Presentation on theme: "The Literacy Programme at Bradbury School"— Presentation transcript:
1The Literacy Programme at Bradbury School “The more you read, the more things you will know. The more that you learn, the more places you'll go.” - Dr. Seuss, "I Can Read With My Eyes Shut!"
2Beliefs and Values in Literacy Literacy is fundamental to learning, thinking and communication, and permeates the whole curriculumLiteracy is the major connecting element across the curriculumApplied across subject areasApplied throughout the transdisciplinary programme of inquiry
3Good Learning Practice Literature is an integral part of the curriculumBooks are read to beEnjoyedDiscussedAnalysedComparedContrastedStudents learn how tounderstand, interpret and respond to ideas, attitudes and feelingsthink criticallymake predictions and inferences
4Good Learning Practice Writing is a significant activity in classes of all agesWhen learning to write, students are encouraged tofocus on meaning rather than accuracyenjoy the writing process
5The Role of Literacy in the POI Literacy is taught through the relevant, realistic context of the units of inquiryLiteracy instruction supports students’ inquiries and the sharing of their learning
6How Literacy Practices are Changing Increased emphasis on:Decreased emphasis on:Promoting integrated language developmentTeaching language as isolated strandsA literature-based approach to learning languageUsing skill-drill texts and workbooks to learn languageA teaching approach that sees making mistakes in language as inevitable and necessary for learningA teaching approach that focuses on encouraging students not to make mistakes in languageReading for meaningDecoding only for accuracyReading selected according to interest levelReading selected according to decoding levelMaking culturally diverse reading material availableHaving only monocultural reading materials available
7How Literacy Practices are Changing Increased emphasis on:Decreased emphasis on:Focusing on meaning when reading and writingFocusing primarily on accuracy when reading and writingEncouraging appropriate cooperative discussion in the classroomEnforcing silent, individual work in the classroomWriting as a processWriting only as a productDeveloping a range of independent spelling strategiesA dependence on the teacher as the only source of correct spellingUsing language for creative problem solving and information processingUsing language for rote learningA range of appropriate assessment methods such as conferencing, miscue analysis, and writing sample analysisStandardized reading and writing assessments
8Knowledge and Skills in Language The learning process involvesLearning LanguageAs students listen to and use language with others in their everyday livesLearning About LanguageAs students try to understand how language worksLearning Through LanguageAs students use language as a tool to think about, or reflect on a theme, concept or issue
9LITERACY STRANDS Listening and Speaking Reading Writing Viewing and Presenting
10LITERACY STRAND Listening and Speaking Students learn to:Listen and respond to a range of texts, and to the ideas and opinions of othersImprove fluency and accuracy when speakingAsk and answer questions; relate and retell; persuade; talk about needs, feelings, ideas or opinions; contribute to discussionsRecognize that oral language needs to be appropriate to the audience and to the purpose
11LITERACY STRAND Reading and Writing Students learn to:Read and write for enjoyment, instruction and informationRecognize and appreciate the variety of literary styles, genres and structures; poetry, plays and stories; creative, informative, instructional, persuasive and reflective textUnderstand and apply a variety of structures, strategies and literary techniquesSpelling, grammar, prediction, plot, character, punctuation, voice
12LITERACY STRAND Viewing and Presenting Viewing is receptive Presenting is expressiveStudents learn to:Appreciate that the world is full of visual language that conveys meaningUnderstand how images and language interact to convey meaningInterpret and respond to textUse texts for different purposesUse visual texts to enrich their own storytelling or presentations
14Literacy Year 1Speaking & ListeningReadingWriting
15Oral language Speaking and Listening Oral language encompasses all aspects of Speaking and Listening. These are skills that are essential for ongoing language development. Some examples in the classroom are:Role playDramaCircle timeListening activitiesFollowing instructionsCommunication using different languages
17Reading Development Learning to read is a very complex process All children are different and their reading development varies
18PhonicsWe use a variety of phonic programmes to reinforce single phonemes and blendsThis is done using repetition, through a variety of matching, rhyming, listening and treasure hunt games etc.
19In the classroom… Shared Reading Guided Reading Independent Reading Whole class participationBig books or Interactive WhiteboardModelled readingGuided ReadingSmall groupsHigh frequency words and unit-related vocabularyTeaching reading strategiesDecoding and comprehensionIndependent ReadingQuiet readingBuddy reading
20A Variety Of TextsStudents read and re-read a range of texts eg, non-fiction, poems, songs, big books, fairy tales, picture booksChildren are encouraged to respond to texts in a variety of ways eg. drawing, painting, retelling, role play and writing
21Contextual Understanding Students use language experience to talk about textsHas anything that happens in the story ever happened to you?Is the family in the book like yours?Share opinionsIs this book true? Could this really happen?Look at the ways people orcharacters are represented.
22Nurturing A Community Of Readers Create a supportive classroom where everyone is valued for their effortsFoster an enjoyment of reading through discussion and sharingEncourage students to take risksEncourage students to select their own reading materials according to interest or purpose
23How To Support Early Readers Read with your child every day – home readersPractice sounds and/or high frequency words as they come homeExpose your child to a wide variety of textsEncourage children to use decoding skills to attempt independent readingEncourage your child to talk about books and their reading with other members of the family
24Writing is fun!Every child is a writer. We need to foster an atmosphere where any mark making is valued as writing.
25Role Play WritingChildren will experiment with marks to represent written languageChildren are beginning to understand that writing is used to convey meaning or messagesAs their understanding about sound-symbol relationships has not yet developed their writing is not readableIt is important to know what they have written by asking them to read their writing to you
27Emergent Writing Phase Children are aware that speech can be written down.They rely on familiar topics to write about such as greeting cards, lists and letters.Children will demonstrate one-to-one correspondence by representing most spoken words in their written text.
29Early Writing PhaseChildren will produce a small range of texts that exhibit some of the conventions of writing eg, retells, reports and weekend newsAt this stage your child will have a small bank of high frequency words that they spell correctly eg, and, they, come, haveWhen writing unknown words they rely on phonic knowledge
31What does this look like at school? Encourage the children to sound out unfamiliar vocabularyOpportunities to write dailyTeacher modelled writing / Guided writingValue their writing. Children must see themselves as writers. As teachers our main concern is that we create an atmosphere where children enjoy writing and know they are successful.
32HandwritingBegins with patterns for hand movements to introduce pre-cursive writing:
37How can you help at home? Shopping lists Diary/journal Draw a picture, ask them to write about itPostcards to friendsNote to Mummy or Daddy to take to work for them to read in the dayLabels around the houseWriting birthday cardsCorrect pencil gripAlways value what they have written, even if you can’t read it!
38Have FunRemember to enjoy the experience of reading and writing in these first few years of schoolThe partnership between home and school is extremely important