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  • 1. Early Years Strategy Group Literacy and Active Learning
  • 2. A few things to think about!
    • Impressive mind map!
    • Create guidelines for Active Learning in literacy
    • Haddington Infant School – work there to influence content of guidelines
    • ASG - drop-in sessions and workshops to support staff in Active Learning
  • 3. How could we achieve this?
    • Base school in which to focus our research
    • Find some way of measuring impact on Active Learning
    • Focusing on literacy, MR Tracker input for numeracy
  • 4. Help!
    • Anita Harrison, Senior Educational Psychologist
    • Devised a method to study impact of Active Learning on literacy
    • LAAC Children – funding
    • Small group – needed to be extended
    • Lowest 20% attaining children in each of the classes (children identified by class teachers)
  • 5. Sand
    • Marie Clay
    • Pre-literacy assessment
    • 1972
  • 6. Sand
    • Concepts of print –cover, picture, text
    • Letter/word
    • Left/right orientation
    • Tracking text
    • Clever bits!
    • * text upside-down
    • * wrongly spelt words
    • * words in the wrong order
  • 7. Reading Books
    • Current /previous book
    • Running score of words read
    • Recognition of sounds (Jolly Phonics)
    • Blending – cvc/nonsense words
  • 8. Observations and Interviews
    • Observed children during a literacy lesson
    • Interview with P1 staff
    • * making decisions (resources, activities, planning)
    • * engaged in learning
    • * explaining and sharing learning
    • * self – correction
    • * interacting with others
    • * confidence in Active Learning
  • 9. What next?
    • Collated and analysed results
    • Identified areas for development
    • Collaborative planning with staff
    • More active approach to literacy
    • Literacy workshop
  • 10. What is a Literate child?
    • What would a literate child look like?
    • What skills would children need to become literate?
    • Tracking sheet
    • Forward planning
  • 11. Knowledge of sounds s a t i p n c /k e h r m d g o u l f b ai j oa ie ee/or z w ng v oo y x ch sh th th qu ou oi ue er ar Main alternative spelling Formation of letters s a t i p n c /k e h r m d g o u l f b ai j oa ie ee/or z w ng v oo y x ch sh th th qu ou oi ue er ar Capital letters Blending sounds Blend 2 letters cvc words cvc with consonant diagraphs ccvc words words with vowel diagraphs cvcc words 2-syllable words Word building Blend 2 letters cvc words cvc with consonant diagraphs ccvc words words with vowel diagraphs cvcc words 2-syllable words Common Words Sentence Structure Emergent letters Emergent words phrase simple sentence simple sentence punctuated extended text Ort Words stage 1 stage 2 stage 3 stage 4 stage 5 stage 6 stage 7 Conventions of Text Orientate the book Turn the pages Purpose of text / Purpose of illustration Find starting point for reading Direction of text Corresponding text to spoken word Identify punctuation and its purpose Distinguish between word/sound
  • 12.
    • Planning literacy lessons with P1 staff
    • Supporting these lessons being taught
    • Facilitating observations and visits in other schools
    Interventions
  • 13. ASG Workshops
    • Moving observations from nursery to Primary 1
    • Different ways to set up an Active Learning classrooms
    • Classroom management
    • Workshop - What has gone well?
    • - Where do you need support?
    • Active literacy and reading highlighted
  • 14. The way forward
    • Consistent approach to teaching literacy
    • Knowing….
    • where your children are
    • where they need to go
    • how to get them there
    • Focused learning and teaching
    • Guidelines