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Book
of
Literacy
Essentials
An Introduction to
Literacy in Primary
Schools
Introduction ……………………………………………................................ 2
Reading ……………………………………………........................................ 7
Reading-Aloud …………………………………………………………………… 10
Writing ……………………………………………........................................ 12
Planning …………………………………………………………………………….. 19
Notes …………………………………………………………………………………. 22
1
Introduction
Before becoming swamped beneath the plethora of resources and
guidelines for teaching literacy, take time to stand back and consider
what it is for.
But writing is also an art form. As the essential skills are being
mastered they can be applied to create interesting, engaging and
powerful texts that communicate information, ideas, imagery and
emotions to the reader. The teaching of literacy therefore, extends
beyond the teaching of reading and writing skills into the creative
application of these skills in writing for a range of purposes and
audiences. And in reading, it is about engaging and immersing the
reader in a wide range of high quality texts to be informed,
entertained, make sense of themselves and the world around them and
appreciate the writer’s craft.
Speaking, Listening, Reading and Writing skills are taught and developed
in the context of the unit theme and practised and applied to the unit
outcome and across the curriculum.
The Literacy Skills taught in Primary Schools are organised into twelve
strands:
1. Speaking
2. Listening
3. Group discussion and interaction
4. Drama
5. Phonics
6. Spelling
7. Understanding and interpreting texts
8. Engaging with and responding to texts
9. Creating and shaping texts
10. Text structure and organisation
11. Sentence structure and punctuation
12. Presentation
Each stage of the teaching sequence is called a Phase. Each phase informs
and leads to the next.
Although there are some units which do not follow the teaching sequence
outlined on the facing page, the usual pattern is as follows:
3
The Teaching Sequence
http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryfram
ework/literacyframework
4
Speaking, Listening and Drama
Speaking and Listening are skills. They need to be explicitly taught
and applied both socially and across the curriculum. Giving children
opportunities to speak and listen to each other is hugely important.
These opportunities need to be planned and integrated into lessons so
that they make a significant contribution to learning.
5
Speaking, Listening and Drama
Using drama in the classroom is one of the most effective ways of
ensuring that learning is lively and interactive. Most drama activities
take just a few minutes but can have a significant impact upon the
children’s learning.
Drama techniques:
• Freeze frames
• Thought tracking
• Conscience alley
• Hot seating
• Forum Theatre
• Meetings
• Paired improvisation
• Flash backs and flash forwards
6
Reading
Basic principles:
• all children must be able to see the text;
• the teacher models and then the class or groups read aloud,
together;
• the text is explored with a particular focus informed by the
objective;
• all children are included through good, differentiated questioning.
• children are supported in learning how to articulate their
responses, interpretation and analysis of what they read.
8
Guided Reading
Whereas Shared Reading focuses upon teaching children how to read and
respond at a level appropriate to their age, Guided Reading focuses upon
teaching children how to progress from their current reading level to the
next, whether this be below, at, or above a level appropriate to their age.
• A group of about six children, who are reading at about the same level,
are grouped together.
• The teacher chooses a book or text that the children are able to read
without too much difficulty, (95% accuracy).
• There is a clear teaching focus for the session based upon the AFs and
the children’s next steps.
• This focus is shared with the children so that they know what they
are learning.
• The children read independently and individually – not in turn.
• Beginner readers may read in a quiet voice and the teacher tunes in to
listen for reading behaviours and areas for development.
• Confident readers may read in silence with a focus set by the teacher.
They might read in advance of the session which is then devoted to a
focused discussion about aspects of the text.
• There is a balance of teacher and child talk – with the teacher
prompting rather than dominating.
The guided reading sequence:
• Book introduction, recap or overview of text;
• Phonics and reading strategies if appropriate;
• Independent reading with a focus;
• Returning to the text as a group for further exploration;
• Response – personal; journals; drama; art; writing in role to inform
assessment of understanding.
The greatest challenge during a guided reading session is ensuring that all
of the other children in the class are occupied in meaningful and engaging
tasks so that interruptions are kept to a minimum. If guided reading takes
place within the literacy lesson, the other children will be engaged in
independent activities linked to the lesson objective. If the guided reading
session is outside of the literacy lesson, a reading workshop model could
be adopted. One example is that there are five reading focuses over the
week, e.g.:
Group A: Preparing for Guided Reading
Group B: Guided Reading
Group C: Responding to Guided Reading
Group D: Free Choice Reading
Group E: Library; story tapes; reading circle;
journals; writing in role . . . .
9
Read-Aloud
Did you know that the skills we use to understand what we hear are
the same as those we use to understand what we read?
The more stories that children hear, the better their comprehension
will become.
Do:
• time-table a 15 minute read-aloud session every day and stick to it!
• choose a book that both you and the children will enjoy. Look at the
book lists in ‘Guiding Reading’ and on websites such as
www.clpe.co.uk, www.writeaway.org.uk and
www.lovereading4schools.co.uk and for recommended titles for
each year group. Also, the termly Lancashire Literacy newsletter
Have you Read? articles
• wear a hat or a shawl to become . . . . . . . The Storyteller!
• use dramatic techniques and voices to engage your audience;
• sow a light sprinkling of question seeds to make the children think
and to listen for clues.
• create a reading board on which the children can
respond to the story in pictures; thoughts; feelings;
questions; character relationship webs; likes;
dislikes; puzzles; predictions; surprises; links to life
and other stories; notes about the author . . . . . .
• have lots of Book Talk!
• have Fun!
10
The Reading Classroom
Is where:
• reading for pleasure is the main driving force;
• there is a rich reading environment;
• the teachers are committed to extending their knowledge of children’s
literature;
• the teachers are excited about books, authors and reading;
• the children are involved in a range of reading activities;
• the children are involved in decision making about the selection of
texts;
• the library and information gathering skills are central to planning,
teaching and learning activities;
• the reading corner is inviting and motivating;
• the classroom book collection contains a wide range of genres and
formats which are updated as often as possible;
• the children feel good about themselves as readers.
There are eight assessment focuses (AFs) for writing which are taught
and assessed in school.
AF4 – construct
paragraphs and use AF5 – vary sentences
cohesion within and for clarity, purpose and
between paragraphs effect
The skills taught in the Shared Writing session are applied to the
independent writing tasks, the main unit outcome, across the curriculum
and in incidental writing opportunities arising throughout a unit of work.
The session involves explicit teaching of the skills needed to move the
children on or address their specific problems.
The Guided Writing focus can be on any stage of the writing process:
• at the planning stage;
• at the writing stage;
• at the editing stage;
• writing conferences.
Some Guided Writing sessions may not involve any writing at all!
14
The Working Wall and Writers’ Journals
15
Phonics and Spelling
Phonics is the term used to describe the letters of the alphabet and the
sounds each letter, and combinations of letters make.
Children are taught to:
• blend these sounds together to say and read words
• segment the sounds to spell words for writing
There have been many ways of teaching children to read in the past but
extensive research has shown that a structured and systematic phonics
programme is the most effective. It is also clear that young children are able
to learn their sounds quickly and are at their most receptive in Reception
and Key Stage One. It is therefore recommended that these children take
part in daily phonics sessions which are structured, lively and great fun.
16
Literacy in Reception Classes
Every day
Provide children with:
• opportunities, inside and out, to engage independently in speaking,
listening, reading and writing activities across the curriculum that allow
them to explore and practise their growing phonics knowledge and
blending and segmenting skills;
• an interactive multi-sensory phonics session;
• shared reading and or shared writing so that reading and writing strategies,
including the use of phonics, can be demonstrated in a purposeful context;
• opportunities to hear a variety of stories, poems, rhymes and non-fiction as
part of a regular read-aloud programme.
Twice a week
Children should take part in:
• guided reading in small groups to promote the development of reading
strategies.
17
Literacy in Reception Classes
Planning for a week: Discrete teaching of phonics and further application across
the curriculum.
Reference: 00376-2008BKT-EN
ISBN: 978-1-84775-105-8
18
Planning
A literacy plan should reflect the learning journey through a unit of
work. Like all journeys, the plan should have a specific destination and
journey time. There may be detours, hold-ups or opportunities for
acceleration which arise from Assessment for Learning, but the
acquisition and application of skills provide the driving force.
The basic principle of Assessment for Learning (AfL) is that whatever day
to day judgements are made by the teacher about a child’s attainment, go on
to inform planning, teaching and learning. These judgements are made
through talking and listening to the children, marking, observations, and
occasional tests. This is known as formative assessment.
The children are central to AfL and should be involved in their own
progress. They should have a good awareness of themselves as learners and
what their next steps are. In this way, AfL is not about being right or
wrong, but about being at a certain stage of learning with identified areas for
development.
Children should know and understand their ‘next steps’ through discussion
with the teacher, marking and learning targets.
20
Useful Resources and Websites
YOU!
You are the most powerful and influential resource in the classroom.
Your expectations, attitudes and enthusiasm will set the tone and
standard of work produced by the children. No book or scheme can
show children how to read and write better than you.
http://nationalstrategies.standards.dcsf.gov.uk/primary/
http://www.lancsngfl.ac.uk/
http://www.lancsngfl.ac.uk/nationalstrategy/literacy/
www.teachernet.gov.uk
www.lovereading4schools.co.uk
www.clpe.co.uk
www.sparklebox.co.uk/
Grammar for Teachers:
http://nationalstrategies.standards.dcsf.gov.uk/node/164564
21
Notes
22
This booklet can be downloaded from our website at
www.lancsngfl.ac.uk/nationalstrategy/literacy