{"id":1369,"date":"2019-02-14T12:50:45","date_gmt":"2019-02-14T11:50:45","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/?p=1369"},"modified":"2019-02-14T12:50:45","modified_gmt":"2019-02-14T11:50:45","slug":"teaching-early-literacy-within-a-play-based-approach-at-denny-ps","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/2019\/02\/14\/teaching-early-literacy-within-a-play-based-approach-at-denny-ps\/","title":{"rendered":"Teaching early literacy within a play-based approach at Denny PS"},"content":{"rendered":"

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Amanda Gardner and Brenda Bennie teach primary 1 pupils at Denny PS and are\u00a0working together on\u00a0their adoption of a play-based approach\u00a0to teaching and learning\u00a0this session. Amanda and Brenda are very well supported by their senior leaders in school, and shared their experience so far with Falkirk practitioners at a recent professional learning opportunity.<\/p>\n

The classroom dimensions, space\u00a0and layout were initially challenging, but Amanda and Brenda have\u00a0gradually\u00a0developed\u00a0three\u00a0learning spaces:\u00a0their Sunflower Room, Poppy Pod\u00a0and Thistle Rooms. Adopting this approach to learning has required both teachers to continually re-assess and reflect on their teaching practices and\u00a0they described how\u00a0the\u00a0weekly involvement\u00a0of an early years officer has been pivotal to their success so far.<\/p>\n

Amanda and Brenda have broad-banded their pupils for literacy and numeracy –\u00a0block 1 of each day is devoted to pupil literacy development\u00a0with block 2 for numeracy. They are trialling a resource\/approach called Talk for Writing, and Yvonne McBlain, (curriculum support teacher with responsibility for supporting literacy across learning) wrote this post to share information about how pupils were responding to this approach.<\/p>\n

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Talk for Writing\u00a0is a commercial resource which a small number of Falkirk schools are using, and was developed and produced by Pie Corbett in collaboration with\u00a0Julia Strong – click here<\/a> to read more. It is a developmental approach\u00a0based on research which demonstrated powerful impact on pupil attainment in writing\u00a0via initial focus on talking and listening. By engaging with the sounds and patterns of spoken\/heard texts (fiction or non-fiction),\u00a0pupil familiarity develops,\u00a0the teacher and pupils create a text map – devising and using pictures\/symbols and actions to tell\u00a0the story of the text until they know it and can tell\/show it by heart. This multi-sensory approach to understanding and sequencing texts builds children’s cognitive pathways –\u00a0gradually\u00a0freeing cognitive space for them to develop their own writing skills. Through imitation of the structures and patterns of these known texts in their own writing, pupils can then innovate and move towards independent writing and extended writing. They become competent at analysing texts by reading them as readers AND as writers – evaluating and analysing the structure and content so that they can adopt and adapt valuable strategies in their own writing across the curriculum.<\/p>\n

Amanda and Brenda are closely monitoring the positive impact of the Talk for Writing approach so far, but feel that it fits very well within their play-based, child-led pedagogy. They have built in opportunities every Friday to gather and reflect on their pupils’\u00a0feedback on their learning and to celebrate progress and achievements. The short story below is the text which is currently being explored and developed in class and is linked to\u00a0a Scottish context or focus.<\/p>\n

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Amanda Gardner and Brenda Bennie teach primary 1 pupils at Denny PS and are\u00a0working together on\u00a0their adoption of a play-based approach\u00a0to teaching and learning\u00a0this session. Amanda and Brenda are very well supported by their senior leaders in school, and shared their experience so far with Falkirk practitioners at a recent professional learning opportunity. The classroom …<\/p>\n","protected":false},"author":2150,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1369","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/posts\/1369","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/users\/2150"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/comments?post=1369"}],"version-history":[{"count":8,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/posts\/1369\/revisions"}],"predecessor-version":[{"id":1381,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/posts\/1369\/revisions\/1381"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/media?parent=1369"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/categories?post=1369"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/tags?post=1369"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}