Tag: reading

Developing Reading Fluency at Bonnybridge PS

Mark Finlay, class teacher at Bonnybridge PS has been studying children’s reading fluency within his Masters in Professional Educational Leadership enquiry. Using a critical collaborative professional enquiry approach (CCPE), Mark and colleagues designed an 8 week reading intervention which took place in all first and second level classes.

This work was the culmination of careful research into what reading fluency was, and how to ensure an equitable improvement in reading fluency for all children in each class. Mark and his collaborative enquiry group of teacher colleagues were passionate about breaking down reading barriers for all children involved.

Mark presented his research and findings  via an online professional learning session during our Falkirk Learning to Achieve Festival. The selection of slides shared here provide a summary of his CCPE enquiry project and its impact.

 

The intervention or test of change which they implemented included:

  1. Initial teaching of the elements of reading fluency (see visual above)
  2. 10 minute reading fluency task each morning
  3. Use of the same passage for all children in each class (different passages for each class)
  4. Texts were selected to challenge the majority of the children in each class
  5. Texts were linked to current learning  such as the class IDL/topic or discrete literacy learning (e.g. spelling words in context)
  6. These included fiction and non-fiction texts
  7. Monday – teacher modelling of reading of this text
  8. Tuesday to Thursday children’s independent reading/practise of reading texts
  9. Friday “Reader’s Theatre” to share reading.
  10. Data-gathering methods: Participant observation, teacher journaling and meetings, focus group discussion.

 

Despite the short timescale of this reading fluency intervention in Bonnybridge PS, Mark and his colleagues have observed the following outcomes so far for children involved:

  • They have equal opportunities to attain and achieve to the best of their ability
  • They are increasingly aware and in control of their own reading progress
  • They are building their knowledge and vocabulary
  • Their ability to decode, process and understand words when reading is improved
  • Their reading comprehension is better

Mark and his colleagues have used their research into fluency to adapt their teaching of reading effectively in practice. They used agency to build a learning environment which is even more focused on social justice and equity. They feel that their CCPE has had a positive impact on the literacy outcomes of most of the children involved.

They will continue to develop their teaching of reading fluency as a key strand of learning within literacy.

 

Rainbow Readers at Denny Primary School

Teachers at Denny PS have observed significant impact on pupil reading skills resulting from their use of the Rainbow Readers programme. They have been using this programme as a specific reading intervention from primary 5 upwards for around 4 years now. Teachers using it have observed the following impact on pupil progress and attainment:

  1. Children can read and recognise more high frequency words.
  2. Reading fluency and understanding is improved – the reading ages of a few second level children increased by 1-3 years between August 2023 and May 2024.
  3. Children enjoy using the range of high interest texts – 2 second level children who previously avoided reading at all costs are now choosing to read books from their library.
  4. Children using the programme are now more confident readers.
  5. Children’s ability to read with appropriate pace and tone is improved by mirroring the listened text.

The paragraph at the end of this post shares key information from the official Rainbow Readers website, but Kerry Brown, primary 5 class teacher shared the following information about how some teachers in Denny PS are making use of the programme :

  • It has texts (different coloured book spines) matched to 5 levels and the texts are read aloud as the child taps and moves a digital pen device over the words.
  • These include fiction and non-fiction texts which are high interest but require lower  reading ability.
  • There is an initial assessment to enable selection of the correct reading level or text colour suitable for each child.
  • Pupils can choose from the selection of texts in their level or colour and there is a wide selection of these.
  • Children use the pen to read each text independently. They read the text multiple times and can then work on the related comprehension and sequencing tasks.
  • These tasks include literal, inferential and evaluative questions.
  • The school purchased the New Heights text collection of Rainbow Readers and this is ensuring that they never run out of new texts for children working in each level to choose from.

Kerry builds her use of the programme into her differentiated planning of reading in class for her children. She combines their reading of the texts with flash card tasks, coloured overlays, handwriting tasks to develop fine motor skills, Nessy and other common word practise tasks. She feels that repeated listening to the text is key to developing children’s progress – particularly when this is supported at home also. Kerry collates all of the children’s reading work in their folder so that they can see their progress. She integrates their use of Rainbow Reading with whole class reading comprehension tasks depending on the amount of support available for her children. She feels it is a manageable reading intervention where group and individual working is possible.

Kerry also likes that the methods involve a break from screen-based learning. She offered a few points to note:

  • if the children accidentally tap the pen twice instead of once during their reading, the reading will start again from the beginning.
  • the programme requires children to be able to follow the text while listening.
  • the required initial assessment is time-consuming at the start but absolutely essential.

Teachers’ and children’s use of the Rainbow Reader New Heights programme is working well as a reading intervention for second level children in Denny PS. The children using the programme are experiencing success in reading aloud more fluently with appropriate pace and tone. They are able to read an increasing range of texts and are choosing to read more as well as being more confident readers.

Information from Rainbow Readers website:

The Rainbow Reading Programme is designed to present students with a variety of topics, authors, styles and illustrations to make reading interesting while skills are improved. Each story or article has been carefully selected because of its educational value and attraction to a wide range of students with varying needs and interests.

Books are levelled, colour-coded, and are accompanied by  specially recorded audio available on a magical reading pen, CDs or as MP3 files to provide support and a good model for readers. A comprehensive Teacher’s Manual and Training video ensure that this simple, yet effective programme (which incorporates repeated readings) can be easily implemented (often by Teachers Aides).

Assessment sheets feature the titles of the books presented for teachers to take Running Records to monitor progress. Cloze (Text Completion), Text Sequencing, Word Search, Writing and Dice Game sheets provide meaningful text-related activities.

You can find out more about this programme and the research it is based on here.

Literacy and Digital Tools Professional Learning Resources Now Available

Falkirk Literacy Team colleagues and Kerry Abercrombie, DigiLearn Falkirk Support Officer have been co-delivering professional learning about digital tools which support learners’ literacy skills since 2020. We responded to teachers’ requests for guidance on which digital tools might help remove literacy and/or curriculum barriers for their pupils. The training sessions shared digital tools which we felt could be vital to the learning of some children and young people but also valuable to all (helping to close gaps and improve equity). These training sessions have been very well attended and  evaluated by teachers, early years officers and senior leaders across our Forth Valley & West Lothian Regional Improvement Collaborative (FVWLRIC).

We are delighted to share Kerry’s one-stop-shop link (click on the picture above) and QR code below which leads to the support pages where she has collated the materials from each session . The landing page enables you to learn about digital tools for reading, writing, creating, presenting or for learners with English as an Additional Language.

Each page includes:

  • The Powerpoint slides from the session
  • A recording of the session
  • A description of the digital tools and how they support learners’ literacy
  • Demonstration videos
  • Ideas and suggestions for ways in which the tools can support literacy learning

 

 

Supporting Attainment in Literacy at Stenhousemuir PS – Our use of Read Write Inc

Catharine Gillespie is the raising attainment teacher in Stenhousemuir PS and, with the support of her principal teacher Dawn Easton, she is leading the use of Read Write Inc Phonics (RWI) from primary 1- 4  as a key support for progressing pupils’ reading, writing and spelling. The Read Write Inc Phonics programme is produced by Oxford University Press and Catharine was trained as a reading leader via the Ruth Miskin training programme. All teachers using the programme in Stenhousemuir PS have also been trained and Catharine provides ongoing professional learning and support for them. This training comprises the first three steps of a seven-step RWI programme which also includes:

 

  1. Rigorous assessment, tracking and monitoring
  2. Grouping children for maximum progress based on the above assessment
  3. Making consistent use of teaching strategies and pedagogy which encourages children’s best learning behaviours
  4. Supporting parents and carers so that they can contribute to their child’s progress

What impact on literacy learning is the use of this programme having?

The current primary 5 children at Stenhousemuir have been developing their literacy skills through this programme since primary 1 and there has been significant improvement in their attainment as a result. Most children across the school are on track with their learning with only a small number needing additional interventions to support their learning differences. Catharine notes that more children are achieving more quickly and measures this impact by comparing the attainment of current primary 2 children with those of previous primary 2 classes prior to using the programme. She attributes this impact to:

  1. Close Assessment of children’s progress:

Catharine assesses all children at 6-8 week intervals to determine where they are in their learning. Using the assessment resources within the programme, she identifies the consolidation opportunities and new learning needed then adjusts the groups which the children learn within to provide the correct degree of challenge for them.

2. Grouping of children:

Primary one children experience the programme within the adult-directed literacy element of their learning day. Fred the frog is introduced to children (the character used to engage children) and then used as a focus for structured teaching strategies across the programme. From January the children are grouped across both primary 1 classes and learn their initial sounds visually through the “Fred Talk and Fred Fingers” procedures, rhymes and visual clues. These procedures are taught in primary 1 and are then used consistently by all teachers working with groups across the school. From primary 2 upwards, Catharine groups the children using their assessment information within mixed class groups. She allocates each group to a teacher and a learning space within the school. The Read Write Inc sessions take place during an hour between play time and lunch time Monday to Thursday of each week. Catherine ensures that no child works in a classroom space which is below their actual primary stage.

3. Pedagogy and teaching strategies used:

The initial training guides teachers’ use of interactive, consistent routines for each part of the daily RWI sessions. Catharine and colleagues use these effectively to ensure that ways of working remain familiar and constant so that children can focus on the new learning. Each literacy session includes the Fred talk exploration of the new sound and teachers make this as multi-sensory and accessible as they can through their dialogue and interaction with their group of children. The Fred Fingers strategy involves children pinching their fingers in time with each of the sounds they hear in each word they see and learn. The teachers use flash cards with words which contain each new sound and a selection of review sounds, in a familiar routine with their whole group.

The RWI 1 hour sessions are focussed, with the actual activities  and ways of working changing every 15 minutes or so to support children’s focus and engagement. There is:

  • Always a review of the learning from the previous day’s work,
  • Introduction of the new sound and flash cards as above
  • Review of previously taught sounds
  • Writing of the letters, sounds and words learned
  • 3 readings of the text identified for the group (more detail below)
  • A quiz/differentiated comprehension questions
  • Linked writing opportunities at appropriate levels
  • Proofread and editing tasks
  • Grammar and vocabulary challenges
  • Longer writing tasks which enable children to apply their writing skills more creatively

The children are prepared for reading by learning the decodable and tricky words they will encounter in the story. They have a lively and engaging story introduction which builds enthusiasm for reading the text and puts the story into a context. Then they do paired reading – each child reading it again in turn. When listening to each other, the children use a lollipop stick as a pointer to guide their partner’s reading. After the first read, they have the text read by the teacher to model confident, fluent and expressive reading. Read two develops fluency and read three focusses on comprehension of the text and voice choice to match

The whole philosophy is that children are given every skill they need to be successful in their reading before they begin. As the children progress in their reading, the levels of challenge in vocabulary increase, as does the length of the text.

All of these activities support children’s ability to:

  • de-code the text
  • develop their reading fluency
  • link the phonemes with their corresponding graphemes
  • form the graphemes and
  • use the graphemes correctly when spelling.

The texts also have comprehension questions which increase in quantity and difficulty as children move through the levels of the programme.

The Ruth Miskin training programme includes the specification of pedagogical/classroom management techniques which support children’s learning behaviours and attitudes. These promote a calm, ordered, focused learning environment and familiar routines and ways of working. Teachers at Stenhousemuir PS use these actions rather than their voices to manage the different procedures involved in each literacy lesson. For example, children learn that when the teacher raises their hand this means it’s time to stop what they are doing and listen for instruction. When moving from one activity or group to another, teachers use a 1, 2, 3 finger signal to manage children’s standing, moving and sitting. These techniques have been so successful that they have become adopted throughout the teaching day for all classes.

What do the children think of this literacy learning?

When asked for their opinions of their teachers’ use of this programme children in two learning groups said:

“It’s not hard or easy” gave thumbs up sign with smile “it’s medium.”

“It’s helping me learn.”

“I like the books – they are nice and good. I feel like I am learning all of the words.”

“The lolly stick helps me see all of the words.”

“ I love Read Write Inc because it helps me to read fast.” – P2

“You have to work hard to learn all of the sounds” – P1

“I read my home reading book to my mum and she is proud of me!” – P3

The teachers feel that as the programme moves up through its levels, it supports specific literacy skills and understanding such as children’s knowledge of alternative spellings for similar sounds and their capacity to proof read and edit their writing. Catharine feels that their use of the programme offers their children small, measured steps to success leading to independent working and the ability to apply literacy skills purposefully across the curriculum.

How are teachers adapting and using this programme for their children?

When reviewing their use of RWI, teachers at Stenhousemuir agreed on adaptations to their use of the programme. This included:

  • Adapting the assessments provided to be more focussed
  • Adding in a Fred Star of the Day award to the child who’d engaged, progressed or contributed well to the daily RWI hour
  • Changing the classroom  literacy displays weekly to reflect the learning focus
  • Enabling children to take Fred home for the weekend (a child in each group does this and provides a simple diary insert for Fred’s adventure book).

On Fridays children’s literacy hour happens with their own class in their own room. Teachers use elements of PM Writing to teach varied and creative writing lessons  which enable children to apply the learning they’ve acquired over the previous week.

Ongoing Development and Next Steps

To complement their use of the RWI programme, teachers are also supporting primary 6 and 7 children to catch up on any gaps in their learning by using the RWI Fresh Start programme. Children work in small groups to develop and consolidate their literacy skills, using texts which have a more age appropriate interest level.

Upon seeing the impact of Read Write Inc Phonics in the lower school, the school invested in the Read Write Inc Literacy and Language programme for Primary 4-7 children. This forms part of a language rich curriculum which develops children’s reading and understanding in different genres and builds upon the work done in the phonics programme.

Engaging Parents

It was decided that maximum impact on learning could be gained through the purchase and use of  RWI text collections of home readers and speed sound booklets. In conjunction with information night opportunities for parents and carers, these booklets enable parents and carers to support their child’s reading homework tasks. The home readers are matched with the taught content of the RWI texts used in school to ensure that children will experience success while reading. Similarly, the speed sound books enable parents and carers to engage in fun consolidation of their child’s knowledge of their taught sounds at home.

Parents and carers have been very positive about these developments, but Catharine and colleagues at Stenhousemuir PS now want to build on this initial parental involvement in their children’s literacy. They would love to attract or recruit more parental helpers who can work with children in their learning groups.

In summary, staff use of the Read, Write Inc Phonics programme at Stenhousemuir PS is engaging learners, improving reading attainment and enabling children to progress their literacy skills at an appropriate pace. Catharine would be delighted to speak with colleagues wanting to know more, and an information/sharing opportunity will be scheduled via Falkirk CPD Manager before Easter 2024.

Antonine PS and their Reading Schools Journey

Setting off on our journey

Antonine Primary School in Falkirk hit the ground running with their Reading Schools journey.  They had a clear idea of their reading culture and opportunities to develop. Prioritising reading and writing was identified through their school improvement planning, so there was a common focus to drive their activities.

After undertaking reading attitudes studies with both learners and staff, Antonine Primary School introduced a Reading Leadership Group with Primary 7 Pupils, teaching staff, the Deputy Head teacher, and a librarian to promote reading for pleasure across the whole school.

‘Being a mini librarian has helped me get better at my alphabet. I loved making the shelf labels to help everyone find books.’

Reading for Pleasure: The Reading Forest

The leadership group’s first task was to design and develop a Reading Forest: environment and mind-set to encourage and support reading for enjoyment, fostering a love of books and elevating their learners’ experience. The Reading Forest involved:

  • Woodland-themed, leafy and tranquil reading areas with forest sounds to evoke the sense of being outdoors
  • TREE (Together Reading Excites Everyone) time
  • An outdoor library

Having the Reading Forest as a core focus allowed learners to play an active part in planning and implementation. It also raised the profile of reading for pleasure through whole-school investment.

‘I like our new library, I can borrow lots of different books.  I like all the books about insects and small animals.”

The leadership group were involved in many administrative tasks throughout this process, such as indexing library stock and creating resources.

Since receiving silver Reading Schools accreditation, Antonine Primary have developed two outdoor reading spaces to provide learners with the opportunity of reading for pleasure during school breaks.

 

Impact on staff

Antonine’s Reading Schools experience was incredibly rewarding for staff. Opportunities arose for them to receive CPD training and become actively involved in the Forth Valley Regional Improvement Collaborative literacy group.

The Reading Forest encouraged free reading time in the classroom and encouraged staff to read too, modelling reading behaviours and supporting learners to find their next great read.  Every week, all learners across the school were invited to read for pleasure through a whole school initiative TREE (Together Reading Excites Everyone), where rainforest music is played through the school tannoy. When they hear this music, all learners pick up their chosen book and enjoy some quiet reading time.  Staff also plan for reading aloud to their class twice per week through Forest Rangers.

‘The children are really enjoying seeing me read during TREE and will often ask what the book is.’

‘My class are constantly checking me for updating my door sign to make sure I have added my new book to this.’

Opportunities were created for more conversations around books using resources like Book Jenga, monthly reading polls, book discovery QR code hunts and building scenes in shoe boxes. This allowed teachers to understand learners’ interests better and find enjoyable and sometimes challenging texts.

Staff also increased their knowledge of contemporary children’s literature by using Scottish Book Trust resources and engaging with programmes such as Authors Live. Activities and resources were actively shared among staff, creating a positive culture for professional development.  We now also have a Star Books display in the staffroom, displaying termly newsletters and suggested contemporary literature for teaching staff to use with the class.  We liaise closely with our local librarian to update this termly.  Similarly, all classes across the school have a Reading Spine box informed by Talk for Writing.  This provides each class teacher with a range of quality literature to explore with their class throughout the session.

Supporting families

By surveying families and learning about their reading habits, Antonine developed a range of opportunities to meet families’ needs, from building networks with the local library service to launching home reading challenges. The gap between home and school was closed, with families engaging in community book hunts and activities on social media, building on rich foundations and helping to foster a love of reading at home as well as at school.

‘It allows us to have some nice quiet family time together. It feels like we are all going off on an adventure together.’

[I enjoy] hearing my child’s reaction to stories – hearing my child’s progress in their own reading – the opportunity to spend quality time with my child.’

In working towards Gold Accreditation this session, both the Staff Improvement Group and School Library group are taking reading for pleasure into the local community with 3 new initiatives:  Read While you Wait, Read Enroute and a Community exchange library.

Wider impact

Reading Schools helped Antonine Primary cement reading activities and a framework to monitor their progress and success. Termly reading challenges became mainstreamed and linked to the Reading Forest, organising the schools’ reading activities under one framework.

Creating an evaluated driver diagram helped build momentum behind the fantastic work already undertaken while also identifying areas for improvement.  This continues to be an approach we are currently using in aiming towards Gold Reading Schools accreditation.

The programme provided a coherent structure and clear progressive route where all literacy activities would be celebrated and documented, knowing that they would contribute to the school’s wider aims and priorities.  Reading Ambassadors are celebrated weekly at whole school assemblies. What Reading Looks Like at Antonine, a reading policy, has been developed to provide all staff with an overview of all reading for pleasure initiatives that are now embedded across Antonine Primary School.

 

Kickstart literacy for 2nd level pupils using brilliant NewsWise resources

Slide from Lesson 1 PowerPoint resource

NewsWise is a free, cross-curricular news literacy project for 7-to-11-year-olds across the UK. It is designed to help children develop their critical literacy skills within a real-life Journalist Training School context. The whole unit consists of 15 lessons which allow pupils to develop, consolidate and apply reading, talking and listening and writing skills in an holistic way. The real-life, “world of work” journalism context is an engaging way for teachers to help their second level pupils to understand, critically navigate and report real news. As well as developing most of the main CfE literacy organisers and sub-organisers, it also integrates essential learning within Technologies and Health and Wellbeing (Mental, emotional, social and physical wellbeing). Find out more and download this free resource by clicking here. It includes:

  • curriculum-based lesson plans
  • posters and all necessary resources for the lessons
  • exciting school workshops
  • opportunities to speak to real journalists.

NewsWise was funded by Google, and developed by the National Literacy Trust in partnership with the Guardian Foundation and the PSHE Association.

News from our National Literacy Network Meeting June 2022

This blog post shares key information and opportunities from the last National Literacy Network meeting which took place on 8th June 2022.

AGENDA: Welcome
• Love to Read Project – Dr Sarah McGeown
• Break Out Room Discussion -Focus on progression Early through First Level
• ES and Partner Updates
• Future NLN / LECN Dates

Love to Read Project – Dr Sarah McGeown, University of Edinburgh – This is a programme created by researchers, teachers and children to inspire and sustain a love of reading. It draws upon theory, research, children’s insights and teachers’ professional and pedagogical knowledge, expertise and experience. More information about this programme can be found here and it will be freely available from March 2023.

 

 

 

 

 

Sarah also shared reading for enjoyment links below:

For teachers/school leaders: McGeown, S., & Wilkinson, K. (2021). Inspiring and sustaining reading for pleasure in children and young people: A guide for teachers and school leaders. UKLA Minibook. Available here:

For children: Connecting with Fictional Characters: The Power of Books. Available here.

The final literacy development shared by Sarah was the Move to Read programme which is a collaborative research project between the University of Edinburgh and schools within Edinburgh City Council. It aims to co-create physically active early literacy activities (P1) which are embodied –  more information here.

Further information about the value of participatory research involving researchers, teachers and pupils can be found in The University of Edinburgh blog here. 

Focus on progression Early through First Level

Education Scotland colleagues shared national pupil attainment data from 2020-21, so that we could examine these as a group. The breakout discussions were used the questions below to explore our theories around why there was a dip at first level across literacy.

  • What are the theories around why the dip happens?
  • What are the challenges to effective learning (P1 – P4)?
  • How do we strengthen understanding of progression through this level?
  • In what ways do we support pedagogy at this level?

ES and Partner Updates

  1. Cabinet Secretary announcement December 2021: National Response to Improving Literacy group (NRIL)
    “Scotland already has the National Response to Improving Mathematics Partnership Board, and we will set up a National Response to Improving Literacy group. Both groups will examine the existing landscape in Scotland and internationally, seeking opportunities to enhance professional learning for teachers and the classroom experiences for young people”
  2. Themes are beginning to emerge from the consultation done so far by the NRIL. These will be developed and shared over the next months.

Future NLN / LECN Dates

LECN (Literacy and English Curriculum Network) meeting 16.6.22 – Gender and Literacy Motivation

The next National Literacy Network meeting takes place on Thursday 15th September 2022

 

Coming soon to our FVWL RIC – Alex Quigley talks Literacy

We are delighted to have Alex Quigley, a renowned literacy specialist, contributor to Educational Endowment Foundation (EEF) research and publications and author of several best-selling books (including Closing the Reading Gap and Closing the Vocabulary Gap) join us for three sessions in May and June. During these sessions Alex will share insights and evidence-informed approaches that teachers can employ in their practice. There will be a follow-up session on 15th June for attendees to discuss what they have taken from the sessions, as well as a platform to discuss how the RIC can best support you going into the 2022-2023 school year.

 Closing the Reading Gap with Alex Quigley

11th of May at 4pm – Alex explores the brilliantly complex act of reading in this session. He tackles practical issues, such as developing reading fluency, and how to support pupils to become strategic and knowledgeable readers. The session draws upon Alex’s best-selling book for teachers, and is research-informed but also packed with practical strategies every teacher can apply in the classroom.

Sign up via CPD Manager – course ID: 78388

Literacy across Learning with Alex Quigley

25th of May at 4pm – During this one-hour session Alex draws upon his classroom practice and a wealth of research evidence to explore the challenges pupils face when it comes to literacy in the classroom. In this session, he explores the importance of ‘disciplinary literacy’, focusing on how pupils develop as readers and writers across the curriculum. The session includes practical strategies to develop reading, writing and vocabulary approaches that unlock the curriculum for students and help ensure their success.

Sign up via CPD Manager – course ID: 78133

*This session is also part of the Forth Valley and West Lothian Regional Improvement Collaborative’s Futureproofing Pedagogy Series, which runs every Wednesday from 4pm from 26th April until 1st June.

Closing the Vocabulary Gap with Alex Quigley

7th of June at 4pm – Alex explores the phenomenon of the ‘vocabulary gap’ and its crucial impact on learning in the classroom. In this session, he explores how teachers can support vocabulary through rich academic talk, alongside applying vocabulary approaches to ensure pupils read and write with success. Alex holds a mirror up to word-rich classrooms and offers practical strategies that you can apply in your own classroom context.

Sign up via CPD Manager – course ID: 78389

Closing the Literacy Gap

15th of June at 4pm – This session is an opportunity for practitioners who attended Alex Quigley’s sessions to meet up and discuss the key messages covered in the sessions, as well as sharing ideas on what type of support they would like from the Forth Valley and West Lothian Regional Improvement Collaborative in the 2022-23 school year.

Sign up via CPD Manager – course ID: 78697

Connecting Parents & Carers with Literacy through Play at Maddiston Primary School

Primary 1 staff and Diane Russell (PT) at Maddiston PS created a video for their P1 parents and carers, who would usually visit the P1 classrooms to attend Literacy information workshops. The video shares and explains how literacy learning and play pedagogy are used to support primary 1 pupils as they progress their reading, writing, talking and listening.

The video shares a range of ways in which staff build literacy through play, playful teaching and engaging, active learning. These include:

  • Helicopter Stories
  • Foundations of Writing
  • Approaches designed to develop phonological awareness & other elements of reading
  • Building words
  • Developing a reading culture
  • Stories – reading in class and at home via initiatives such as the Bedtime Story Box
  • Listening activities
  • Message centre

The video is narrated by staff and children and they share how the learning environment promotes literacy skills.

  • Role play
  • Small worlds
  • Sand and water trays
  • Construction
  • Sound and audio in class

[youtube https://www.youtube.com/watch?v=UlqPAd6BEG4&w=560&h=315]

The final section of the video gives parents and carers an overview of a key reading and comprehension resource used in school – Bug Club.

Forth Valley, West Lothian Regional Collaborative Disciplinary Literacy Training sessions

Our FVWL RIC literacy team is offering new professional learning in Disciplinary Literacy for non-English teaching secondary practitioners. John Sherry, Principal Teacher of Literacy with FVWL RIC will deliver the following sessions:

  • Disciplinary Literacy 1 – An Introduction to Disciplinary Literacy – Monday 27th September at 4pm, Webinar. Course ID: 76134
  • Disciplinary Literacy 2 – Reading – Monday 25th October at 4pm, Webinar. Course ID: 76161
  • Disciplinary Literacy 3 – Writing – Monday 29th November at 4pm, Webinar. Focus on writing and how it is approaced in diferent ways across the curriculum.  Course ID 76162

These sessions will explore how to get secondary pupils to read like a geographer, write like a biologist or talk like a mathematician. This series is for secondary practitioners who want to know what disciplinary literacy is and how it can be used in their teaching. The three sessions will cover how pupils learn best when they are immersed in the vocabulary and nuances of their subject (session 1), with a specific focus on reading (session 2) and writing (session 3). Participants will be supported at every stage of the process as they trial and create subject-specific strategies to embed into their practice and help their pupils to reach their potential.

Sign up for each session via CPD Manager or contact John Sherry (gw14sherryjohn@glow.sch.uk) for more information.