Literacy subject area

  • Early Literacy Support: Flyers

    Four flyers introducing the Early Literacy Support (ELS) programme including: Overview of the training provided to support ELS; The role of the teaching assistant; Shared writing; Guided reading.

  • Primary Literacy Key Stage 1 CPD materials: Day 2

    The Key Stage 1 CPD materials are designed to support Primary teachers in Years 1 and 2 with improved planning and teaching of Literacy to ensure progression for all children.

  • Grammar for Writing (Key Stage 2)

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    This publication lays out teaching ideas for each year of Key Stage 2 – objective by objective. It consists of teaching units covering all the sentence level objectives in the Key Stage 2 Framework and a number of text level objectives which relate to text cohesion.DCSF: 0107-2000 Publication date: September 2000

  • Developing reading comprehension: comprehension strategies

    A page outlining the conceptual framework that underlines the process of comprehending as outlined by a USA National Reading Panel's report (2000) which includes prediction, questioning and clarifying, imagining and summarisation.

  • ICT in the literacy hour: Whole class teaching

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    CD-ROM providing guidance on how ICT can become a core component of the literacy hour by supporting whole class teaching. You will find: video clips and commentaries for Reception to Year 6; teaching notes and materials; background information; advice on hardware and software considerations.DCSF: 0620-2001 Publication date: September 2001

  • Steps to help Year 6 children

    Page contains downloadable resources to support you in affirming your practice in helping every Year 6 child succeed in the statutory tests. These materials could be used as a checklist to confirm the practice you currently have in place or to prompt discussion among the senior leadership team and teachers in upper Key Stage 2.

  • Letters and Sounds: Principles and Practice of High Quality Phonics - Phase One Teaching Programme

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    Letters and Sounds is a six-phase teaching programme designed to help practitioners and teachers teach children how the alphabet works for reading and spelling.DCSF: 00113-2008 Publication date: February 2008

  • Speaking, Listening, Learning: Working with children in Key Stage 1 and Key Stage 2

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    Materials that develop approaches to teaching, extending and reinforcing speaking and listening both in English and across the curriculum. The materials include: Objectives for speaking and listening in Years 1–6; Examples of teaching sequences for the objectives; A video illustrating the teaching of speaking and listening; A handbook with advice on the principles behind the materials and on assessment, together with commentaries on the video; Leaflets on the four aspects of speaking and listening; and A poster focusing on progression across Years 1–6.DCSF: 0623-2003 Publication date: November 2003

  • Developing reading comprehension

    An introduction to required listening comprehension linguistic skills.

    • Vocabulary knowledge

      Examines the type of vocabulary knowledge required for reading comprehension and discusses the problem of closing the gap between the vocabulary rich and poor and which particular vocabulary sets should be taught.

    • Grammatical skills

      Discusses the differences between listening and reading comprehension and how a more complex situation model needs to be constructed while reading for meaning.

    • Pragmatic abilities

      Discusses the meaning of the 'pragmatic language' and empathic abilities which are required to present clear information.

    • Metalinguistic awareness, idioms and figurative language

      Describes the role of metalinguistic awareness, idioms and figurative language in developing reading comprehension

    • Cognitive resources

      Describes the cognitive resources required in listening comprehension and covers related topic such as sequencing, instantiation and comprehension monitoring processes.

    • The situation model

      Discusses how reading comprehension requires the construction of a situation model which can be thought of as an integrated summary of the contents of the text, which can be scrutinised in response to questioning.

    • Knowledge and engagement with texts

      Children need to develop a 'standard of coherence' which involves interest in the comprehension content and a desire to understand. Knowledge of story schemas and of different styles should also be developed.

    • The important role of inferences

      Describing the importance of inference.

    • What is the difference between reasoning and inferencing skills?

      Describes the difficulty of distinguishing between reasoning and inferencing skills but that evaluative inference skills are required to make valid judgements on the comprehension text.

  • Using Support for Writing

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    Support for Writing is a Primary Framework resource which provides support for teachers in focusing and personalising planning for progression in writing. The guidance informs focused teaching, targeted at pupils and groups identified by Assessing Pupils' Progress (APP) assessments and ongoing Assessment for Learning (AfL).DCSF: 00754-2009 Publication date: August 2009

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