The Lancashire School Effectiveness Service

Literacy Newsletter
Autumn 2009

“Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.”

Well...that went quickly, didn’t it! I expect many

of you have remarked that it doesn’t seem like
five minutes since the end of the summer term!
We hope that this, the Autumn issue of our
newsletter, helps you ease your way back into the
challenges of school life.
As always, we would really appreciate any
feedback or suggestions you may have. If you
would like to submit a book review for our regular
‘Have you Read’ section, or have a creative way
of teaching aspects of reading and writing – let us
know!
Unfortunately, we have to say some sad farewells
to three of our team members, Clare Cherry,
Jacqui Dunn and Caroline Garland. All three have
spent a very productive and successful year
as consultants and are now moving on to new
challenges.
Clare is leaving to offer her Early Years expertise
in a nursery setting. We know that she loves
teaching very young children and will be in her
element.
Jacqui has been ‘pinched’ by one of our
neighbouring authorities, Sefton, and will
continue her great support for schools there.
Caroline joined us as an established consultant
from East Sussex but is now returning to school
as an Associate Deputy Headteacher.
We would like to thank them for their great
contributions to the team and the schools that
they have supported whilst working with us. We
wish them the very best and hope for regular
reports about their new roles.
However, we are very lucky to have recruited
Janet Pay from Broughton-in-Amounderness
Primary School. We know that she is an excellent
classroom practitioner and will have a great deal
to offer both the team and the schools that she
will be supporting.
And it is with great pleasure that we are
welcoming Sarah Watson back to Lancashire. She
has spent the last two years as Regional Adviser
for the National Strategies and is now returning
as the Principal Consultant of the Literacy and
Maths teams. We have missed her greatly and
look forward to working with her once more.
Both Janet and Sarah will be joining the team
after the October half-term.
 Cover photo: Matti Mattila @ flickr.com
Contents The Lancashire School Effectiveness Service

Literacy Newsletter
Autumn 2009

• Where did we go wrong? KS2 writing results 2009

• ECaR, ECaW, ECaT and ECC “Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.”

Well...that went quickly, didn’t it! I expect many

• SEN updates of you have remarked that it doesn’t seem like
five minutes since the end of the summer term!
We hope that this, the Autumn issue of our
newsletter, helps you ease your way back into the
• Support for spelling challenges of school life.
As always, we would really appreciate any
feedback or suggestions you may have. If you
would like to submit a book review for our regular
• CLLD - APP and EYFSP in Key Stage 1 ‘Have you Read’ section, or have a creative way
of teaching aspects of reading and writing – let us
know!

• Identifying children for ELS support using FSP data Unfortunately, we have to say some sad farewells
to three of our team members, Clare Cherry,
Jacqui Dunn and Caroline Garland. All three have
spent a very productive and successful year
as consultants and are now moving on to new
• Have you read? challenges.
Clare is leaving to offer her Early Years expertise
in a nursery setting. We know that she loves
• Every Child a Reader (ECaR) teaching very young children and will be in her
element.
Jacqui has been ‘pinched’ by one of our
neighbouring authorities, Sefton, and will
• Love reading continue her great support for schools there.
Caroline joined us as an established consultant
from East Sussex but is now returning to school
• Boys’ writing projects as an Associate Deputy Headteacher.
We would like to thank them for their great
contributions to the team and the schools that
they have supported whilst working with us. We
• Journalistic writing - Apollo 13 wish them the very best and hope for regular
reports about their new roles.
However, we are very lucky to have recruited
• More able pupils’ writing project Janet Pay from Broughton-in-Amounderness
Primary School. We know that she is an excellent
classroom practitioner and will have a great deal
to offer both the team and the schools that she
will be supporting.
• Foundation stage CLL planning guidance And it is with great pleasure that we are
welcoming Sarah Watson back to Lancashire. She
has spent the last two years as Regional Adviser
• Write your own graphic text for the National Strategies and is now returning
as the Principal Consultant of the Literacy and
Maths teams. We have missed her greatly and
look forward to working with her once more.

• Writing at sentence level for EAL learners Both Janet and Sarah will be joining the team
after the October half-term.

• Autumn term twilight info - “Creative Comprehension”

We are unfortunately unable to provide additional copies of
• Learning excellence consultancy and courses this newsletter but you can download the file from our website
and, if you don’t have a colour printer, commercial printers
• One to one tuition flyer will be able to print any or all of the pages for you.

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, Nicola
Tomlinson, Anita Yearsley, Louise Young

CLLD Consultants Vanessa Andrews, Lesley Dodd

ECaR Consultants Shirley Gott, Jayne Nicholas

Administrative Staff Julia Page - Admin Manager, Alison Kenyon - Deputy

Admin Manager, Daniel Hayes - Admin Assistant,
Angela Jamieson - Admin Assistant, Lynn Smith -
Admin Assistant

You can contact us by…

Phone: 01257 516160

Fax: 01257 516103
E-Mail: english.literacy@lancashire.gov.uk
Website: www.lancsngfl.ac.uk/nationalstrategy/literacy
Post: LPDS Centre, Southport Road, Chorley, PR7 1NG
Where did we
go wrong? KS2
Writing Results
2009
A higher than average number of schools in Lancashire,
and also across the country, have reported disappointing
writing results at Key Stage Two this summer. Once
clerical errors and ‘dodgy marking’ have been eliminated
as causes, schools are often left feeling where did
we go wrong? Having supported many schools in
scrutinising their scripts at the end of the summer term,
the Lancashire Literacy Consultants made a number of
observations. A large number of scripts demonstrated
a heavy reliance on rather technical and formulaic
approaches to writing which are promoted by some high
profile commercially produced schemes. If writing results
at your school were lower than expected, it may be useful
to analyse your scripts asking the following questions.
• Have pupils paid sufficient attention to the content
or ‘text message’? Pupils’ first consideration must be
‘what am I trying to say about… (these trainers/this
busy place)?’
• Have pupils thought about the audience and purpose
for the writing as stated in the task? In many scripts
seen, pupils had become distracted by trying to
impress markers with their attempted use of highly
sophisticated sentence structures, connectives and
vocabulary. This seems to be particularly evident in
writing from more able girls.
• Have pupils used complex sentences appropriately?
Whilst variety in sentence construction is desirable,
overuse of complex sentences with a range of
openers will negatively affect the general flow of the
writing. Writing becomes disjointed and, as ideas
within paragraphs remain underdeveloped, this has a
negative affect on the text structure and organisation
mark.
• Are sentence openers matched to text type, purpose
and audience? Contrived or inappropriate openers
should be avoided. In one example taken from the
longer task - a non chronological report - one pupil
had written Bouncing high, I bounced up into the
clouds. In this example and several similar ones seen,
there is a definite sense of the pupil’s aim being to
include a sentence with an ‘ing’ opener rather than to
communicate meaning appropriately.
• Has vocabulary been selected according to text
type, purpose and audience? The use of ambitious
vocabulary should be encouraged but always with
understanding of meaning.
• Was punctuation selected to match text type, purpose
and audience? In many instances, there was an
apparent preoccupation with demonstrating the ability
to use a range of punctuation and this was ultimately
detrimental 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 texts…
• See the Talk for Writing materials for ways to
develop effective approaches to the teaching of
writing (Ref:00761-2008DVD-EN)
• Use the Text Types Guidance from Support for
Writing when planning to inform the appropriate
use of vocabulary, sentence types and connectives.
This is a web based resource which forms part of the
Primary Framework for Literacy.
• See Steps in Learning –including the classroom
examples -also from the Support for Writing
materials. These support the teaching of specific
writing skills and, more importantly, the application
of these in context.
• Promote explicit discussion of purpose and audience
when reading and writing texts and return to it when
evaluating writing.
• Ensure the explicit teaching of writing through
regular and frequent shared writing, including teacher
demonstration. This continues to be one of the most
powerful ways of teaching writing.
Finally…
• First and foremost, writing is about communicating
ideas. Developing
writing skills is
essential if young
writers are to do
this effectively.
Successful,
creative and
enthusiastic
young writers
have been taught
not only the skills
but also how to
use them to create
desired effects.
ECaR, ECaW, ECaT,
ECC...E-by-gum!
Many schools in making two levels progress across the key stage. Aimed
at Year 3 and Year 4 classes, ECaW provides a three tier
Lancashire are becoming model for all children; improving quality first teaching for
the whole class, improving guided writing to meet group
involved in one or more needs and one-to one tuition for those children who
need it most. Leading teachers work in collaboration
of these programmes, with class teachers in Years 3 and 4 and draw on the
which form part of the range of writing related materials including APP, Support
for Writing and Talk for Writing.
Every Child Matters and
ECC – Every Child
personalisation agendas. If Counts
your mind is spinning with Lancashire is working in
these acronyms, we hope collaboration with the National Strategies, DCSF, Every
Child a Chance Trust and Edge Hill University to develop
the summary below will a successful approach for intensive early numeracy

help. intervention, the Numbers Count programme. The aim

is to enable the lowest attaining pupils to make greater
progress towards expected levels of attainment in
ECaR – Every Child a
mathematics by the end of Key Stage 1.
Reader
ECaT – Every Child a Talker
Every Child a Reader is
part of the government’s Early Reading Strategy. The
Lancashire was not selected as
purpose of the programme is to ensure that, where
one of the first fifty one local
possible, every child reaches the reading standards
authorities around the country to
expected of them by the age of seven. Lancashire has
take part in Every Child a Talker
two Teacher Leaders who have just completed a year of
but, as you may have heard of it
intensive training and will work in our two ECAR training
and as we look likely to become more involved in the
centres in Preston and Burnley. Beginning in September,
future, we thought it would be useful to include a brief
they will train a teacher from each ECaR school in
overview here.
the effective use of Reading Recovery. The Reading
Recovery teacher in each school will become a key
Every Child a Talker is a programme which focuses
player in raising standards – not only through the work
on a national priority: strengthening children’s early
with individual pupils but also contributing to school
language development. ECaT is designed to help early
improvement by developing their expertise to become
years practitioners create a developmentally appropriate,
the leading reading practitioner within the school.
supportive and stimulating environment in which
children can enjoy experimenting with and learning
ECaW – Every Child a
language. It can be implemented whether children are in
Writer
Early Years settings, with a childminder or at home with
their parents. Through everyday, fun and interesting
The Every Child a Writer
activities which reflect children’s interests, ECaT will
programme is designed to
encourage early language development right from the
ensure faster progress at the
outset, extending children’s vocabulary and helping
beginning of Key Stage 2, with
them build sentences so that before they start school,
expectations of securing level 3 by the end of Year 4 and
children are confident and skilled communicators.
 SEN Updates
Acceleread, Accelewrite
Do 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 educational needs and
experience of using the programme with a child. their parents, teachers and
See www.learningexcellence.net for details of
available training sessions.
Write Away Together
Write 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 support
and embeds strategies that will improve
children’s 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 qualified
trainer 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 activities
for children with special
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 mainstream
schools 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.
Support for Spelling
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 pupils’
spelling vocabulary by introducing patterns or
conventions and continually practising those already
introduced. Experience has confirmed that short, lively,
focused sessions are more enjoyable and effective than
an occasional skills session. Spelling strategies need to be
taught explicitly and applied to high-frequency words, in delivering these teachers continue to use the teaching
cross-curricular words and individual pupil’s words. sequence promoted through Letters and Sounds with
Proofreading should be taught during shared and some further depth.
guided writing sessions and links should be made to the
teaching of handwriting. • Revisit, explain, use
• Teach, model, define
The implications for teachers of spelling may seem • Practise, explore, investigate
daunting but 85% of the English spelling system is • Apply, assess, reflect
predictable. The keys to supporting our pupils to become
confident spellers lie in teaching the strategies, rules The appendices contain support for knowledge of the
and conventions systematically and explicitly, and spelling system, guidance in learning and practising
helping pupils recognise which strategies they can spelling as an alternative to word lists (an ineffective
use to improve their own spelling. A balanced spelling method of learning), application of spelling in writing,
programme includes five main components: guidance for parents and high frequency word lists.
Recommendations for parents and homework are
• understanding the principles underpinning now to focus on investigations and the process of
word construction (phonemic, morphemic and learning how to spell using knowledge and strategies.
etymological); Reproducing Appendix four and personalising it for your
• recognising how (and how far) these principles apply school in an information leaflet for parents could be a
to each word, in order to learn to spell words; way to promote positive support at home and help them
• practising and assessing spelling; adjust away from the culture of word lists we are so used
• applying spelling strategies and proofreading; to.
• building pupils’ self-images as spellers
Overview of spelling objectives
00171-2009DOM-EN

Support for Spelling

The Support for Spelling materials fit snugly in to Phase Objectives for Years 2 to 6

6 in Year 2. It is important to continue to focus on Phase Year 2

To secure the reading and
Year 3
To consolidate knowledge
Year 4
To distinguish between the
Year 5
To spell unstressed vowels in
Year 6
To embed the use of
6 at the same time to ensure pupils are secure at Phase spelling of words containing
different spellings for
of adding suffixes and to
investigate the conventions
spelling and meaning of
homophones
polysyllabic words
To spell words with common
independent spelling strategies
for spelling unfamiliar words

5 and their knowledge and understanding is embedded phonemes

To understand and begin
related to the spelling
pattern -le
To investigate, collect and
classify spelling patterns related
letter strings and different
pronunciations
To investigate the meaning and
spelling of connectives (e.g.

and automatic in their reading and writing. Recapping

to learn the conventions for To spell regular verb endings to the formation of plurals furthermore, nevertheless)
adding the suffix -ed for past and to learn irregular tense
tense and -ing for present tense changes (e.g. go/went)

skills from all phases is essential. To split compound words into

their component parts and
use this knowledge to support
spelling
To know what happens to the
spelling of nouns when s is
added
To understand how words
To investigate and learn to
spell words with common
letter strings
To understand how suffixes
To explore the spelling
patterns of consonants and to
To revise and extend work on
spelling patterns, including
formulate rules unstressed vowels in
polysyllabic words
To explore less common prefixes

In the materials there is a suggested timetable of To learn how to add common

inflections (suffixes) to words
teaching five discrete fifteen minute sessions over two To add common prefixes to root
weeks. This reflects the short focused sessions delivered words and to understand how
they change meaning
change when the suffixes are
added
To embed the correct use and
spelling of pronouns (n.b.
phonemic and morphological)
change the function of words
To understand the use of the
apostrophe in contracted forms
of words
and suffixes
To investigate and learn spelling
rules for adding suffixes to words
ending in e or words ending in
To use what is known about
prefixes and suffixes to
transform words (e.g. negation,
tense, word class)
To spell unfamiliar words by
using what is known of word
families and spelling patterns

discretely in Early Years and Key Stage 1. Objectives are

-y and words containing ie
To discriminate syllables in To develop knowledge of To revise and investigate links To revise and use word roots,
© Crown copyright 2009

multisyllabic words as an aid prefixes to generate new words between meaning and spelling To identify word roots, prefixes and suffixes as a
to spelling from root words when using affixes derivations and spelling patterns support for spelling
laid out for each year group by term and suggestions for as a support for spelling

Key:
teaching and activities detailed. It is recommended that Objectives in red are phonemic or phonological
Objectives in blue are morphological
 Communication Language and
Literacy Development
APP and EYFSP in Key Stage 1 - Identifying the next steps in learning

The National Strategy defines the EYFSP and of contexts

APP in the following terms… in relation
to nationally
EYFSP – “summarises children’s achievement in agreed
the Early Years Foundation Stage and is critical to criteria.”
establishing a sound foundation for learning across Whilst both
the curriculum as children move into KS1.” are similar in
principle and
It… practice, the
two cannot
• summarises children’s achievement in the Early be compared
Years Foundation Stage directly.
• establishes a sound foundation for learning
• provides Year 1 teachers with information We should
enabling them to identify strengths and areas however
for development exercise
• helps practitioners/teachers plan relevant professional judgement to ensure that each child is
and challenging learning opportunities and supported well.
experiences.
A reminder for Year 1 teachers…
APP – “is designed to assess children’s achievement
in reading, writing and mathematics”. • continue to use the EYFS Profile as an
assessment tool for children where this is
It… considered to be appropriate. This will be
• assesses achievement in reading, writing and particularly the case for children who have not
mathematics obtained any or most of the Early Learning
• is a matter for professional judgement and the Goals (ELG) – scale points 4-8 – in a particular
teacher's knowledge of the child in terms of the EYFS Profile scale.
point at which teachers/practitioners begin to • children with identified special educational
use APP. needs who are likely to be working below level
1 at the end of the key stage should be assessed
It reports that “the principles and practice(s) of in relation to the P Scales.
the two approaches are similar and consistent.
Both assessments focus on practitioners/teachers Bridging the gap between the end of the EYFSP and
reviewing a range of evidence of children's the transition into Key Stage 1 is crucial to ensure
knowledge, skills and understanding in a variety gaps in learning are covered and not omitted.
Reception
and Year 1
Teachers
Identifying children for ELS
Support using the Foundation
Stage Profile data
Reception and Year 1 teachers
should now be working closely to
identify children who are falling
below expectations so that their
next steps in learning can be
identified.
The outcomes of the Foundation Stage Profile can be
used to respond to individual children’s needs and it
is 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 of
information collected at any time during a child’s school
career.
Most children entering Year 1 are likely to be working
within the Early Learning Goals, achieving between 78
and 117 scale points across all the 13 scales. Children
who achieve a scale score of six points or more per scale
are deemed to have reached a good level of development
and may be regarded as having appropriate preparation
for learning in Key Stage 1.
Children who have achieved an average score of between
52 and 65 points (or an average of 4 to 5 points in all
13 scales) are working below the minimum expected
range of 78 to 117 points and may find learning in Key
Stage 1 challenging.
Where children have achieved fewer than 52 scale points
over 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 class’s 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 attainment
is 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 can
be 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.
 ELS Screening Grid
Significant Missing Scale Points
FSP Data Drill
Name of Read- Read-
child LCT LCT LCT LSL LSL LSL LSL LSL Writing Writing Writing Writing
ing ing PD5 CD6
SP6 SP7 SP8 SP4 SP5 SP6 SP7 SP8 SP4 SP5 SP7 SP8
SP3 SP6

W4: Writes own name and other words

and control, showing awareness of the

tively to form recognisable letters, most

and clarify thinking, ideas, feelings and

LSL5: Hears and says sounds in words.

LCT6: Interacts with others in a variety

PD5: Demonstrates fine motor control

common words and simple sentences
LSL7: Uses phonic knowledge to read

LSL8: Attempts to read more complex

LCT7: Uses talk to organise, sequence

and sounding letters of the alphabet.

W7: Uses phonic knowledge to write

repeated sounds and sound patterns

simple regular words and make pho-
LCT8: Speaks clearly with confidence

LSL4: Links sounds to letters, naming

sounds can be changed. Recognises

R3: Recognises a few familiar words.
events, exploring the meanings and

W5: Holds a pencil and uses it effec-

CD6: Recognises and explores how

simple sentences, sometimes using
of contexts, negotiating plans and

and matches movement to music.

R6: Reads a range of familiar and
words, using phonic knowledge.

W8: Begins to form captions and

of which are correctly formed.
LSL6: Blends sounds in words.
sounds of new words.

simple regular words.

activities and taking

and coordination.
netically plausible
independently.

from memory.

punctuation.
listener.

Used with kind permission from Leanne Finch from St Philip’s Primary School in Nelson (you can download this table in word format from our website).

Deep drilling steps is summer born. Observe the child closely over
the autumn term and consider entry in spring if
necessary.
Step 1 - Identify children with fewer than 78 points but • Consider other activities that could be carried out,
more than 50. e.g. Physical Development SP5 and CLLD SP5 are
skills that could be secured by ensuring that there
Step 2 - Drill through the children’s data to identify the are specific activities available to build fine motor
missing scale points, focusing particularly on: skills. The16 week ELS Programme would not be
appropriate in this case, unless other significant
PSED writing scale points were also missing.
• Dispositions and Attitude
• Emotional Development It would also be useful to look at the CLLD, PD and CD
• Social Development scores of some children with high overall scores (78+) –
they may well have important areas of CLLD and linked
CLLD areas of learning missing and could benefit from ELS
• Language for Communication and Thinking support.
• Linking Sounds and Letters
• Reading The ELS Programme will enable children to continue
• Writing their learning journey through a structured programme
designed to bring them into line with their Year 1 peers
Physical Development by the end of the spring term.
Creative Development
Further information can be found in ‘Early Literacy
Step 3 - Identify where there are significant gaps in Support, Materials for teachers working in partnership
each of these areas of learning. Use the summary grid with teaching assistants.’
provided to note the missing scale points. DCSF Publications
Please quote ref: 00767-2007BKT-EN
Step 4 - Fine Tune Telephone 0845 60 555 60

• Check birth dates and consider whether the gaps You can also download this publication at www.
are of a developmental nature because the child standards.dcsf.gov.uk.
Tuesday by David mean spirited
relatives, the

Wiesner Carters, and their

spiteful twin
daughters. This
provides a great
deal of scope to
explore, with
the children,
attitudes to other
cultures and also
themes such as
acceptance and
trust.

This is a surreal picture book with only one
or two indicators of time to carry the ‘story’
forward.
The characters
within the story
have real appeal,
from the stern and mysterious governess, Miss
Minton, to Finn, a half-English, half-Indian
boy, 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.

The ‘story’ is a wordless fantasy of flying frogs An intricate, cleverly paced plot, with plenty of
and what they get up to after dark on one clues for children along the way, makes this a
particular Tuesday. This book provides so real page-turner.
much scope for discussion about what is really
going on, what might happen and for creating
your own story around the illustrations. These

HAVE YOU
are amazing and carry the story along in a
humorous and unexpected way. For the adults
sharing this book with children, there are visual
jokes and references to films on some of the
pages. A book to return to, over and over again.

Journey to the River The Incredible Book

Sea by Eva Ibbotson Eating Boy by Oliver
Journey to the River Sea is an exciting adventure Jeffers
story which will appeal to many older pupils
in primary school. Set at the turn of the 20th A cartoony style
century, it is reminiscent of children’s classics illustrated and written
The Secret Garden and A Little Princess. The book which tells the
thrilling story-line follows the journey of Maia, story of a boy who
an orphaned London schoolgirl, and her gains huge amounts
formidable governess as they travel to Brazil. of knowledge by
Leaving the comfort of her boarding school, literally eating books!
Maia sets off to start a new life with distant I can see this book
relatives who live on the banks of the River generating all sorts
Amazon. She is captivated by the exotic world of flights of fancy in
she discovers there – a view not shared by her young primary aged
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
don’t turn out quite as expected…
The Troll by Julia
Donaldson and David
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.

Roberts Gorilla by Anthony

This is a brand
new gem from
the author of The
Browne
Gruffalo. It contains
two, apparently
unrelated, but
cleverly interwoven,
tales. One is the
story 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.

U READ?
This is a wonderfully inventive story about a
little girl whose father doesn’t 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

The Village by the Sea that the gorilla she’s been given is just a toy.

Later that night something extraordinary

by Anita happens; the toy turns into a real gorilla, puts on
her father's hat and coat and takes her off for a
Desai magical visit to the zoo…

A family’s fight for The illustrations, many of which are visual jokes,
survival becomes are both detailed and colourful and children
inextricably absolutely delight in them.
linked with the
planned industrial Published in1983, the story could have been
development of the written yesterday! The illustrations are fresh and
locality. The children contemporary. The story line is as relevant for
of the family children today as it was over twenty years ago!
struggle to survive
in a small fishing The book is a good choice for guided reading
sessions with Y3 and Y4 children. I have also
 weren’t reading, you wondered what all the
HAVE YOU READ? characters were up to in your absence.

used it with fluent Y2 readers. It can generate
useful discussions relating to Hanna’s feelings
and to the attitude of her father. The children
also love to discuss the meaning and the impact
of the visual jokes. They are always interested,
after the session, to look for other Anthony
Browne books in the school library!
“The Iron Way” Gillian
When you were very little and someone read to
you, you didn’t 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 signed
by an adult. Cross examination of plot, setting,
character motives and answers had to be
accompanied with a justification.

Cross Being asked to read out loud in class and

stumbling through with no understanding at all.
This is an early book If you are interested in helping children to find
written by Gillian their own unique passion for reading, then you
Cross (of The Demon must read this book. Reading for pleasure, and
Headmaster series) in the development of comprehension are not
1979. It tells of how mutually exclusive.
the building of the
railways in Victorian
times affected the local
Way Home by Libby
villagers when the army
of navvies set up their Hathorn and Gregory
camp nearby. There
are some historically Rogers
based descriptions of
the building of the railway but is predominately There is a growing
a book which shows the development of the appreciation of the
characters of twelve year old Jem and his older importance and
sister Kate and how they deal with life’s ups and impact that picture
downs. A book which, I think, would be a good books and graphic
class read to older primary pupils. novels can have
upon children’s
engagement and
The Rights of the understanding of
what they read.
Reader by Daniel This is another
wonderful example
Pennac (Translated from the French) of a powerful
collaboration between author and illustrator.
Do you remember A young boy is wandering the night time streets
being told TO STOP of a big city when he rescues a stray cat. He talks
READING as a child? to the cat as he wends his way ‘home’, avoiding
‘It’ll ruin your eyes!’ the many dangers that a city presents after dark.
‘Go and get some
fresh air’. And when This book offers endless scope for discussion
your light was turned about the boy’s situation and how he came to
off, snuggling under be there. It is written in the present tense which
the bedclothes with gives the story pace, tension and immediacy.
a torch? Reading The ending presents a twist which will fuel ‘Book
was mysterious and Talk’ for days to come. A great read for upper
secret and when you KS2.
 Every Child a Reader
(ECaR) in Lancashire
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 at
two 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 further
opportunities for training.
For more information see the
Every Child a Reader Newsletter
which can be downloaded
from http://nationalstrategies.
standards.dcsf.gov.uk or from
our website.
Love Reading!
A cluster of schools in Boys’ reading

Preston has been working, As most of the reluctant

readers identified were
with consultant support, on boys, schools on the
improving standards in reading reading project focussed
on encouraging boys to
by developing rich reading read by providing boy-

cultures in their schools to friendly reading material such as comics, magazines,

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
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

generate a wealth of evidence Teachers were asked to be

role models promoting a love
to inform APP judgements. of reading by bringing in their
favourite books and talking
Some of the practical ideas shared and successfully to children about their own
trialled were: reading preferences. Assemblies
celebrating reading were held
The Reading Environment and favourite reads of both
children and staff were shared.
Creating
enthusiasm Involving parents
for reading by
developing Consideration was given to how schools could involve
the reading parents more. Ideas included reserving an area of the
environment was a library for parents and allowing them to borrow books
key element of the from the school library. One idea was to have a “Richard
project. The schools and Judy” book club enabling parents to borrow the
created all kinds of latest titles recommended on daytime TV! Another
wonderful places idea was to provide a “bedtime reading book” box in
in which children the school entrance area so that parents could borrow
could read. These children’s bedtime reading books in order to encourage
included reading gardens, reading corners and reading parents to read to children more frequently.
tents - and even a reading beach inside the classroom! Book Fairs were booked to coincide with parents’
(Oooh! All that sand!) evenings and stalls selling / lending books could be set
up on Sports Days and at decide what is to be
Spring / Summer Fairs. achieved by pairing
A further idea which was children. It might be to
shared was to ask a parent improve decoding and
who could inspire and fluency for younger /
relate to other parents to less confident readers, to
take on the role of family develop enthusiasm for
reading ambassador. The reading or to develop
reading ambassador could comprehension skills.
come in during a school Once the focus of the
event to talk to families buddying programme is decided, then teachers can
about the importance of reading in the home, or simply decide how they will pair children; e.g. older children
visit classes to talk to provide a reading role model for with younger children/ less confident readers paired
children with more confident readers/ pairing children with
similar reading interests. Time needs to be invested
Families could also be encouraged to attend breakfast in training the buddies before they begin, and
clubs as part of the Extended Schools agenda, during consideration needs to be given to timetabling a regular
which they could read or discuss books in an informal slot for reading buddies.
setting.
Celebratory events
Parents were encouraged to contribute to displays
celebrating reading. Photographs of mums and A range of celebratory
dads reading could be displayed in order to provide events were held in the
enthusiastic reader role models. Parents could also be participating schools
asked to design their own page of a recipe book, which including a bedtime reading
once compiled could be distributed to all parents or sold event where staff and
to raise funds for the school library. children came to school in
pyjamas and had stories
Most schools offer parent workshops helping parents to read to them!
support their children in learning to read. When running
these workshops, it is useful to teach parents how to Here is a list of national events and useful websites to
read a picture, displaying a picture and asking them to use in your quest to create a school full of children who
imagine what the relationship is between the people in read widely for pleasure:
it, what happened before the picture was taken, what • National Children's Book Week (first full week of
will happen afterwards and what is being discussed. October) www.booktrust.org.uk.
This is a good icebreaker activity and will help parents to • National Storytelling Week (end of January -
understand the value of a picture book for children and beginning of February). A list of storytellers is
how it helps to develop their imagination, language and available from Reading Is Fundamental, UK project
powers of prediction. zone at www.rif.org.uk
• World Book Day www.worldbookday.com.
When encouraging parental involvement, it is important • www.readingconnects.org.uk
to demystify the jargon so that all parents understand • www.teachernet.gov.uk/teachingandlearning/
and feel that they have something to offer. resourcematerials/schoollibraries
• www.lancashire.gov.uk/libraries/services/schools
Reading buddies • www.literacytrust.org.uk

Some schools tried reading buddies. It is important to This report can be downloaded in full from our website.
 Year 6 Boys’ Writing Project
For the last five years, Lancashire has run an exciting and
successful Boys’ Writing project. The gap between boys’ and
girls’ writing continues to be an issue both nationally and in
this county. Each year, teachers working with the Lancashire
Literacy team have trialled techniques and strategies that
were designed to appeal to boys’ preferred learning styles.
This was the main focus of the projects. However, it has also
been important to appeal to boys’ interests as well, and the
themes each year have been chosen with this in mind.

This year we have implemented

another successful project aimed
at teachers and boys in Year 6.
The project this year built upon
the success of Superheroes and
Earthlings with an additional
unit based on Edgar Mariott’s
monologue, The Lion and Albert. (The teaching sequence for this can be
found in the Summer 2009 edition of our newsletter). A useful website
for 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 range

of creative reading techniques, drama and speaking and listening
leading to short writing opportunities and writing outcomes, provided a
successful and exciting approach to revision of all the text types. Some
writing examples included were:

• Diaries in role as main and minor characters

• Letters of complaint from Mr and Mrs Ramsbottom to the Zoo
• Letters of complaint to a solicitor
• Letters to a problem page and their replies
• Accident book report
• Sequel to the narrative
• Newspaper report
• Explanation of how Albert was eaten by Wallace, the lion
• Persuasive leaflets/posters to visit Blackpool
Zoo
• Discussion for/against why Albert should have
been eaten
• New verse for the poem
• Playscript

Initial findings indicate that 70% of the boys

tracked in the project have made two sub levels
progress or more, and 33% have made three sub
levels progress or more in writing. The impact on
reading has also been successful with 58% making
two sub levels progress or more, and 21% three sub
levels progress or more. Superheroes at Helmshore Primary School
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Early Years Boys’ Literacy Project

Once again, the Early Years Boys’ Project has been
a resounding success. The samples of writing, and
assessments made, at the beginning and end of the project
show that children have made great progress over the seven
months.

Below are some examples of the feedback received from

teachers at the end the project.

• No moans when it is time to write because the boys are better equipped to write due to all the
small world play, drama and speaking and listening activities.
• The boys are now using writing, not doing writing.
• I’m much more focused on making it exciting – no more boring sentences!
• I’ve seen an increased confidence in their ability – they know
they are writers.
• The boys loved the active work and took ownership of what
they wanted to write about.
• They’ve lost the fear of writing.
• I have given myself permission to have fun again!
• We have started to share and cascade principles and ideas
throughout 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 can
download the full report on the Lancashire Literacy website
www.lancsngfl.ac.uk/nationalstrategy/literacy.
Boys’ Writing - Apollo 13
Linked to Unit 2 Non-Fiction Writing – Journalistic Writing
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 teach
comprise 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
in 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 children’s interest, and to ensure
that they had a clear understanding of exactly what
Journalistic 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.
Once we had provided them with the opportunity
to look at a variety of articles, we then wanted the
children to have a secure understanding of the
features of a journalistic piece of writing, so using the
Newsround site and other examples of newspaper
reports; we planned a series of 3-4 lessons that
focused on identifying the features. We watched the
daily Newsround Bulletins and looked at the structure
and organisation of the report. We then provided the
children with the chance to re-tell a particular news
story and recorded the story for them to playback and
listen to. Finally, in preparation for our introduction of
the Apollo 13 mission, we studied a series of written
reports in detail and produced a class checklist of
features. 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
the film clips of Apollo 13. We started off the unit
by discussing the issues
around the moon
landing and the fact
that the American Space
Programmes had started
to be questioned with
regard to the amount
of money that had been
spent. On the first day,
we showed a selection
of small clips from the
film leading up to the
launch into Space as
we wanted to immerse
the children into the
story and to empathise
with the characters.
Showing short clips of
the film also captivated
the children and made
them eager to find out
more. We showed the
opening of the film
where Jim Lovell is
looking at the moon
and contemplating
his mission. We also
showed the clips in
the film where one of
the key members of the crew is replaced at the last
minute due to the fear of impending illness. We spent
a long time talking about the feelings of the crew at
this point and how they would all feel having a new
crew member at this stage. This was fantastic for the
boys as they really empathised with the characters
and had a fantastic understanding of their feelings.
At the end of the first day, we showed the astronauts
launching 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
several times, spending time on ‘think, say feel
activities’ 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
Journalist’s 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 the
Apollo 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 life
news 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 news
programme. 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 couldn’t 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. When
the astronauts made it back to Earth, the children
burst into spontaneous applause – it was brilliant!!
We can’t 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.
 More More Able Pupils’
Able Pupils’
Writing Project Writing Project
Moving children from level 3 to level 5
This year we have continued in Lancashire to focus guided reading and writing tasks in the Y5 setting.
on improving writing. The Level 3 to Level 5 project
was trialled with a small group of schools through the This project involved a
Spring and Summer Term. Primary Strategy Advisers small group of selected
Angela Molyneux and Linda Percival, Janet Gaskell, AGT schools from the North,
adviser and Jacqui Dunn, Literacy Consultant headed South and East. Y5
the project. Many thanks to the teachers and children teachers were expected
involved. to work together with
the support of a Leading
The aim of this project was to develop a greater Literacy Teacher and
awareness of the needs of the more able child and Consultant, delivering
therefore meet their needs through quality first teaching. a provided unit of work
Teachers considered how to challenge and stimulate and then evaluating the
the MA learner in Literacy lessons through appropriate impact on writing standards.

During our first project

Comments:
meeting all participants
“The range of resources and their quality has were given an insight
been an important factor in stimulating the chil-
into the A, G and T child,
dren into writing. Even my less eager boys have
produced more than expected and to a higher trained on the use of APP
quality.” materials and provided

“The biggest change for me is I have a clearer with a Y5 unit of work

idea of how to get children to that level 5.” ‘Persuasion’ to deliver

“ The focus children really excelled and enjoyed back in school with their
the extension work they were given”. class. The unit of work
was based on Persuasive
“Beginning the topic using a clip from a movie
trailer was fantastic and immediately grabbed unit and was supported by film trailers, TV advertisement
the children’s attention”. clips, some materials linked to FLS, web pages and

This project has generated lots of interest and fliers on activities such as zorbing! Children evaluated
we hope to continue running it next year. persuasive texts during guided reading sessions and
Look out for further details on our website.
produced leaflets, persuasive powerpoints and letters.
 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

Related profile
Objective Framework Strand Overview
scale points
Language for Communication
• Have confidence to speak to others. 1. Speaking 2, 6 2, 8
• Initiate conversation, attend to and take account of 1. Speaking 6 6, 8, 7
what others say.
• Extend vocabulary, especially by grouping and 1. Speaking 3 7
naming.
• Begin to use vocabulary and forms of speech that are 2. Listening and 3 7
influenced by their experience of books. responding
• Begin to link statements and stick to a main theme or 7. Understanding and 7 3, 6, 7
intention. interpreting texts
• Begin to develop a simple story, explanation or line of 1. Speaking 7, 1
questioning.

There was an emphasis on quality guided reading and Standards, developing comprehension skills through
writing activities throughout the unit to challenge the Blooms Taxonomy and using picture books to engage
more able pupil. MA learners. Participating teachers were asked to
evaluate the impact this project had on writing not just
This project involved developing for more able pupils but the whole class. Did perceptions
professional dialogue, an of writing change? Were standards raised across the
opportunity to share experiences class? Did boys and girls enjoy using the resources?
and build on good practice.
Meetings took place to consider
Thank you to the following teachers and
issues arising in the classroom schools for taking part...
setting and to plan a follow up unit of work. LLTs
Janet Gough at Cockerham Parochial
supported teachers by observing guided sessions and Daniel Wood at Overton St Helen's
providing feedback or through meetings re planning Sandra Smith at Whitefield, Burnley
Joanne Duckworth at Chorley St Peter's
units of work. Catherine Southworth at Chorley St Gregory's
Melanie Clarke at Brookside, Clitheroe
Judith Shaw at Christ Church, Colne
Follow up training was provided on Classroom Quality
 Write Your Own Graphic Text.
In the last newsletter, we reviewed two
graphic novels by Neil Gaiman and Dave
McKean. 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. “The Day I Swapped my Dad for
Two Goldfish” by Neil Gaiman and Dave McKean

Strand 12 of the Literacy Framework states:

“Select from a wide range of ICT programs

to present text effectively and communicate
information and ideas.”

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.

• Tear pictures from magazines and

paste them into a themed collage.
• Draw the characters, cut them out and
Let’s explore
upstairs 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
 Here are some simple examples; using a mixture of manipulated
... photographs, paintings, clip art and drawings. You don’t need to
be an ICT whizz to do any of these!

The little elf trudged across hill and dale with

the bag of gold. If only he could find a rain-
bow’s end so that he could bury his heavy load.

When I applied
for the job of putting
pots of gold at the end of
rainbows, I had no idea
how hard it would be!

Take a photo and upload Manipulate to create the Add clipart Insert text boxes and
to the computer effect you want speech bubbles with text.

Once upon a long, long time ago, in a land

over the hills and far away, there lived an
elf. He had lived all alone for a hundred and
four years since a wickedy witch had cast
a spell on him - a spell to make him the
smelliest elf in the whole world.

He lived all alone because he had been banished!

• Find and print a photograph of the • Find a picture that fits the text; or
sky. ask the children to draw their own.
• Paint a landscape or scene and cut out • Insert or scan the picture into a
when dry. word document on the computer.
• Paste onto the sky photo. Paste any • Present the narrative in a text box
other pictures or characters on top. and dialogue in speech bubbles.
• Scan and insert into a Word • Alter the fonts to represent
document. different speakers.
• Insert clip art, text boxes and the text.

Send in your stories to us at literacyconsultants@lancashire.gov.uk

and we will post them on our website. Good luck!
 Writing at Sentence Level for EAL Learners
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.
Passive voice
Verbs Phrasal verbs
Modal verbs
Past tense
Subject-verb agreement
Prepositions
Adverbials
Determiners
Noun phrases
Pronouns
Sentence level work requires focused and explicit
teaching. It is important that this teaching is grounded
in exploration and investigation of written texts, applied
in shared writing and supported in guided work (guided
talk 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
feel to a piece of writing. Because they can be placed
in 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 adverbials
than 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.
when? where? why? how?
Comparison
• 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 oral
and 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.
First Next After that Soon afterwards Finally
• 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.
 Lancashire Leading
Literacy Teachers Present...

Creative Comprehension
“Interactive and collaborative approaches to developing
reading comprehension”

There will be 25
twilights happening
in schools across the
county. Please look out
for your flyer.

Aims of the course:

• To provide practical ideas

and strategies to engage
pupils with texts
• To exemplify use of ‘Book
Talk’
Who should attend?

• Teachers, Subject Leaders,

Teaching Assistants
How can the literacy team support your
professional development?
We are able to support professional development in a variety of ways:

Marketed Consultancies:

We are able to provide consultancies for individual teachers, schools or local networks which can
be tailor made to suit your needs. These can take place during the school day, after school or during
INSET days. 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 Use of whiteboard software Teacher Adviser for ICT
2 hours Textease
Espresso
Full staff meeting Downloading and using images Teacher Adviser for ICT
2 hours Downloading and using sounds
Downloading and using video
Photostory
Full staff meeting Using the above ICT techniques Literacy Consultant
2 hours to support the development of
Literacy Skills

Why not ring Helen Atkinson or Anita Yearsley on 01257 516160 or 01257 516100 to discuss your
needs?

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.
Courses 09-10
Autumn Term 2009
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 Three
ENG109b 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
* Teaching assistants half price when they attend with a teacher.
January 2010 - many more on our website!
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

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
Are you a Qualified Teacher?
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