example Planning Guidance for Foundation Stage CLL
Brand new onto the literacy website is some long-awaited planning support for
teachers working in the Foundation Stage. Half-termly overviews of objectives have
been drawn up from Development Matters, the primary framework for literacy and
the expertise of a team of literacy consultants and lead teachers.
As with any suggestions for planning, it remains very important that practitioners
carefully consider the needs of the children in their classes and adjust objectives
accordingly.
An example of how the guidance is structured is provided below.
Spring 1st Half
Objective Framework Strand Overview Related profile
scale pointsLanguage for Communication
Have confidence to speak to others. 1. Speaking 2, 6 2, 8
Initiate conversation, attend to and take account of
what others say.
1. Speaking 6 6, 8, 7
Extend vocabulary, especially by grouping and
naming.
1. Speaking 3 7
Begin to use vocabulary and forms of speech that are
influenced by their experience of books.
2. Listening and
responding
3 7
Begin to link statements and stick to a main theme or
intention.
7. Understanding and
interpreting texts
7 3, 6, 7
Begin to develop a simple story, explanation or line of
questioning.1. Speaking 7, 1
here was an emphasis on quality guided reading and
writing activities throughout the unit to challenge the
more able pupil.
This project involved developing
professional dialogue, an
opportunity to share experiences
and build on good practice.
Meetings took place to consider
issues arising in the classroom
etting and to plan a follow up unit of work. LLTs
upported teachers by observing guided sessions and
roviding feedback or through meetings re planning
nits of work.
ollow up training was provided on Classroom Quality
Standards, developing comprehension skills through
Blooms Taxonomy and using picture books to engage
MA learners. Participating teachers were asked to
evaluate the impact this project had on writing not just
for more able pupils but the whole class. Did perceptions
of writing change? Were standards raised across the
class? Did boys and girls enjoy using the resources?
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When your children have written their story, poem or information text, consider
ways in which the text might be presented graphically. Pictures do enhance the
text, but the writing should be of a high enough standard to stand alone.
Write Your Own Graphic Text
In the last newsletter, we reviewed two
graphic novels by Neil Gaiman and DaveMcKean. These books are illustrated
with a mixture of collage, photographs
and drawings. Well, your children could
do that, too. All you need is a camera, a
scanner or photocopier.
Strand 12 of the Literacy Framework states:
Select from a wide range of ICT programsto present text effectively and communicate
information and ideas.
Tear pictures from magazines and
paste them into a themed collage.
Draw the characters, cut them out and
paste them onto the collage.
Scan the collage and insert into a Word
document.
Insert text boxes and speech bubbles
and add text and dialogue
The Day I Swapped my Dad forTwo Goldfish by Neil Gaiman and Dave McKean
Lets exploreupstairs
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.
Send in your stories to us at [email protected] we will post them on our website. Good luck!
Take a photo and uploadto the computer
Manipulate to create theeffect you want
Add clipart Insert text boxes and speech bubbles with text.
Find and print a photograph of the
sky.Paint a landscape or scene and cut outwhen dry.Paste onto the sky photo. Paste anyother pictures or characters on top.Scan and insert into a Worddocument.Insert clip art, text boxes and the text.
Find a picture that fits the text; or
ask the children to draw their own.Insert or scan the picture into aword document on the computer.Present the narrative in a text boxand dialogue in speech bubbles.Alter the fonts to representdifferent speakers.
Once upon a long, long time ago, in a landover the hills and far away, there lived an
elf. He had lived all alone for a hundred andfour years since a wickedy witch had cast
a spell on him - a spell to make him thesmelliest elf in the whole world.
He lived all alone because he had been banished!
The little elf trudged across hill and dale with
the bag of gold. If only he could find a rain-bows end so that he could bury his heavy load.
When I appliedfor the job of putting
pots of gold at the end ofrainbows, I had no ideahow hard it would be!
Here are some simple examples; using a mixture of manipulated
photographs, paintings, clip art and drawings. You dont need to
be an ICT whizz to do any of these!
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Research by Lynne Cameron has
highlighted particular aspects of
grammar which are likely to present
challenges for children learning
English as an additional language.These aspects are described below.
Sentence level work requires focused and explicit
eaching. It is important that this teaching is grounded
n exploration and investigation of written texts, applied
n shared writing and supported in guided work (guided
alk for writing and/or guided writing).
Developing the use of Adverbials
Adverbials extend the meaning of sentences thereby
adding richness to them. They provide clarity and
precision and can be used effectively to create a specific
eel to a piece of writing. Because they can be placed
n different positions in a sentence, they also add variety
and pace. Time connectives in chronological texts are
adverbs.
Adverbials add detail about:
Place (where?)
Time and frequency (when? how long? how often?)
Manner (how? like what? with whom?)
Cause or reason (why?)
They may be single words, phrases or clauses and
depending on the type of adverb they can be found:
At the beginning of sentences: With a heavy heart,
Samira turned around and headed for home.
In the middle of sentences: Saleem reluctantly
decided to leave.
At the end of sentences: Kemal decided to leave
promptly (adverb).; Samira headed for home with
a heavy heart (adverbial phrase).; She headed for
home as soon as she heard the news (adverbial
clause).
EAL learners tend to use adverbials more
often at the end of sentences and provide less
information, variety and pace through adverbialsthan their monolingual peers working at the
same level.
Some strategies for developing the range of
adverbials:
During oral personal recount sessions or news telling,
use prompt cards to remind children to include detail
about when, where, why, how etc. Model the use
of this language before asking the children to work
with a Talk Partner.
Give the children a simple sentence (subject and
verb) for example: The lion roared. Model adding
some further detail using prompts such as where,
when, how, why, how often? Ask children to work
in pairs to provide more detail. Initially, children
will provide single word adverbs but with explicit
modelling and lots of opportunities to practice oraland written composition, children will start to use
adverbial phrases.
Plot adverbs of degree or frequency on a continuum.
Create time lines to sequence adverbs used as time
connectives.
Use generic sentence level activities such as Improve
and Construct, focusing particularly on adding
adverbial phrases and investigating their mobility.
More information and strategies about writing at
sentence level for EAL learners can be found in
Excellence and Enjoyment: learning and teaching for
bilingual children in the primary years, Unit 2 Ref: 2133-
2006DCL-EN and Teaching Units to support guided
sessions in writing in English as an additional language
Ref: 00068-2007FLR-EN.
You will also find Developing Early Writing (DfEE
0055/2001) and Grammar for Writing (DfEE 0107/2000)
provide guidance and a wealth of valuable practical
strategies to support all children, including those
learning EAL, to achieve their writing targets.
Writing at Sentence Level for EAL Learners
First Next After that Soon afterwards Finally
when? where? why? how?
Phrasal verbs
Modal verbs
Past tense
Subject-verb agreement
VerbsPassive voice
PrepositionsAdverbials
Determiners
Pronouns
Noun phrases Comparison
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Lancashire LeadingLiteracy Teachers Present...
Creative ComprehensionInteractive and collaborative approaches to developing
reading comprehension
There will be 25twilights happeningin schools across the
county. Please look out
for your flyer.
Aims of the course:
To provide practical ideas
and strategies to engagepupils with textsTo exemplify use of BookTalk
Who should attend?
Teachers, Subject Leaders,Teaching Assistants
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We are able to support professional development in a variety of ways:
Marketed Consultancies:
We are able to provide consultancies for individual teachers, schools or local networks which can
be tailor made to suit your needs. These can take place during the school day, after school or during
NSET days. They can be booked through Learning Excellence www.learningexcellence.net or could be
provided as subsidised training through the TDA (Training and Development Agency) contact Kathy
Bigio on 01257 516100 for further information.
Some of the consultancies which have been provided recently include:
Early Reading and Phonics this continues to be a popular consultancy particularly to train groups
of teaching assistants during their working day
Support for Spelling an introduction to the new materials and practical ideas for implementation
Writing across the Curriculum an area of focus for many schools as they begin to become more
creative with their curriculum organisation
Using ICT to support Literacy many schools who have been planning with the Literacy
Framework for some time have requested this consultancy in order to further develop ICT skills and
opportunities.
For example:
A Using ICT to Support Literacy package could include one or more of these sessions:
Full staff meeting
2 hours
Use of whiteboard software
Textease
Espresso
Teacher Adviser for ICT
Full staff meeting
2 hours
Downloading and using images
Downloading and using sounds
Downloading and using video
Photostory
Teacher Adviser for ICT
Full staff meeting2 hours
Using the above ICT techniquesto support the development of
Literacy Skills
Literacy Consultant
Why not ring Helen Atkinson or Anita Yearsley on 01257 516160 or 01257 516100 to discuss your
needs?
Courses:
n addition to providing strategy courses we also provide a wide range of marketed courses.
Why not take a look at the Learning Excellence Site to see if we are running a course which would
benefit the professional development of a member of your staff?
You can access the Learning Excellence site directly www.learningexcellence.net or via a link on our
own website www.lancsngfl.ac.uk/nationalstrategy/literacy.
How can the literacy team support yourprofessional development?
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MUS101a 16/09/09 Woodlands Music and Literacy: a creative and inspirational transition project for KS1/2
SEN101b 22/09/09 St Maria Goretti Acceleread Accelewrite
ENG123c 24/09/09 Woodlands Early Literacy Support (ELS)*ENG123d 01/10/09 The Red Rose Hub Early Literacy Support (ELS)*
ENG115b 01/10/09 Woodlands Literacy Teaching in Year 5 and 6
ABL112e 02/10/09 Woodlands Literacy for the More Able: Ensuring Progress from L3 at KS1 to L5 at KS2
ENG103a 06/10/09 Clayton Park Raising Achievement In Spelling at Key Stage 2
ENG126b 08/10/09 Alston Hall Literacy Teaching in Year 1 and Year 2
ENG128a 09/10/09 Garstang Golf Club Introducing Letters and Sounds
ENG114b 09/10/09 The Red Rose Hub Literacy Teaching in Year 3 and Year 4
SEN150a 12/10/09 The Red Rose Hub Helping or Hovering? The effective use of TAs by Classteachers
ENG127b 13/10/09 The Red Rose Hub Guided Writing
ENG125d 15/10/09 Woodlands Year 3 Intervention (Quest)*ENG128b 16/10/09 Woodlands Introducing Letters and Sounds
ENG116b 22/10/09 Woodlands Using ICT to support the Renewed Framework for Literacy in Year One
ENG125e 22/10/09 Woodlands Year 3 Intervention (Quest)*
ABL112f 23/10/09 Clayton Park Literacy for the More Able: Ensuring Progress from L3 at KS1 to L5 at KS2
ENG124a 05/11/09 Woodlands Further Literacy Support (FLS)*
ENG117b 05/11/09 Woodlands Using ICT to support the Renewed Framework for Literacy in Year Two
ENG130a 06/11/09 Woodlands Literacy Subject Leader Network (South)
ENG130b 06/11/09 Woodlands Literacy Subject Leader Network (South)
ENG124b 12/11/09 Woodlands Further Literacy Support (FLS)*
ENG113b 12/11/09 Woodlands Using ICT to Support the Renewed Framework for Literacy in Year ThreeENG109b 13/11/09 The Red Rose Hub New to Subject Leadership In Literacy (second day on 28/01/10)
ENG120b 18/11/09 Woodlands Using ICT to support the Renewed Framework for Literacy in Year Six
ENG122a 19/11/09 Woodlands Delivering Letters and Sounds in Year Two
ENG118b 19/11/09 Woodlands Using ICT to support the Renewed Framework for Literacy in Year Four
ENG130c 20/11/09 Clayton Park Literacy Subject Leader Network (East)
ENG130d 20/11/09 Clayton Park Literacy Subject Leader Network (East)
ENG119b 26/11/09 Woodlands Using ICT to support the Renewed Framework for Literacy in Year Five
ENG130e 27/11/09 Garstang Golf Club Literacy Subject Leader Network (North)
SEN150b 30/11/09 The Red Rose Hub Helping or Hovering? The effective use of TAs by Classteachers
ENG151a 04/12/09 Woodlands Moving to Learn - PE and Literacy
ENG138a 14/01/10 Woodlands Support for Writing: Moving through the Levels in Year 2
ENG142a 14/01/10 Woodlands Support for Writing: Moving through the Levels in Year 6
SCI117b 15/01/10 Woodlands Developing skills in Literacy through Science
ENG141a 15/01/10 Woodlands Support for Writing: Moving through the Levels in Year 5
ENG129a 20/01/10 Woodlands Year Six Literacy SATs Revision
ENG129b 20/01/10 Woodlands Year Six Literacy SATs Revision
ENG137a 21/01/10 Woodlands Support for Writing: Moving through the Levels in Year 1
ENG140a 22/01/10 Woodlands Support for Writing: Moving through the Levels in Year 4
ENG104a 27/01/10 The Red Rose Hub Guided Reading
ENG132a 28/01/10 Woodlands Support for Reading: Moving through the Levels in Year 2
Courses 09-10Autumn Term 2009
January 2010 - many more on our website!
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
* Teaching assistants half price when they attend with a teacher.
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If so, a part time work opportunity may be
available to you under the new One-to-One
Tuition initiative being launched by the DCSF
in September 2009. Primary and secondary
schools in your area will be looking to
appoint tutors to provide individual English
or maths tuition for pupils below age-range
expectations, for a minimum of 10 one hour
sessions per pupil.
A tutor employed to provide One-to-One
Tuition must have qualified teacher status
or be an FE or HE trained teacher with
appropriate subject qualifications. All tutors
must also hold a current and enhanced
Criminal Record Bureau Check.
The National Strategies and Lancashire
Authority are working together to create
a list of any members who are interested,
qualified and available to be involved in
One-to-One Tuition in their area. Lancashire
will offer you a full programme of training
and support both face to face and distance
learning. The suggested hourly rate for tutors
contracted to provide tuition is at least 25
per hour.
You can register at www.tda.gov.uk/
teachers/onetoonetuition.aspx and your
details will be sent to your local authority or
you can email one-to-one-tuition@lancashire.
gov.uk and we can send you a Lancashire
specific enrolment form.
We look forward to meeting you!
Hilary King
One-to-One Programme Co-ordinator
Lancashire County Council
Are you a Qualified Teacher?
One-to-One Tuition in Lancashire