Literacy and Numeracy Parent Workshop East Boldon Junior School March 2014

Literacy at East Boldon Junior School David Hall Year 6 teacher and Literacy Coordinator East Boldon Junior School

Quick mental warm up! As the banana chugged through the beans, she stared out of the cucumber. Tiny strawberries clung to the tomatoes and in the melon, lemons grazed. A potato ran beside the lettuce, gurgling on its way to the radish. As she looked out of the cauliflower, she noticed the dark pineapple drifting overhead.

Literacy Update The new Literacy Curriculum Phonic support through intervention New spelling resource How you can help Marking scheme Whole school incentives

Literacy curriculum 2014

As you may be aware, the current government have put into place a new curriculum for primary education. This is not statutory until September 2014 but we have already made a few changes in preparation. 6

What does it mean to you, your children and the teachers that help them on a daily business? High standards! We need to try to equip the children with a high command of both the written and spoken word. We need to try to develop a love of literature through widespread reading for enjoyment. 7

The National Curriculum for English aims to ensure that ALL pupils: read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. 8

How Do We Teach Reading At School?   The programmes of study for reading at key stages 1 and 2 consist of two dimensions: word reading comprehension (both listening and reading). It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each. 9

What is phonics teaching? It is a way of teaching children to read quickly and skilfully. They are taught to: Recognise sounds that each individual letter makes Identify the sounds that different combinations of letters make such as ‘sh’ or ‘oo’ Blend these sounds together from left to right to Make a word Children can then use this knowledge to ‘de-code’ new words that they see or hear. This new emphasis has caused a lot of debate about what is the right and wrong way of teaching reading.   10

Rapid Phonics Some children do not have the same phonic grasp as others and reading can then become a huge problem to them, interrupting their normal learning process. Phonics screening each June at KS1 Mrs McClean – HLTA and Language Support Assistant Graded word reading and single word reading which provides a measure of your child’s word reading so we can assess whether or not they need any intervention. Our Rapid Phonics sessions are designed to support children as soon as any problems with their phonics learning are observed. They consist of snappy lessons to secure childrens’ phonic knowledge, blending and segmenting skills – very interactive and lively. Flashcards of words and sounds for blending. Decodable reading books for children to practise and apply their new skills.

Grammar and Punctuation

KS2 Spelling and Vocabulary We have invested in a new spelling resource which complies with the 2014 Curriculum for England. Matches the Letter and Sounds Six-Phase Teaching Programme Weekly spelling lists provided from PHASE 2 to PHASE 6 Diagnostic test directs groups/individuals to correct PHASE Supplementary lists provided for children that need further reinforcement Record sheets track individual progress fun activities to 'explore and investigate' their weekly spelling list. The extension tasks allow pupils to 'apply, assess and reflect' upon their learning. 

What is comprehension? Reading comprehension is defined as the level of understanding of a message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the message. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds. It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

What do we do when we read? Make predictions or give opinions, then decide if we are right Think about why the writer has used certain features e.g. layout and words Decide whether we think it is a good book or not Work out the main characters and the main themes Think of questions that we want to find out the answers to What do we do when we read? Compare the book to others that we have read Try to understand what the author’s message is Decide whether we agree with what characters do, or how our lives are the same or different to theirs 17

How to Improve Your Child’s Reading

What Can You Do to Help Your Child? Be a great role model: Let them catch you reading Find some time in the week to read yourself Let your children see that you get pleasure from reading Share your favourite books /reading material with them Show them the value of being able to read 20

What Can You Do to Help Your Child? Make the experience pleasurable Find a comfortable place Give plenty of time Avoid interruptions Keep the time positive Ask questions where relevant and perhaps don’t accept the first answer; ask your child to go deeper with their meaning. Stay clear of ‘competition’ and comparisons with the ability of others 21

What Can You Do to Help Your Child? Provide a wide range of reading material A school reading book is only one part of a child’s reading repertoire Books (picture books; short stories; chapter books); magazines; comics; annuals; membership handbooks Information books; brochures; catalogues; flyers; newspapers; guide-books Websites ; take-away menus; instructions; Visit the library and or bookshop 22

What Can You Do to Help Your Child? Where can I find out about ‘good’ books for my child? Word of mouth – children, their friends, other parents, friends and family Teaching Staff Bookshops Our book blog Local Library Online – a wealth of recommendations and reviews (children can often add their own review too.) 23

Writing

How Do We Teach Writing At School? Sharing and enjoying texts together as a class Reading Generating ideas (from text, picture, drama, etc) Sharing our thoughts about a text Identifying key characteristics of the text type, vocabulary, grammar, etc. Talking Teacher models writing, externalising the composition process: generating ideas, selecting 'best' ideas, organising and putting them on the page Modelling Writing

Whole Text Teaching

How Do We Teach Writing At School? Teacher scribes whilst the class contributes to the collection of ideas, words, phrases or how ideas go down onto paper Shared Writing In small groups or pairs, children compose, edit, improve or reflect upon writing (usually linked to a child's writing target) Guided Writing Using the skills and ideas already shared, children produce a piece of writing, proof read, edit and improve their work Paired / Independent Writing

Think Pink!

How Do We Teach Writing At School? The children's work is shared, celebrated and discussed. It may be photocopied or scanned into the computer and put on the interactive whiteboard Reading Children’s work and Sharing Writing

Displays

Setting Targets Selected pieces from children’s work are scrutinised using these criteria; strengths are highlighted and targets are set.

Whole School Incentives World Book Day Termly Writing Competition

“It is supremely satisfying as a teacher to know that you are making a difference to your children’s life chances. You are giving them the precious gift of literacy.” Dr Marlynne Grant

Thank you for listening Any questions? Thank you for listening David Hall