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Literacy Curriculum March 2018

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Literacy Curriculum March 2018 Family Learning Session School Approach to Reading March 2018 “Memory is the residue of thought.” D. Willingham We remember what we think about. We think about what we remember Thinking requires attention Memories of learning to read… Memories of enjoying a wonderful story as child A problem of proficiency…. What is Reading? To be an excellent reader, you need to be able to…. Task At your tables, come up with a list of skills or attributes eg. ‘understand the relationship between letters and their sounds’ Extra points for ways of categorising or structuring these Focused, purposeful balanced approach to teaching reading Practise the skills – Play in the ‘whole game’ Who is the best reading teacher a child will ever have? • Modelling • Discussion • Vocabulary – ‘conversational duets’ • Providing real-world experiences School and home work in partnership to teach reading 1.Learning to read Heather Gellaitry 2. Class Novels in First Level Sophie McAndrew 3. Literature Circles in 2nd Level Louise Clouston 4. Importance of Reading for Enjoyment Katrina Chamberlain Supporting Reading • Through phonics • Understand how we use phonics to support reading and spelling What is Phonics? • An approach to teaching reading and spelling Aim • To teach learners the relationship between the sounds (phonemes) and the written spelling patterns (graphemes) which represent them Synthetic Phonics • An approach in which phonemes (sounds) associated with particular graphemes (letters) are pronounced in isolation and blended together (synthesised) • Letter sounds are taught with emphasis on word building For example: Place Kiss Sell They all have the phoneme s But three different graphemes ce ss s A Guided Reading Continuum comprehension Pre-reading skills decoding Progression for Phonics Phonics/ Spelling/ Reading Phonological Awareness Listening & Talking Developing Phonics • Phonological Awareness - ability to identify and manipulate units of oral language such as words, syllables, onset and rime • Phonemic Awareness - specific ability to focus on and manipulate individual sounds i.e. phonemes (sounds) in a spoken word Developing Phonological Awareness Before children are ready for phonemic awareness (phonics) they need support to develop: •Listening skills •Learn to filter out distractions •Be able to listen to increasingly complex auditory signals •Rhyme and alliteration •Compare and contrast sounds and rhythms Understanding Phonics English Language - 44 sounds (phonemes) - Made up of 26 letters Edinburgh - 37 + ch (loch) Understanding Phonics Phoneme - smallest unit of sound we hear in a word sh-i-p Grapheme – one letter or a group of letters used to write one sounds i sh igh ough f ff ph c k ck i-n contains 2 sounds & 2 graphemes c-a-t “ 3 phonemes & 3 graphemes ch-a-t “ 3 phonemes & 3 graphemes l-igh-t “ 3 phonemes & 3 graphemes c-r-a-sh “ 4 phonemes & 4 graphemes s-t-r-ee-t “ 5 phonemes & 5 graphemes Simple Speed Sounds Chart Sound Ruler Blending the Sounds Together to Read Assisted Blending Review sound knowledge Oral work 1. Sound talk m-a-t. Student repeat. 2. Sound talk m-a-t mat. Student repeat. Card work 3. Put out sound cards and say m-a-t 4. Run finger under word as you blend mat 5. Repeat. Child copies m-a-t mat. Magnetic board work Independent Blending 1. Put letter cards out silently 2. Student points to sounds, say sounds and blends while running finger under word. f r igh t fright 3) Repeat with a few different real and non words Once a child can blend independently use flash cards– green word (sounding out) / white word (321 push forward) Partner work using cards Eyes for Reading. Fingers for Spelling Children can learn to spell using the graphemes by placing them on their fingers Ensure children: • know how to hold up their fingers and look at them before starting to spell • use their non-dominant hand for fingers • use their writing hand to pinch fingers • pinch in the correct direction Finger Spelling Number of Number of Number of phonemes graphemes Fingers i-n 2 2 2 c-a-t 3 3 3 ch-a-t 3 3 3 l-igh-t 3 3 3 c-r-a-sh 4 4 4 s-t-r-ee-t 5 5 5 m-a-k-e 3 3 3* Next Step • Copies of sound charts, sound rulers • Information on dyslexia and supporting your child Comprehension skills • Whole class teaching of Library ‘Comprehension key skills’ with a • Personalisation and choice stand-alone text • Reading for pleasure • Explore cloze reading passages • Alphabetic ordering skills • Reading for information (topic influenced) • Dictionary skills Paired reading Group reading • Collaborative learning • Opportunity to read • Mixed ability/ability pairings Reading Opportunities aloud • Opportunity to work with within first level • Ability Grouping expert peers • Personalisation and • Practise fluency and choice – book title and expression how much to read • Peer assessment of writing • Teacher led discussions Cross-Curricular Whole class/collaborative reading • ICT: coding – reading instructions • Literacy circles • IDL: research based, use of topic/science • Book detective tasks books • BIG Talk tasks • Maths: word problems, RUCSAC approach • Reflective reading tasks • Literacy Rich: reading of spelling rules and • Higher order thinking skills common words/ ‘tricky words’ (Bloom’s taxonomy, Ryan’s thinking keys) Structure of teaching Reading within First level Example 1: Example 2: Example 3: Monday Teacher reads with Monday Whole class guided Monday Personalisation and every reading group reading and novel choice – Library visit. study task Whole class guided Tuesday Comprehension reading using novel activity from whole Tuesday Comprehension key study class novel or teacher skills from teacher Tuesday Whole class guided devised text devised text reading using novel Wednesday Literacy circles in (novel/IDL) study and introduce groups (based on Wednesday Modelled reading reading skill reading group book) Class discussion Wednesday Recap reading skills Thursday Teacher reads with Thursday Novel study task/IDL taught e.g. decoding every reading group Text using an active Friday Personalisation and Friday Literacy circles in approach choice – Library visit groups (based on Thursday Whole class novel reading group book) study task Fortnightly pupils Friday Comprehension key choose reading books skills from teacher and quantity to read devised text (novel/IDL) Teaching reading skills through whole class novel studies enables pupils to: ‘It occurred to me that our • Develop a repertoire of ways to think about or readers, who couldn’t decode understand ideas and contexts which as well, were missing out on subsequently can help pupils to learn new some amazing texts. Likewise, things. our best readers were being denied the chance to really study a book in its absolute • Learn and apply strategies to comprehend, to fullest. Of course we had class see things differently or understand others with texts, which were great, but differing, even opposing viewpoints. we didn’t allow ourselves to fall into them. And often story • Build on their own experiences/knowledge of time was absorbed by the world, help pupils to see and understand handing-out-letters-from-the- things which have never happened as first- office-time. Reading needed to become a hand experiences, build on experiences to bigger priority. And with it, our increase their knowledge of the unknown and reading culture needed to enable pupils to understand things from new grow.’ vantage points. Mr Rawlings Headteacher • Whilst enjoying of being part of a community of Blog: ‘Education Lion Farm’ readers. Using a whole class novel study approach enables the opportunity for pupils to develop: • Knowledge base of reading strategies (e.g. segmenting sounds, decoding of words) • Reading fluency and expression (expert peer/teacher modelled) • Comprehension and reading skills (Literature Circle tasks, Book Detective tasks) • Vocabulary and writing skills • Higher order thinking skills (Bloom’s/Ryan’s thinking keys) • Co-operative learning skills • Interdisciplinary /cross-curricular learning Other benefits of teaching whole class novel studies: • Whole class novel study approach enables pupils to engage with a higher level text in terms of vocabulary and themes than their current reading stage. • Closest model to shared reading experience with an adult as a larger group/class size. Introducing a whole class novel study Step 1: Whole class reading (Guided reading using a ruler, modelled reading, mixed ability pairings, opportunities to explore text and ask questions) Step 2: Novel study comprehension tasks (independent/collaborative) Step 3: Vocabulary + Writing tasks Step 4: Cross-curricular links/IDL Step 5: Further exploration through literacy circle tasks/BIG Talk/reflective reading tasks An example of Step 2: A Novel Study Comprehension Task An example of Step 2: A Novel Study Comprehension Task An example of Step 2: A Novel Study Comprehension Task An example of Step 5: Differentiation – e.g. 1 draw task A Reflective Reading Task An example of step 2: A Novel Study Comprehension Task Throughout this novel study, whole class activities gave opportunities to: • Have whole class and group discussions: Sequencing events, ask and answer questions about the story. Share ideas about characters and the writer’s use of language and story structure. • Teach a range of word recognition strategies. Decode unknown words by locating and pronouncing familiar letter patterns and blends. • Create a character - Using their understanding and making links with their learning about 2D shapes from maths. • Active Games - Opportunity to decode words and blend sounds together. • Find, select and sort information from the book and use it for a specific purpose, e.g. using the book to create a new blurb for the story. • Writing - Use the structure of the story from ‘Quick Quack Quentin’ to write a new story. Step 3: Vocabulary task Draw a picture Definition (Define what it means in Synonyms your own words) Word Thinking Map Antonyms Use it in a sentence Differentiated Tasks What makes a novel study Rubric? N.B. Important to not read ahead so reading skills can be taught in class e.g.
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