teaching higher order literacy skills through the lnf: primary course
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Teaching Higher Order Literacy Skills through the LNF: Primary Course. Agenda. Higher Order Literacy Skills: an introduction Literacy in Action Children as Researchers: a non-fiction unit Higher Order Literacy Skills and the LNF The Power of Story: a fiction-based unit - PowerPoint PPT PresentationTRANSCRIPT
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Teaching Higher Order Literacy Skills through the LNF: Primary Course
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Agenda
• Higher Order Literacy Skills: an introduction• Literacy in Action• Children as Researchers: a non-fiction unit• Higher Order Literacy Skills and the LNF • The Power of Story: a fiction-based unit• Building a Literacy Rich School
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Higher Order Reading Skills – What Are They?
• Location• Re-organisation• Inference• Evaluation• Appreciation
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Reading Detectives and the LNFYear Group
Oracy: Collaboration & Discussion
Reading: Comprehension
Writing: Meaning, purposes, readers
Y3 Use talk purposefully to complete a task in a group
Deduce ideas & information by linking explicit statements
Note down ideas to use in writing
Y4 Help a group to reach agreement
Deduce connections between information
Gather ideas to plan writing
Y5 Build on and develop the ideas of others in group discussions
Infer meaning which is not explicitly stated
Use different techniques in planning writing
Y6 Follow up points in group discussions, showing agreement or disagreement, giving reasons
Infer ideas which are not explicitly stated
Use a range of strategies to plan and present writing
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Reading and Writing for Real
Providing children with:• An engaging and motivating ‘hook’• A clear purpose for reading and writing• A strong context for applying literacy skills• Authentic audiences for reading and writing• An unfolding narrative to retain their interest
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Real, Realistic or Pure Fantasy?
• Real
• Realistic – could be real – but it isn’t! (or maybe there are elements of truth?)
• Fantasy – developing the imagination – having fun!
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Creating Reading and Writing for Real experiences
• Classroom based e.g. artefacts, letters, visitors, teacher/TA in role
• School based e.g. playground or field event• Out of school e.g. visit or trip
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Children as ResearchersDinosaur Discovery
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Key questions
• What did they look like?• Where did they live?• How did they move?• What did they eat?
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Research process
• Activate prior knowledge• Identify research questions• Set a purpose for reading• Navigate non-fiction texts• Interrogate the text• Record and evaluate information
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Skimming and scanning
• Skimming – to quickly identify the main ideas in a text
• Scanning – to find specific information
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Skimming
• Read the title, headings and sub-headings• Look at visuals• Read first and last sentences of paragraphs
and sections• Keep thinking about the meaning of the text
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Scanning• Know what questions you are trying to answer• Don’t try to read every word• Read vertically rather than horizontally • Visualise key words• Look for clues e.g. capital letters, spelling patterns,
word shapes, numbers• Use signposts e.g. sub titles, headings, headers• Use textual organisational devices e.g. alphabetical
order
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Interrogate the text• Unknown words – to work out word meanings• Stop and think – to monitor understanding• Check the text – to interpret visuals• Text marking – to identify key information• Read, write, read – to read for meaning• Ask the teacher – to formulate questions and
monitor understanding• Analyse the question – to answer different types of
question• Find the main idea – to identify key information
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Record and evaluate information
• Key words• Notemaking• Change the form• Children’s quiz• Next steps
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Phase 1ReadingImmersion
AnalysisReading as a writer
Phase 2 Speaking & Listening
Capturing ideasDrama
Oral rehearsal
Phase 3Writing
Writing as a readerPresenting
Read texts -enjoy, -discuss vocabulary-language features-effect on audience
Create an experience - to hook pupils in- give reason to write
Explore language-use it-explore content-empathise
Try out ideasExplore further texts, videos etc
Model the writing process
PlanAllow adequate time to complete writing task and present work
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The unfolding narrativeTask Purpose Audience Text
type/format
1 Research the giganotosaurus
To find out and present information
Professor T Rex NC report – information sheet
2 Research other dinosaurs
To find out and present information
Professor T Rex NC report – information leaflet
3 Research what could be at a dinosaur park
To find out and present information
Owner of castle NC report - chart
4 Create a map showing how park could be laid out
To present information visually
Owner of castle NC report - map
5 Create a poster advertising the park
To persuade Potential visitors, particularly children
Persuasion - poster/tv/radio ad
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Children as Researchers:Benefits in relation to LNF
• Provides a meaningful context for learning to take place
• Opportunity to practise and apply skills for a clear purpose and audience
• Mixes literacy skills with subject content• Focuses on active learning• Flexible and transferable – can tweak existing
programmes of work
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Understanding the LNF
Key Issues for Primary Schools
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The LNF: Some Key Messages
• Focuses mainly on planning and assessment• Establishes national expectations year on year• Guide to progression in key aspects of literacy• Cross-curricular (all subjects, incl. English)• Cross-phase (5-14)
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The LNF: Some Key Issues
• What definition of literacy are we using?• What is the relationship between English (or Welsh)
and Literacy?• At primary level, should literacy be taught in English
lessons, then practised across the curriculum, or taught in the context of subjects/themes?
• How/where do we bring together the ‘whole picture’ of a school’s reading programme, or a child’s competence as a writer?
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Definitions of Literacy
Literacy is not narrowly about the mechanics of being able to decode the words on a page or write a grammatically correct sentence, although these are essential skills in their own right.It is about the skills needed to understand written and spoken language, to interpret what has been written or said, and draw inferences from the evidence that surrounds us. It is also about being able to communicate in our turn – fluently, cogently and persuasively.
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Extracts from LNF Handbook
• The LNF focuses on the learner’s acquisition of and ability to apply the skills and concepts they have learned in order to complete realistic tasks appropriate to their stage of development.
• Teachers will be able to use the LNF to integrate literacy … into their teaching whatever the subject matter
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Extracts from LNF Handbook• Literacy is not the same as English/Welsh; as a
consequence the LNF expectations do not address all aspects of the English/Welsh subject orders and need to be used in combination with other forms of assessment to develop a comprehensive picture of learner achievement.
• The literacy component of the LNF will help teachers to address the literacy skills requirements of the English/Welsh programmes of study but not the more literary/creative aspects of the subject orders.
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The Power of Story
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The Power of Story
• Central importance of stories, rhymes and oral storytelling in developing language
• Role of reading in developing writing: ‘it’s good readers that make good writers’• Need to balance experience of fiction and
non-fiction in children’s experience
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The Power of Story:Leon and the Place Between
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Reading as a Reader
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Book Talk – First thoughts
• Likes ?• Dislikes ?• Puzzles ?• Patterns ?
From: Tell Me: Children, Reading and Talk byAidan Chambers, published by Thimble Press 2011
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The Journey
• Reading as a ReaderAn experience - The ‘hook’Book TalkStorytellingLoitering with the text• Reading as a WriterBoxing upDrama into WritingShared writing• Writing as a ReaderSpringing off the PageWriting for Real
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Reading as a Writer
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Read as a Writer.
• The BIG pattern - box up the story - into 5 key scenes.
• Story type and focus?
• The smaller patterns - read as a writer.
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The Writing Process
• Draw on original model and ‘toolkit’• Refer to story map and boxed up plan• Draw on other books and previous
teaching• Model the writing task• Shared writing• Guided/independent writing.
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Springing off the Page
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Leon’s ProblemWriting task Purpose Audience
To persuade people to come and see show
To persuade Townsfolk
Caring for a rabbit
To instruct Leon
To persuade Abdul Kazam to return
To persuade Abdul Kazam
Show programme
To inform Townsfolk
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Phase 1ReadingImmersion
AnalysisReading as a writer
Phase 2 Speaking & Listening
Capturing ideasDrama
Oral rehearsal
Phase 3Writing
Writing as a readerPresenting
Read texts -enjoy, -discuss vocabulary-language features-effect on audience
Create an experience - to hook pupils in- give reason to write
Explore language-use it-explore content-empathise
Try out ideasExplore further texts, videos etc
Model the writing process
PlanAllow adequate time to complete writing task and present work
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Reflection
• How can this approach help to take children from reading into writing?
• How can this approach be applied to other texts you have used in the classroom?
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The Literature SpineYear Core Texts
Rec We’re Going on a Bear Hunt; Rosie’s Walk; Dogger; Each Peach Pear Plum; Trad Rhymes and stories
Y1 Owl Babies; The Lighthouse Keeper’s Lunch; Not Now, Bernard; The Jolly Postman; The Gruffalo
Y2 Aristotle; The Owl Who Was Afraid of the Dark; Flat Stanley; Hansel and Gretel (Anthony Browne); The Owl and the Pussy Cat
Y3 Leon and the Place Between; Bill’s New Frock; The Hodgeheg; The Magic Finger; The Polar Express; Michael Rosen
Y4 The Spiderwick Chronicles; The Tunnel; The Iron Man; The Firework Maker’s Daughter; Please Mrs Butler (Alan Ahlberg)
Y5 Friend or Foe; Voices in the Park; Krindlekrax; Varjak Paw; The Highwayman; Oranges in No Man’s Land
Y6 Tom’s Midnight Garden; Ruby in the Smoke; Erica’s Story; Skellig; How to Live Forever; Ted Hughes and Charles Causley
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Building a Literacy Rich School
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What would Estyn hope to see?• A rich and dynamic literacy environment, where
speaking, listening, reading, writing have high status• Plenty of good opportunities for pupils to show
higher-order reading skills and good quality writing in all areas of the curriculum
• Good quality displays of a wide range of texts illustrating the forms and purposes of writing, and pupil-generated examples celebrating best work
• Practitioners who are good language role models for oracy, reading and writing
• Practitioners who support the development of good literacy skills in all areas of the curriculum
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Pupil perception survey• Do you enjoy writing? Yes, no, sometimes.• Why?• What sort of writing do you prefer to do and why?• What sort of writing is your least favourite and why?• Are you a good writer? Yes, no, sometimes.• How do you know?• What helps you when you are writing?• Think of 3 top tips that you would give a new
teacher to help children become better writers.
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The Professional Literacy Company
• E-mail: [email protected]• Website: www.theplc.org.uk• @ProfLitCo