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    Literacy Literacy Presentation Transcript

    • 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
    • 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)
    • Sand
      • Marie Clay
      • Pre-literacy assessment
      • 1972
    • 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
    • Reading Books
      • 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
    • What next?
      • Collated and analysed results
      • Identified areas for development
      • Collaborative planning with staff
      • More active approach to literacy
      • Literacy workshop
    • What is a Literate child?
      • What would a literate child look like?
      • What skills would children need to become literate?
      • Tracking sheet
      • Forward planning
    • 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
    • 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
    • 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