Primary Literacy Pilot 2017-2018 Training Day 1 31st August 2017

Agenda: 31st August 2017 0915 Arrival / Coffee 0945 Welcome 1000 Sue Palmer: Foundations of Literacy 1100 Coffee 1115 Sue Palmer continued 1215 Questions and discussion. 1300 LUNCH 1330 Analysis of literacy trackers / partner school discussions 1415 How can we engage parents in literacy? 1445 Using the classroom environment effectively 1515 Evaluations and next steps 1530 END

Discussion How can we plan to support the foundations of literacy?

ELC Literacy Trackers Review of information received Continued tracking of selected pupils: August / October / December TASK Do the trackers support your observations so far? Which pupils, if any, have gaps in their foundation skills? (continue tracking) How can you focus on these particular skills in your planning?

Alternatively . . . . . . What are your plans for engaging parents with literacy learning? How are you organising your classroom environment to support literacy? What are your next steps?

Engaging parents

Parental Engagement Higher academic achievement Greater cognitive competence Greater problem solving skills Greater school enjoyment Better school attendance Fewer behavioural problems at school Greater social and emotional development “Why Families Matter to Literacy,” National Literacy Trust

“When parents and schools work together children do better.” Guidance on the Scottish Schools (Parental Involvement) Act 2006

What you already do: In Writing? Letter formation sheets Weekly phonics homework Fun fact finding activities Send home ideas on our Curriculum Flyers Prompts for discussion on upcoming writing       In Reading? Sounds sent home Key / sight word cards Encourage sharing books Real books sent home Books sent daily Space for parental comments Blooms Buttons questions / ideas for questioning Reading markers for each book Games they can play Highland Literacy booklet Creating books Teddies in beddies 5 a day challenge – sharing stories, rhymes, songs etc Bookbug Book Trust Author events World Book day Websites / apps shared In Listening / Talking? Show and tell preparation Oral history My favourite stories on CD Isle of Stories Nursery rhyme books sent home to encourage learning of nursery rhymes Philosophy for children questions Storysacks Encourage storytelling between parents and child e.g. homework task Questions to ask children are sent home Story, song, sentence, word of day / week Ideas for games Sharing what we’re discussing in class Targetted support where needed (SLT, selective mutism etc) Initial workshop / open afternoon (4) More than 1 workshop (2) Reports / parents’ evenings / PLPs / Learning Journeys

Parental engagement evening PowerPoint Supporting the foundations of literacy in the home Talking with your child: Ideas and Guidance Scotland Reads: Parents as paired reading partners Sharing Books handout Evaluation

https://blogs.glowscotland.org.uk/glowblogs/able/

How do we continue to engage our parents?

How well are families supported in developing strategies which lead to positive relationships, better learning and better behaviour? How is family learning improving their capacity to learn? How can we demonstrate that families are feeling included? How are we ensuring that provision is responsive to the needs of families?

“Importantly, parents can help show children that education is more than just the delivery of a curriculum.” Cullingford & Morrison 1999

Using the classroom environment “Imagination is the source of all human achievement.” Sir Ken Robinson Absorbing Fascinating Active Involved Connected

Help me learn to read

C – child centred- a classroom which is child centred & takes into account what we know about how children develop L – learning (not teaching) focussed – allows us to concentrate on activities and methods which meet children’s needs rather than creating ‘empty’ learning E – engaging – use people, places, objects and activities which engage children’s interests, enthusiasms and enjoyment V – value-based – let our environments show that we value children, their unique qualities and contributions. Children who value themselves and know that they are valued will be more motivated and will learn more E – efficient & effective – be clear about the learning we want to take place so we have efficient use of time, space and resources R - realistic – focus on what children can and should be doing rather than what they can’t

From the guidance Children always have access to writing materials Books are organised and attractive Books have been selected to appeal to the children and what they want to read, taking into account their cultural and community backgrounds There is a safe, comfortable space for children to access books Books should also be in all areas of the classroom, not just the designated reading area There are a range of contexts for children to develop talking and listening skills through role play, through playing with small world characters, through puppet shows etc There are numerous examples of writing around the room, both writing for a purpose – signs, notices, days of the week etc and writing that demonstrates creativity and enjoyment New vocabulary is displayed, e.g. through a ‘word of the week’ Key sight words are displayed around the room so that they can be incorporated into the daily routines and conversations of the classroom

Next Steps Continue tracking selected pupils Continue to deliver early literacy skills as per guidance document (foundation skills, phonics, reading in context, allowing opportunities for writing, creating a literacy rich environment, engaging parents) Engage parents (& ask to complete evaluation) VISITS December – complete quick CVC survey January training day 2: early writing & outdoor learning

Specific next steps