1. Early Literacy Devon LEA FSAT Team

2. 2 Outline of the Day 10.00am Welcome and Introduction 10.05am Bookmaking 10.20am Primary National Strategy 10.30am Literacy Discussion 10.40am Developing a Literate Environment 11.15am Coffee 11.30am Reading 12.15pm Lunch 1.15pm Writing and Handwriting 3.00pm End of Course

3. 3 Course Objectives To experience a range of practical approaches for developing children’s literacy To gain an understanding of the developmental process of children’s writing

4. Fun Activity: Make a book to record your Key Points for action throughout the day

5. 5 What is happening in the National Literacy Strategy? The Primary National Strategy is refreshing both the Literacy and Numeracy Frameworks These will be brought together in one Framework called the Higher Level Summary dcs will be offering appropriate training for schools

6. 6 Likely features of the Higher Level Summary are: speaking and listening will be incorporated more explicitly; clearer progression with links to intervention and other support programmes; a structure which makes tracking back and forward easier when planning for pupils with SEN or who are underachieving; incorporation of ICT; links between age related expectations and assessment for learning; support for planning teaching sequences with clear learning outcomes.

7. 7 Phonic Knowledge Text Level Knowledge Word Recognition and Graphic Knowledge Grammatical Knowledge Text Switching on the Searchlights Physical Skills

8. 8 Discussion Activity… “Children who know lots of letters have a good start in reading and writing.” “Children who know lots of Nursery Rhymes generally read well.” “Learning to read is generally regarded as the most important aspect of education in the early years.” “Studies of young children’s early writing reveal that before starting school many children know a great deal about the writing system and its uses.” “Children are more likely to write as part of purposeful play.” “Children are more likely to look at books where interested adults share books with them.”

9. 9 Developing a Literate environment… What is a “Literacy Rich” environment? Record your ideas in groups. Feedback.

10. 10 Effective classroom environments to promote literacy learning should include…. High quality resources accessible to all children Planned and purposeful play Interactive wall displays containing a variety of print Personal, independent reading/browsing in a warm light comfortable book area Structured listening activities – listening area

11. 11 Displayed notices, instructions and directions Children’s writing to communicate – graphics area Access to a wide range of writing implements both indoors and outdoors Opportunities for play and exploration of language

12. 12 “Children should never need to ask if they can engage in purposeful literacy acts. If a classroom provides an environment where the status of literacy is high, where there are powerful demonstrations of literacy and where children can freely engage in literacy, then children will take every opportunity to use their knowledge and abilities to act in a literate way”. Hall, 1987 The Emergence of Literacy. Published by Hodder & Stoughton

13. Reading CLL4

14. Developing a Book Area Reflect on your current Book Area

15. 15 The book area should: Be situated in a quiet area Be comfortable, attractive and welcoming Have shelving which allows the front of the book to be clearly displayed Be well maintained Have displays of books and children’s work based around books Include information books as well as story and picture books Include books showing positive images of children and adults from different races, cultures, genders and disabilities (A Place to Learn; Lewisham)

16. Reading Together Reading as a Positive Experience Video

17. Handout Refer to “Progression in Reading” Chart

18. 18 Guided reading gives children opportunities (SCHOOLS ONLY): to work at an appropriate level of challenge to address their next steps to find out what they think about a text through discussion and refine that thinking to develop comprehension skills, particularly inferential and evaluative skills. to experience the social pleasure of discussing reading in an interactive group of readers to develop social and communication skills e.g. taking turns, listening to each other

19. Writing CLL5 “How curious it must seem to a child beginning school if so many of his/ her early experiments with print are not recognised and understood by the adults in class. Confusion must surely occur if what was accepted as writing at home is not considered writing at school or vice versa.” NCC

20. 20 Helping Children with Writing Writing should be fun and have a purpose Comment positively on the content of the writing Always encourage them to have a go Praise them for their attempts and achievements Give them time to work out problems

21. 21 Helping Children with Writing (cont) Ask open questions rather than telling the answer Encourage children to say words slowly and listen to the sounds Spelling doesn’t have to be all correct as long as children have tried their best

22. 22

23. 23 “How to Speak Moo” - Display Drop in Nicky photo

24. 24 Good Starting Points for writing… Books Real Experiences In Role

25. Handwriting CLL6

26. 26 Handwriting “Throughout the Foundation Stage the teaching of handwriting skills should be thought of as learning through movement with the actual writing of letters as the ultimate aim.” Foundations of Literacy, Sue Palmer and Ros Bayley

27. 27 Throughout the Foundation Stage children need plenty of opportunities to develop:

28. 28 Gross Motor Control This is the term used to describe the development of controlled movement of the whole body, or limbs such as the arms or legs.

29. 29 Fine Motor Control This is the term used to describe smaller movements, usually of the hand and fingers. Until children have gained reasonable fine motor control activities through art and other activities, formal handwriting work sheets are not appropriate.

30. 30 Developing pencil control in the Foundation Stage Provide opportunities for children to: Use crayons, markers, pencils, chubby pencils etc. Draw, trace, colour, cut, stick, stamp Practice emergent writing in role play situations using clipboards, note books, white boards etc. Use individual whiteboards and marker pens in phonic activities

31. End of Course Thank You