1. Literacy and Numeracy Parent Workshop East Boldon Junior School March 2014

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

3. 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.

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

5. Literacy curriculum 2014

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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.

12. Grammar and Punctuation

13. 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. 

16. 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.

17. 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

19. How to Improve Your Child’s Reading

20. 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

21. 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

22. 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

23. 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

24. Writing

25. 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

26. Whole Text Teaching

27. 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

28. Think Pink!

29. 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

30. Displays

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

33. Whole School Incentives
World Book Day
Termly Writing Competition

34. “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

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