Helping your child with Literacy November 2012

What is literacy? There are 3 main strands: 1. Speaking and listening 2. Reading 3. Writing

Speaking and listening: Talk partners Talk partners Question and answer sessions Question and answer sessions Peer assessment Peer assessment Class assemblies Class assemblies Drama Drama Talking a text Talking a text Within every literacy lesson there is a specific focus on speaking and listening.

Phonics and Early Reading 2 sessions each day 2 sessions each day 12 – 15 minute session 12 – 15 minute session Children sit in rows based on current progress Children sit in rows based on current progress

Phonics Session Each session is split into five parts 1. Synthesis c-a-t cat ch-a-p chap 2. Segmentation cat c – a - t chap ch-a-p 3. Phonics - Initially learning and practising letter sounds and then progressing on to using their phonics knowledge to read words 4. Learning common words using ‘look and say’ (e.g. not sounding out) 5. Application of learning

Phonics Progress regularly assessed Progress regularly assessed Government Phonics Screening Test takes place at the end of Year 1 Government Phonics Screening Test takes place at the end of Year 1

Reading in school Individual reading Individual reading Guided reading Guided reading Shared reading Shared reading Comprehension activities Comprehension activities

Helping my child with reading Listening to them read Listening to them read Reading a wide selection of books to them Reading a wide selection of books to them Shared reading Shared reading Audio books Audio books Discussing texts to support and extend their comprehension Discussing texts to support and extend their comprehension Sharing your own literary preferences Sharing your own literary preferences

Writing Writing is monitored / assessed in 3 main areas: Writing is monitored / assessed in 3 main areas: 1. Sentence structure and punctuation. 1. Sentence structure and punctuation. 2. Text structure and organisation 2. Text structure and organisation 3. Composition and effect. 3. Composition and effect.

Text structure and organisation: Text structure and organisation: A logical sequence and appropriate structure Cohesion between paragraphs to help the piece flow Composition and Effect Composition and Effect Imaginative and interesting texts Written for a specific audience and purpose Interesting / appropriate vocabulary

Handwriting By KS2 handwriting should be joined, neat and easy to read. By KS2 handwriting should be joined, neat and easy to read. It is important that letter size is uniform to allow the reader to distinguish capital letters. It is important that letter size is uniform to allow the reader to distinguish capital letters. Handwriting lessons and activities are used to develop skills. Handwriting lessons and activities are used to develop skills. Handwriting booster sessions take place for children requiring further practice / support. Handwriting booster sessions take place for children requiring further practice / support.

Spelling Spelling is taught via specific word / sentence activities in lessons Spelling is taught via specific word / sentence activities in lessons Look, cover, write, check is a method promoted in school Look, cover, write, check is a method promoted in school Spelling booster and one to one sessions for children requiring further support Spelling booster and one to one sessions for children requiring further support Important that children do not ‘get hung up’ about their spelling as this limits the range of vocabulary in their written work Important that children do not ‘get hung up’ about their spelling as this limits the range of vocabulary in their written work

Sentence structure and punctuation: In SATs sentence structure and punctuation are consistently highlighted as areas for improvement nationally. In SATs sentence structure and punctuation are consistently highlighted as areas for improvement nationally. As part of the SATs tests there will be an additional paper on spelling, punctuation and grammar. As part of the SATs tests there will be an additional paper on spelling, punctuation and grammar. Often children rely on ‘then’, ‘and’… ‘and then’. Often children rely on ‘then’, ‘and’… ‘and then’. Many writers often rely on an over use of low level compound sentences rather than clauses – this safe option limits their attainment. Many writers often rely on an over use of low level compound sentences rather than clauses – this safe option limits their attainment.

Writing Checklist This strategy was introduced in order to address sentence structure and punctuation. This strategy was introduced in order to address sentence structure and punctuation. Implemented throughout the school following research, trials and review of progress in a variety of settings. Implemented throughout the school following research, trials and review of progress in a variety of settings. SSP can be taught specifically. SSP can be taught specifically. Provides children with scaffolding around which they can structure their writing Provides children with scaffolding around which they can structure their writing

Building the Checklist During Literacy lessons, a sentence level objective is taught. During Literacy lessons, a sentence level objective is taught. Once the majority of children are secure with the point, the class agree to commit it to the Checklist – it is dated. Once the majority of children are secure with the point, the class agree to commit it to the Checklist – it is dated. As from that date the children are expected to include it in all pieces of writing. As from that date the children are expected to include it in all pieces of writing. The time interval in adding elements to the Checklist allows time for re-enforcement of the teaching point. A gradual build up over the year is required so as not to overwhelm the children. The time interval in adding elements to the Checklist allows time for re-enforcement of the teaching point. A gradual build up over the year is required so as not to overwhelm the children.

Writing in school Talking a text Talking a text Guided writing Guided writing Shared writing Shared writing Sequencing texts Sequencing texts Writing thesaurus in KS2 Writing thesaurus in KS2 Applying literacy skills across the curriculum Applying literacy skills across the curriculum

Helping my child with writing Talk about different texts and why they are good or interesting. Talk about different texts and why they are good or interesting. Read your child’s writing. Read your child’s writing. Encourage children to check their work. Read finished work aloud. Encourage children to check their work. Read finished work aloud. Talk about the writing checklist. Talk about the writing checklist. Support your child in using a dictionary or thesaurus to develop their vocabulary. Support your child in using a dictionary or thesaurus to develop their vocabulary.