Early Years Strategy Group Literacy and Active Learning
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
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
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)
Concepts of print –cover, picture, text
* text upside-down
* wrongly spelt words
* words in the wrong order
Current /previous book
Running score of words read
Recognition of sounds (Jolly Phonics)
Blending – cvc/nonsense words
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
Collated and analysed results
Identified areas for development
Collaborative planning with staff
More active approach to literacy
What is a Literate child?
What would a literate child look like?
What skills would children need to become literate?
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
Planning literacy lessons with P1 staff
Supporting these lessons being taught
Facilitating observations and visits in other schools
Moving observations from nursery to Primary 1
Different ways to set up an Active Learning classrooms