Chiara Sportelli is seconded to RIC Literacy from her position as Principal Teacher at Bannockburn Primary School, Stirling. She has promoted Literacy in the primary school through creative practices such as video conferencing, green screen and digital technologies and has recently undertaken learning an additional language and critically analysing 1+2 pedagogy through the Open University TELT programme which aims to increase and improve language provision in primary schools. In her role with the RIC she will initially be focussing on paired reading, developing Literacy through play and creating a primary practitioners Literacy network via the Facebook group ‘FVWL RIC Literacy Primary Practitioners.’
Category: Literacy
Primary Practitioners Literacy Facebook Group
A new Facebook group has been set up for FVWL RIC primary practitioners who have a responsibility for or a particular interest in all aspects of Literacy. As well as being able to share all FVWL RIC Literacy related news on the site it is intended to be a forum for sharing ideas, resources and supporting the learning and teaching of Literacy.
To join search for ‘FVWL RIC Literacy Primary Practitioners’ and please remember to answer the questions when you request to join!
For further information please contact Chiara Sportelli at sportellic14s@glow.sch.uk
Paired Reading
CLPL webinar on 15th February at 2pm
This session which is aimed at support staff will equip you with skills designed to engage reluctant readers and improve confidence. A structured approach to paired reading will be provided from choosing reading material through to discussing the text after reading.
Sign up via CPD Manager or contact Chiara Sportelli at sportellic14s@glow.sch.uk for further details.
RIC Literacy: February 2021
Please sign up on CPD Manager or email for further details: CLjadam@glow.sch.uk
Grammar in Context Session 3
The third grammar session with Dr Kylie Bradfield (University of Stirling) is Text Level Grammar. Many thanks to Dr Bradfield for sharing the recordings and accompanying resources.
Handout for session 3.
Interest can be sparked using a short film.
Grammar in Context Session 2
Grammar webinar 2 (of 3) from Dr Kylie Bradfield (University of Stirling): Sentence Level Grammar. Many thanks to Dr Bradfield for also sharing these accompanying resources.
Knowing About English Language: a Wrinkle in Time:
https://eprints.qut.edu.au/47427/
Using Sophisticated Picture Books & Process Drama to Engage
Early Years Students with the Critical Strand: https://eprints.qut.edu.au/4485/1/4485_1.pdf
Window on a Changing World – “a groundbreaking work which points to one possible direction for books in the future…”:
https://www.jeanniebaker.com/focus/window-on-a-changing-world/
https://www.youtube.com/watch?v=4JLVneJa1Is
“Belonging” by Jeannie Baker: https://www.youtube.com/watch?v=cteuiljxfYc
“Good Boy Fergus!” by David Shannon: https://www.youtube.com/watch?v=koOQbZNZLnA
https://www.youtube.com/watch?v=RTWigXhdwEc&feature=youtu.b
Literacy Summary (Aug. – Dec. 2020)
Please click on this wakelet link to see the literacy summary (August – December 2020): Literacy Summary (Aug.-Dec. 2020)
Supporting Reading at Home
As always, EEF has some great resources – and translations. For those doing Reciprocal Reading, this guide highlights the main strategies too.
https://educationendowmentfoundation.org.uk/covid-19-resources/support-resources-to-share-with-parents/7-top-tips-to-support-reading-at-home-translations/7_Top_Tips_to_Support_Reading_at_Home
Grammar in Context Webinars
Dr Kylie Bradfield (Stirling University) offered a series of grammar webinars on January 11th, 18th and 25th, 2021.
Dr Bradfield kindly gave permission to share the recordings and notes. Session 1 is Word Level Grammar.
Handout for session 1.
Dr Bradfield recommends using images to inspire:
https://www.nytimes.com/2020/10/01/learning/40-more-intriguing-photos-to-make-students-think.html
Understanding How Texts Work: Stephen Graham
Several FVWL practitioners had the opportunity to participate in a series of writing webinars live streamed from Australia. These sessions highlighted approaches to teaching five different text types. Members of the RIC Literacy Workstream will meet in the new year to decide how best to take this forward. In the meantime, there are some “headlines” below.
Related resources are saved in the RIC Writing Team. If you wish to be added to the RIC Writing Team please email: CLjadam@glow.sch.uk
Main Messages
A central thread running through all of the webinars was the importance of explicitly teaching writing and a gradual release of responsibility – moving from modelling to shared and interactive to independent writing.
| Modelling → | Shared & Interactive → | Independent |
| To → | With → | By |
Text Types
Three broad areas: persuasive; informative; imaginative.
Nine specific text types fall into the three broad areas: discussion; response; exposition; report; procedure; explanation; recount; description; narrative
It is not recommended to teach all 9 text types in one academic year! Rather, comprehensive coverage of 3 text types per year is advised – with a suggested five or six weeks spent teaching each text type.
The Describing Bubble
A tool that can be used for many writing tasks is “the describing bubble” (replicated here Describing Bubble) – and it is useful to have this in poster form/on the whiteboard so that it can be referred to often. This supports children and young people to develop paragraphs.
Further details available from the RIC Writing Team – email to join. (CLjadam@glow.sch.uk)
