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

2. 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

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

6. 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?

7. 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?

8. Engaging parents

9. 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

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

12. 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

13. 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

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

15. How do we continue to engage our parents?

16. 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?

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

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

21. Help me learn to read

24. 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

25. 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

26. 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

27. Specific next steps