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The literate child at P6 Progress to date…

The literate child at P6 Progress to date…. Sue Ellis University of Strathclyde. The model. Staff development based on Networking around ‘big ideas’ Operationalising and personalising knowledge Designed for: Spread Depth Ownership Sustainability. Why this way?.

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The literate child at P6 Progress to date…

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  1. The literate child at P6Progress to date… Sue Ellis University of Strathclyde

  2. The model Staff development based on • Networking around ‘big ideas’ • Operationalising and personalising knowledge • Designed for: • Spread • Depth • Ownership • Sustainability

  3. Why this way? • Compliance is always problematic (see Gawande’s ‘better handwashing’ in hospitals) • Advice: based on best analysis but probabilities, not certainties (see DCSF Gender Agenda advice booklets download at http://www.ttrb.ac.uk/viewArticle2.aspx?contentId=15807) • Context matters (pupil cohort; staff capacity; school capacity) - local priorities and local evidence • Content and pedagogical knowledge = high priority • Embedding practice into social relationships (telling doesn’t work) • Effective staff development = constructivist, ongoing, evolutionary not focused on operationalising programmes (see anything by Cynthia Coburn for the last four points)

  4. Head teachers have been central and are critical to successFormal and informal discussion

  5. Defining the literate child(and moving CfE forward) .

  6. ELC strategy is supporting teachers to… • Plan and assess literacy as a cognitive, social and emotional event in schools • Noticing, creating, using and nudging networks • Raise expectations, deepen content and pedagogical knowledge • Address CfE • Address national issues: SES and gender

  7. Big ideas around… • Engagement • Comprehension • Writing • Phonics and phonological awareness Each has its own ELC history & presents its own challenges

  8. Engagement • Widely embraced: a ball rolling down the hill... • Importance of throughput and ‘low stakes’ practice • Tackling the ‘can but don’ts’ • Being a proactive engager: interaction with pupils about what they are reading and choosing • Clearer focus to ERIC time • Issues • Teacher book/ class stock knowledge (librarians) • Library visits - important and targeted pedagogical activity • Introduction and use of Library Book Boxes • Resources (bulk buying and sharing)

  9. Comprehension • Welcomed ideas • Testing vs teaching distinction - less static • Key indicators of poor comprehension • Celebrating different understandings • Links with drama; informal talk; discussion • Strategic teaching ‘when can I next use this?’(curricular coherence for child) • Issues • Going beyond activities, beyond literal, inferential and evaluative to actively teach core behaviours

  10. Strategy teaching for comprehension • Visualising • Hearing the text as you read • Speculating • Questioning • Imagining alternatives • Holding thoughts as you read on • Linking to real-life experiences • Summarising

  11. Writing • Welcomed ideas • Writing for pleasure; pupil choice of topic • Responsive planning • Providing many low-stakes opportunities (practice, quantity, throughput and extended writing) • Issues • Necessary struggle - too much help is not helpful, even if it produces a good end result (butterfly and chrysalis) • Planning to ‘mine’ a genre -repeat experiences build the vocabulary, structures, confidence and playfulness • Coaching for orchestration of skills • How do pupils see their writing used across curriculum?

  12. Potato Clock By Roger McGough From Sky in my Pie

  13. So what is helpful feedback? What will make Connor want to write again? Feel-good factor (attention to what he has said and its impact on the reader) A light reminder of ONE thing immediately before the next task (coaching, not squashing!)

  14. Phonics and handwriting • What was helpful? • Fluency not neatness in handwriting • Value of pace with revision and revisiting • Clear phonics intervention point • Issues • Suiting phonics to cohort

  15. But this is only a start… • The focus on the four strands needs to continue. • Teachers need to: • Develop breadth and apply all strategies • Deepen understanding • Develop range of pedagogical techniques • Head teachers must carry this forward

  16. Formative assessment tool • Designed to prompt conversations with teachers that are focused on: • Emotional, social and cognitive • Key ideas of teaching content - four strands • Noticing how different pupils get there • Tuning pedagogy to individual teacher capacity to deliver (being pragmatic about what is possible)

  17. Continuing development and support • Research: Head teachers’ study group - identify useful publications • Cluster and staff groups sharing ideas to further develop spread and depth of implementation • CfE: initiative means ELC is well-advanced in key literacy content areas • ITE variations – ask probationers what they know

  18. Questions to consider • What are the key challenges in developing the literate child? • What is happening in your school? • What difference is it making to children’s literacy? • How can the various assessment tools help? • What next step will give the biggest payoff?

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