The Lancashire School Effectiveness Service

Literacy Newsletter
Spring
Summer 2010
2010

“Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.”

Welcome to the Summer 2010 edition of your

Literacy Newsletter. We have combined our usual
potpourri of information and practical ideas to use in
the classroom.

At last! Some sunshine after the longest, coldest

winter for years. Let’s hope this year brings the
barbecue summer we were promised last year. But
as always . . .

Whether the weather be fine

Or whether the weather be not
Whether the weather be cold
Or whether the weather be hot
We’ll weather the weather
Whatever the weather
Whether we like it or not.

Subject Leaders look out for your new handbook. It

is called Narrowing the Gaps: guidance for literacy
subject leaders. This is a really useful, and user-
friendly, document to support you in helping your
colleagues meet the needs of all the learners in your
school.

We hope you enjoy our termly ‘Have you read?’

pages and have read some of our recommendations
to your class. More inside!

A great case study has been submitted by Jonelle

Ratcliffe of Walverden Primary School. This is
based upon the wonderful book and film Lost and
Found by Oliver Jeffers. Remember, we are always
happy to receive articles from you about the creative
ways in which you teach literacy.

To support you in helping children to become

confident and articulate speakers, we have included
some ideas for ‘Talk Homework’ and ‘Conversation
Stations’.

Also included are updates on current programmes

such as ECaR, CLLD and One-to-One Tuition,
alongside information about courses and useful
websites.

Have a great Summer term and continue to spread

your love for literacy!
 Cover photo: Abby Lanes @ flickr.com
Contents The Lancashire School Effectiveness Service

Literacy Newsletter
Summer 2010
Spring 2010
• APP - Revisiting the key messages

• Filmclub “Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.”

• Writer talk Welcome to the Summer 2010 edition of your

Literacy Newsletter. We have combined our usual
potpourri of information and practical ideas to use in
the classroom.

• Conversation stations At last! Some sunshine after the longest, coldest

winter for years. Let’s hope this year brings the
barbecue summer we were promised last year. But
as always . . .
• Wordle Whether the weather be fine
Or whether the weather be not
Whether the weather be cold
Or whether the weather be hot
• Narrowing the gaps: guidance for literacy subject leaders We’ll weather the weather
Whatever the weather
Whether we like it or not.

• ECaR update and case studies Subject Leaders look out for your new handbook. It
is called Narrowing the Gaps: guidance for literacy
subject leaders. This is a really useful, and user-
friendly, document to support you in helping your
colleagues meet the needs of all the learners in your
• Talk homework school.
We hope you enjoy our termly ‘Have you read?’
• Involving parents and the local community in Children’s pages and have read some of our recommendations
to your class. More inside!

Book Week… A great case study has been submitted by Jonelle

• A unit based upon Lost and Found by Oliver Jeffers
• CLLD – Mark making matters
Ratcliffe of Walverden Primary School. This is
based upon the wonderful book and film Lost and
Found by Oliver Jeffers. Remember, we are always
happy to receive articles from you about the creative
ways in which you teach literacy.
To support you in helping children to become
confident and articulate speakers, we have included
some ideas for ‘Talk Homework’ and ‘Conversation
Stations’.

Also included are updates on current programmes

• Connective confusion! such as ECaR, CLLD and One-to-One Tuition,
alongside information about courses and useful
websites.

• Have you read? Have a great Summer term and continue to spread
your love for literacy!

• Summer literacy twilight flyer

• How Can We Support Your Professional Development?
• One -to-one tuition in Lancashire
We are unfortunately unable to provide additional copies
of this newsletter but you can download the file from our
website and, if you don’t have a colour printer, commercial
printers will be able to print any or all of the pages for you.

Senior Adviser / Team Leader Lyn Ranson

Principal Consultant Sarah Watson

Literacy Consultants Sue Dean (Senior Consultant), Helen Atkinson, Julie Clack,
Marie Feathers, Edwina Maskell, Janet Pay, Claire
Speakman, Nicola Tomlinson, Anita Yearsley, Louise Young

CLLD Consultants Vanessa Andrews, Lesley Dodd

ECaR Consultants Shirley Gott, Jayne Nicholas

Administrative Staff Julia Page - Admin Manager, Alison Kenyon - Deputy

Admin Manager, Katy Beazley - Admin Assistant,
Daniel Hayes - Admin Assistant, Angela Jamieson - Admin
Assistant, Lynn Smith - Admin Assistant

You can contact us by…

Phone: 01257 516160

Fax: 01257 516103
E-Mail: english.literacy@lancashire.gov.uk
Website: www.lancsngfl.ac.uk/nationalstrategy/literacy
Post: LPDS Centre, Southport Road, Chorley, PR7 1NG
 APP – Revisiting the Key Messages
Many schools are well on the way to fully implementing
APP in Maths and Writing and quite a number are now
implementing APP in Reading.
Evidence for making APP Writing level judgements is tangible – the children’s
writing is there - in writing folders as plans and first drafts, on display as
creative outcomes such as booklets, leaflets, posters, letters, story books, ICT
outcomes, or present in their written work in other areas of the curriculum.
Reading evidence, however, may seem less obvious as so much of it is oral
and observed as well as written. A lot of reading evidence will be based on
observations of the children, e.g. in speaking and listening or drama activities
linked to a text. A teacher’s post it note or evaluation on a plan is as valuable
as a piece of written work. Expect APP Reading moderation to involve the
teachers talking about the children as well as providing written evidence!
Evidence should be identified from normal teaching and learning across the curriculum, not just in
Literacy lessons. There will be many opportunities to identify a child’s independent reading skills
when they are required to read and understand in other subjects, e.g. hotseating in History to infer
a character’s thoughts and feelings, using drama techniques to empathise with others’ viewpoints
when researching an environmental issue in Geography or researching information in other
subject areas.

When implementing APP in your school, consider the

following key messages:
• There is no expectation to conduct extra tests or cold tasks in order
to provide APP evidence. First and foremost we are teaching the
children. However, during normal teaching and learning evidence
to inform APP judgements will arise.
• Be clear about what is independent and what is scaffolded
work.
• Regular collaboration between teachers to moderate level
judgements is very important.
• There is no requirement to make portfolios of levelled work. Levelled work is provided for us to
refer to in the standards files. Evidence must be identified, but not necessarily collected and filed
away! Evidence can be oral and observed as well as written.
• APP goes hand-in-hand with AFL. Teachers’ existing knowledge of levels and use of AFL in the
classroom is an excellent foundation for implementing APP. Ongoing day to day assessment
through questioning, discussing, marking and observing will provide valuable evidence of what
a child can do. APP judgements are intended to be used to inform next steps as well as being
summative assessment.
• APP is about teacher assessment – beware of commercially produced versions of APP. Teachers
know the children best!

Finally, remember that levels have not changed and

AFL is still at the centre of good teaching. APP is simply
building on our existing knowledge and making sure
that there is a clear national standard.
Check out FILM CLUB for ideas on using film in the classroom and beyond!

FILMCLUB is a free website which gives pupils and teachers the chance to explore
the world of film through after school film clubs. Included are free weekly
screenings, online reviewing, industry events and hands on support.

Films are arranged into four age range categories (5-7,

7-11, 11-14 and 14-18) and include a mix of vintage hits,
international classics, blockbusters, art movies and all points
in between, seeing films made years ago and others fresh out
this week.

To register go to www.filmclub.org.

Using the techniques of writer-talk

to improve children’s writing
The Talk for Writing CPD materials provide a
rich source of strategies to support teaching and
learning in writing. The techniques explored
in the ‘writer talk’ section of the DVD can
help schools to strengthen shared writing in
particular and ultimately see children thinking
and behaving more like writers.
Pie Corbett, who developed the
materials with the national
strategies, defines writer talk
as...
‘… the articulation of the
thinking and also creative
processes involved in all
stages of the act of writing.’
By reading as a writer, children can begin
exploring how a text is ‘made’ and also
the processes that got it there. They can
discuss what works and ‘magpie’ some of the
techniques for use in their own writing. For a
fuller description of writer talk, see the Talk for
Writing DVD (ref 00761-2008 DVD).
And finally…
Got a twenty minute slot in a staff
meeting to look at writing? Take
a look at the ‘Box of Stars’ clip
which can be found in the
word and language games
section on Talk for Writing
DVD 1. In this eight minute
clip, Pie Corbett exemplifies
numerous techniques for
improving shared writing. Share
the clip with the staff, asking them to jot
down each technique or tip, then allow a few
minutes for discussion and reflection. Great
ideas that can be used in the very next lesson!
Conversation Stations
Conversation stations originated from the
desire to ensure high quality conversations
were occurring in the classroom.

Through their introduction, teachers can

provide an opportunity for children to
explore the spoken word. Being supported
by an adult secure in its principles, a
conversation station is an invaluable
opportunity for language modelling.

Getting started
Consider your classroom environment
and decide where your conversation area
might be situated. It needs to be situated
in a quieter area of the classroom, with
minimum disruption, where children can sit vocabulary. Supported well, they are a unique
comfortably and participate in conversation. way of encouraging quality
speaking and listening
Objects might be provided for the children to within the classroom.
observe and discuss. Children may then have
the opportunity to share and discuss an item of See also “The Talking Table”
their choice.
Accredited to Fleur Griffiths,
Conversation stations such as these are a Gateshead Council, SureStart
fantastic way of developing language and

This is fun!
www.wordle.net is a website where you can create
wordscapes using the language in the stories, poems
and other texts that children read and write. All you
have to do is copy and paste a piece of text into a box
and press go! The system then sorts all of the words in
the text and represents the most frequently used ones
in large fonts surrounded by all of the other key words
in the text. You have the option of changing the
orientation
of the words,
the font and the colour combinations.

This would provide another way of displaying

key vocabulary and descriptive language on your
working wall. Below are two examples; The Witches’
Spell from Macbeth and Mr Mistoffellees from T.S.
Eliot’s Old Possum’s Book of Practical Cats.

Have fun!
 The National Strategies | Primary
Figure 3: All learners benefit from: Narrowing the Gaps: Guidance for literacy subject leaders

A culture or ethos that encourages: A curriculum that is rich and stimulating

• Children to engage actively in their learning and
where they are stimulated to learn.
• Teachers to have positive attitudes to all learners
and are aspirational for them.
• Independence and choice.
• Children to make full use of the classrooms.
• The use of a wide range of materials and
resources that are culturally and age appropriate.
• All adults in the school to model good literacy
practices.
• The celebration of success.
• A positive view of literacy, e.g. through displays
and library areas.
• Teachers to see themselves as learners, share
good practice and discuss what has had an
impact.
• The subject leader to follow up training and
reviews or audits of planning by offering support
and advice to colleagues as necessary.
The school’s
culture or
ethos
Classroom The
practice curriculum
and which is adapted to take account of:
• Children’s needs and next steps, drawing on
assessment information.
• The specific strengths and weaknesses of
children and groups of children.
• The progress that is being made by most
children, individual children and significant,
vulnerable groups.
• The needs of vulnerable learners in each
class.
• Whether any children are under achieving.
• Children’s other needs, including medical
needs, which should influence the
curriculum.
• Individual or group targets and areas of the
curriculum which children find difficult.
• The way that children are grouped and the
impact that this has on how the curriculum is
modified.
• The involvement of parents, e.g. provision
is made for those children who get little
support from home or who have difficulties
completing homework.
• The appropriate balance between different
aspects of the literacy curriculum, including
speaking and listening and drama.
• The need for opportunities for repetition and
rehearsal.
• Whether sufficient time is given to important
objectives, including the teaching of
vocabulary and
• Comprehension strategies.
• The opportunities for good cross-curricular
links.

Classroom practice or teaching that draws upon a range of successful strategies, including:

• Ensuring children know the ‘big picture’ of what they are learning.
• Extensive teacher modelling used as an opportunity to externalise the thinking process, demonstrating, for
example, how writers make decisions.
• Guided work that is well focused on children’s needs and used as a short term intervention to improve
specific areas of learning. Grouping is flexible and varied according to need.
• Sufficient opportunities for children to talk in the course of a lesson, so that they have opportunities to
rehearse ideas.
• Opportunities for children to edit and improve their work and act on their teacher’s feedback.
• Specific praise used as a teaching strategy.
• Children reflecting upon their learning.
• Stimulating children’s interest and motivating them to learn through, for example practical activities and
drama.
Narrowing the Gaps:
Guidance for Literacy
Subject Leaders

Narrowing the
Gaps: This is a
really useful
guidance
document for
literacy subject
leaders. It has
been designed
to aid the review of
planning and support colleagues
in meeting the needs of all pupils. There
is guidance for identifying and meeting
the needs of all of the different groups of
learners in school. The resource includes
exemplar planning, case studies from
schools who have trialled the materials and
links to additional information concerned
with the ‘Narrowing the Gaps’ agenda.
ECaR Update and Case Studies
Every Child a Reader is a Wave 3 Intervention aimed at Year 1 Children. Daily 30 minute
1:1 lessons are taught for up to 20 weeks, with the aim of enabling the children to make
accelerated progress at 4 times the normal rate. Teachers take part in a year long course where
they are trained to use Reading Recovery Procedures.

Every child a Reader has been running in Lancashire since last September and the first cohort
of children to take part in the intervention are coming to the end of their lesson series. Here are
some of their success stories.

Sakinah, Year 1 St.Peter’s Harry, Year 1 Springfield

CE School, Burnley School Burnley
At the start of the intervention Harry started the intervention at an extremely low
Sakinah was a reluctant baseline, only recognising H for Harry, although
reader and writer and he didn’t know what it was called. He thought
contributions in class were letters were numbers and was unable to write his
limited. name. He was very much in the emergent writing
stage, representing words with squiggles and lines.
She was able to read 6 of the He was unable to read any key words and knew
key words on the assessment and when writing she nothing about the directionality of words. He did
not recognise when writing or pictures were upside
could hear and record some initial and end sounds.
down.
She had a reading age of 4.10 years. She was
reading at Reading Recovery Level 1 (Book Band
In class he no longer puts his head on the desk or
Pink, NC Level Working towards level 1).
shouts when he can’t do something. He joins in and
is able to ‘have a go’. Although Harry has not made
After 18 weeks of daily 1:1 lessons she has made accelerated progress (4 times the normal rate) he
accelerated progress. Sakinah has transformed into has still made tremendous progress at twice the
an independent and motivated reader and writer. normal expected rate. More importantly he now
She has developed a bank of strategies which has a number of secure
she calls upon to read and write new words. Her strategies which should
reading age has increased to 7:1 years and she is Harry’s assessment
enable him to continue
writing at the start
reading at Book Band Level Turquoise, Working developing into an and end of the
towards level 2). independent reader and programme.
writer.
Sakinah’s writing at the start and
end of the intervention. Entry text: Reading
Recovery Level Dictated
Text (Book Band Level
Lilac, working towards
Level 1).

Exit Level: Reading

Recovery Level 8 TBC
(Book Band Level
Yellow, 1c)
 Isaaq, Year 1 St. Peter’s
CE School, Burnley
Isaaq was a reluctant writer
with a favoured response
of ‘don’t know’. His early
attempts at writing
indicated that he knew how
to write a handful of key
words but had no strategies
to write new words. When
reading he made no attempt
at unknown words and
ignored the initial letter and his reading age was
also 4.10. He was reading at below Reading
Recovery Level 1, dictated text.
After 77 lessons, Isaaq is able to write new
words through independent sound analysis,
which he uses on the run. He can write short
stories and can use simple punctuation currently.
When reading he is aware of a number of
reading strategies and carefully selects the most
suitable to get to unfamiliar words. Issaq now
reads in a phrased and fluent style and has a
reading age 7:4 years.
Isaqq is now reading at Reading Recovery Level
18 (Book Band Level Turquoise, NC Level 1a).
Isaaq’s writing at the start and
end of the intervention.
Parent Comment:
“I never dreamed that Lewis would be reading books
like this so soon. He now has the confidence to read to
people and enjoy it thanks to the Reading Recovery/
ECaR Programme.”
Very Proud Mum (Westgate School and Children’s
Centre, Morecambe).
ECaR Teacher comment:
“It has been a pleasure to see how these children have
transformed from reluctant readers and writers into
confident and happy children with self belief, who now
actually enjoy reading and writing and want to do it
because they can!”
Emma Hacking, Reading Recovery Teacher, St.Peter’s
Burnley.
Class Teacher
“Reading Recovery has had a
massive positive impact on the
children who have participated in
it. They are always enthusiastic
about going to the lesson and
come back with a smile on
their faces because of the huge
confidence boost. It’s amazing
how much their reading and
writing has improved in such a short time.”
Jo Riley, Year 1 Class Teacher, St.Peter’s Burnley.
Head Teacher Comment:
“The confidence and self esteem of our pupils who
have undertaken this project has been amazing. The
programme has developed the subject knowledge
of teaching staff immensely. The confidence of the
parents in helping the children with reading has also
grown and there are now some fantastic examples of
parents supporting home reading effectively.”
Alison Mitchell, Headteacher, St.Peter’s Burnley.
Have you read?
The Great Paper Caper by of his family.

Oliver Jeffers Look closely to find the animal facts interspersed

throughout the book adding a surprise element of
This mysterious tale non-fiction!
of missing trees
and the subsequent
investigation to find a
The Gooey, Chewy,
culprit is a delightful
story about a
Rumble, Plop Book written
determined bear with by Steve Alton and
a desire to win.
Illustrated by Nick Sharrat
Residents of the forest
are suitably alarmed This is a fantastic
as branches and trees pop up book,
begin disappearing described by the
before their very eyes! author as;
‘A gorgeously
Why would this happen? Who could be responsible? gross PLOP-UP
How will they deal with the perpetrator? What will guide…’
be the consequence of their actions? The journey
of food from
This is an excellent story, full of opportunities for beginning to end
prediction, discussion and debate. The detailed is described in
illustrations alone tell as much of the story as the a child friendly
text itself. way including all
the gory details!
In addition to introducing vocabulary appropriate to ‘Foul Facts’ are
investigations, the story is a great way of supporting included helping children to engage in the subject
the principles of “Talk for Writing” through role-play, matter as well making reading fun! Each page is
hot-seating and conscience alley, to name but a few. filled with useful information and is presented
with humorous illustrations by Nick Sharrat. Not
forgetting the life like stretchy tongue on the front
Meerkat Mail by Emily cover. This is a real hit with boys and should be in
Gravett every Y5/6 classroom.

‘This book is great! You learn lots of interesting facts

Stay Safe, Stay which adults never tell you, such as why do we burp,
Together – the what happens when you are sick. This book really
meerkat motto! makes you laugh. The illustrations are cool and the
pop up parts help you understand what is going on.
This story tells My favourite part is at the end when the boy is on
the tale of an the toilet!!’
endearing Luke Ashton, Y4 Leyland Methodist School.
meerkat called
Sunny who, Also look out for ‘The Icky Sticky
disillusioned with Snot and Blood Book’.
his life, decides
to go on an adventure alone. This book is the second in the
series and explores what clever
The book tracks his journey through the use things our bodies do with the air
of newspaper reports, letters, postcards and we breathe. The respiratory and
photographs detailing his many experiences. circulatory systems and explained
Realising the grass isn’t any greener on the other through the use of fun pops- up and gory close up
side, Sunny eventually returns to the obvious delight pictures! Every year 5/6 child’s dream!
Both these books are ready available from most disappeared in a magic show. Some things stay for
major book sellers. only a minute or two – some things are never called
back.

Walk With A Wolf By This delightful story is told in a variety of different

fonts and font sizes which reflect tone and tension
Janni Howker throughout the story. The illustrations are shadowy
collages made up from a mixture of paintings,
It can be photographs, fabrics and threads. Each page is a riot
difficult to find of tumbling, swishing, swirling images with panels
non-fiction of gold on which the text is written. Windows look
texts which through from one page to the next; a fold out page
are beautifully shows a montage of mechanical toys. The language
written throughout is evocative and worth collecting for
and lend writing later on.
themselves
to creative A book which could be enjoyed at different levels
teaching throughout Key Stage 2.
approaches,
but this picture
book really fits My Dad’s a Birdman by
the bill. The
book follows David Almond
a recount /
story structure On a spring
tracing the movements of a Canadian she-wolf morning in a
as she hunts for food. The language is deliciously small town in the
descriptive, littered with imagery and the recount north of England,
is interspersed with interesting facts about wolves. strange things are
The wonderfully drawn, wintry illustrations with happening…
their pale, muted colours add to its magical feel.
I could imagine this book being used to support If you are familiar
writing narrative, poetry or non-fiction- or simply with David
being enjoyed in its own right. There are other Almond’s work then
non-fiction books in this series- “Ice Bear” by Nicola you will know he
Davies, for example, which is written in a similar writes emotionally
style. complex tales and
this story is no
exception.
Leon and the Place
Young Lizzie is
Between by Angela taking care of her
McAllister and Grahame dad - it’s just the
two of them now.
Baker-Smith Lizzie impresses on dad that he can’t go on the way
he is: she struggles to get him to eat breakfast; feels
Do you dare to the need to smooth down and brush his hair; and
step into the place she worries when she has to leave him alone while
between? she’s at school.

This is a story about But worse still, he runs and flaps around like he’s
the magic of the flying and he’s even taken to eating bugs and
circus and beyond. worms. Why is Lizzie’s dad studying how birds fly
Have you ever and building himself a pair of wings? All is revealed
wondered where when Mr Poop parades the streets gathering entries
all the objects for the Great Human Bird Competition. Will Lizzie’s
in a magic show dad be able to make his mark at last?
disappear to? Leon
volunteers to step Of his novel, David Almond says: “… I think I found
into THE MAGIC a way to make a pretty joyful piece about grieving,
and discovers The and how love can help us overcome pain, and how
Place Between where he finds everything that has the imagination can work profound changes.”

The Mysteries of Harris
Burdick by Chris Van
Allsburg
In his introduction to
The Mysteries of Harris
Burdick, Chris Van
Allsburg tells the story
of a mysterious stranger
who visits a publisher
with samples of his
drawings. Promising
to return the next day
with the stories which
accompany each of
the fourteen drawings,
the mysterious Harris
Burdick departs. He is
never heard of again.
The pictures themselves are also a mystery. What
were the stories which went with these pictures?
A title and caption for each picture provide some
clues but beyond that, answers must be found in
the imagination of the reader.
The Mysteries of Harris Burdick presents a
whole range of possibilities for use in the
primary classroom. The magical, sometimes
eerie drawings are rich with detail and provide
an ideal stimulus for discussion, comprehension
and writing. Interrogation of this visual text
through, for example, use of the question
hand, response grid and ‘think…say…feel…’
activities could lead on to further exploration
through drama. Using one of the pictures as a
starting point, children could be encouraged
to recreate the events leading up to the chosen
scene using a series of freeze frames. Other
techniques such as thought tracking, hot seating
and conscience alley could be used to explore
character behaviour and motives. The illustrations The direct questions and ingenious format
also act as a stimulus to a wide range of writing draws the reader in as they try and guess what
opportunities. Many children would enjoy writing each shadowy silhouette in the mysterious
stories, including mysteries and fairytales, to misty landscape will be. The rhyme, rhythm and
accompany a picture. Examples can be found alliteration all add to the effect as the reader
at www.houghtonmifflinbooks.com/features/ meets many of their favourite fairy tale characters
harrisburdick and children can submit their own doing some quite unusual things. The page
Harris Burdick stories here for others to read. turning effects ensure that young readers will
The unusual events depicted in the illustrations want to read this novelty book again and again.
also lend themselves to writing in other forms
including newspaper reports and news bulletins
for television and radio. The opportunities for Journey to Jo’burg by
short writing activities such as diary entries,
letters, story maps, thought and speech bubbles Beverley Naidoo
and conversations are also endless.
Journey to Jo’burg is
Teachers might also like to consider the use of the inspiring story of
The Mysteries of Harris Burdick as part of a wider two children living in
study of the works of Chris Van Allsburg, perhaps South Africa during
as one of the author study units in Year 3, Year 5 the time of Apartheid.
or Year 6. Many children may already be familiar Thirteen year old
with some of his other work, especially Polar Naledi and her brother
Express and Jumanji which have both been made Tiro live with their
into major blockbuster films. baby sister, Dineo,
and grandmother in
a rural village 300km
The Foggy Foggy Forest from Johannesburg.
When Dineo becomes
by Nick Sharratt seriously ill, the children
resolve to make the
What can this be long trip to the city to
in the foggy, foggy find their mother and bring her home. It isn’t
forest? That’s the until they reach Johannesburg that they come to
question on every understand the dangers of their country, and the
page of this clever painful struggles for freedom and dignity that are
book, each depicting taking place around them.
the silhouette of a
fairy tale figure or The story is told in a simple and straightforward
scene. Young readers way, making it accessible to young audiences.
can peek through Providing lots of opportunity for discussion,
each foggy vellum debate and drama, this book makes a great class
page to guess what novel to support the Year 4 narrative unit - stories
lies in this innovative novelty book. from other cultures.
 Lancashire Leading
Literacy Teachers Present...

Exploring Storytelling and Story-making

from Pie Corbett’s ‘Talk for Writing’

There will be 25
twilights happening
in schools across the
County. Please look out
for your flyer arriving
in school.
Aims of the course:

- To explore the use of storytelling

and story-making, as a tool for
helping children build a bank of
narrative patterns they can use
when creating their own stories.
Who should attend?

- Subject leaders, foundation

stage, KS1 and KS2 teachers
and teaching assistants.
A unit of work
based upon Lost
and Found by
Oliver Jeffers
My name is Jonelle Ratcliffe and I am the Year 2
teacher at Walverden Primary School. My class
currently comprises of 29 children; 25 of these
children are EAL learners. Since the introduction
of the Renewed Literacy Framework I have been
trying to find new ways to engage and excite
the children more throughout the phases of
the teaching sequence.

We then
looked at a screen
capture of the penguin
knocking on the boy’s door. Think,
say, feel was a wonderful activity, which again
sparked up the children’s imagination.

When choosing texts for EAL learners, it is really

important to ensure that you provide visual auditory
and kinaesthetic stimuli to engage all of the children.

In the Autumn term, I wanted to grab the children’s

attention and ignite an interest in one of my favourite
books, Lost and Found by Oliver Jeffers: ‘Once there
was a boy and one day he found a penguin at his door!
So begins the magical adventure of the boy and the
penguin as they travel all the way to the South Pole,
looking for home and discovering friendship’.
By the Wednesday of the first week of the unit we
had still not even looked at a book! To generate more

Phase 1: Creating
Interest
I believe that this phase is the most important phase in
the reading into writing process. It is vital to engage
the children as soon as they enter the classroom
when you start a new unit. In order to do this with
the story Lost and Found, I left plastic fishes in a trail
from where the children lined up, leading all the way
into the classroom. This automatically generated
inquisitive thinking and plenty of discussion before
we had even entered the classroom.
We then looked at the picture above of the Penguin.
What was his name? Where did he come from? How
did he feel? Were the fishes his? This instantly led into
a role on the wall exercise.
interest in the text I played the children the trailer
for the animation Lost and Found. We used a Zone
of relevance activity to describe the character of the
boy. The children felt that the boy was ‘cross, mad,
disappointed, mean and moody,’ and the penguin was
‘lonely, upset, sad, miserable and unhappy.’
Phase 2: Reading and
analysis
I introduced the children to the story Lost and Found.
Instead of reading a book to the children I scanned in
the book in order to keep the children’s interest in the
unit. This text created plenty of writing opportunities
in response to the reading.
Phase 3: Gathering Phase 5: Presentation
content The final phase
is again another
Using screen vital part to the
captures from the reading into
animation enabled writing process.
us to focus on the As a class we
main parts of the decided that
story . The children we would write
then re-ordered the our stories to
pictures and, as an go in the infant
extension, linked the library. Having a
pictures with time WAGOLL
connectives. (What A Good
One Looks Like)
We re-created scenes example for the
from the animation children was
using the freeze-frame technique. crucial so that
they knew what
Some other writing was expected in
opportunities could be: their final piece.
- Postcard
- Penguin or boy’s diary The difference in
- Letter from one the children’s first
character to another piece of writing and their final story was outstanding
- Letter to the author and all because the children were engaged, excited
- List to pack Penguin’s and had a clear purpose and audience for their
suitcase outcomes.
- Missing poster
- Radio script for All children thoroughly enjoyed this unit of work so
missing person much that our following Literacy unit was changed
- TV News report to enable us to find out information about penguins
- Newspaper report and produce a penguin factsheet.
- Sequel to the story
- Draw and label the boy’s bedroom Lost and Found by Oliver Jeffers, $5.99, ISBN 978-
- Instructions to get to South Pole 0007150366. A film version is also available on DVD.

Phase 4: Planning and

Writing
Using a story mountain and post it notes we spent a
week planning out the beginning, middle and end of
our own version of Lost and Found.

Using post it notes enabled the children to have

control over adding more detail into the story. We
used a Lost and Found child-friendly marking ladder
and this enabled the children to self and peer assess
their story.
Talk Homework.
WE NEED TO TALK!
It is no coincidence that the Number 1 objective in
the Literacy Framework is SPEAKING.
Oral language lies at the centre of communication
and without it there would be no books and no
writing. Pie Corbett’s guidance materials are
called TALK for Writing and contain Book
TALK and Writer TALK and have been
hugely influential in raising standards in writing
over the last year or so.
The Rose Report also stresses the importance
of oral language in developing comprehension.
If children understand what they hear, they will
understand it when they read. The wider the
children’s knowledge and understanding of the
world, and the language associated with it, the
greater the insight they bring to their reading and
the greater the range of contexts they bring to their
writing.
IT’S GOOD TO TALK!
But we don’t just talk to inform reading and writing.
TALKING is a skill in its own right and
equipping children to be confident, articulate
speakers is just as important as teaching them to
read and write. In school, SPEAKING
AND LISTENING are integrated
throughout the curriculum. Talk is usually
purposeful, directed and context driven.
However, TALK can also be developed
My favourite song
is... because...
Who is naughtier, Goldilocks
or Jack? Why?
The most important person I
know is …. because …..
If I could invite any famous
person to my birthday party, it
would be … because…..
and encouraged at home. Ashton Primary
School in Preston, has recently introduced a
weekly ‘TALK HOMEWORK’
task to encourage pupils to develop and
build on their SPEAKING AND
LISTENING skills. The TALK
HOMEWORK question is introduced
each week in assembly, displayed in all classrooms
and is communicated to parents via the school
newsletter.
Children and parents are encouraged to find a
quiet, family time that is free from distractions
in which they will discuss the TALK
HOMEWORK question as a family. It
is suggested that the ‘because’ word is
used when constructing their responses and points
of view.
Back at school the following week, the children’s
responses are discussed in key stage assemblies.
The pupils benefit from LISTENING
and responding to a range of opinions, beliefs
and experiences as well as being exposed to new
vocabulary and ideas.
Over the weeks, pupil responses have started to
become more articulate, detailed and carefully
thought out.
This can only have a positive impact, not
only on SPEAKING AND
LISTENING skills but also on the
children’s writing.
If you could swap places with a character in
a book, who would it be? What would you do
differently?
How many nursery
rhymes can your family
name and recite?
Who is the most important
member of a football team?
Striker? Keeper? Why?
If you could visit anywhere in the
world, where would it be? What
will you find there?
My perfect day out Which sport is healthiest, swimming,
would be… because…. football, cycling, cricket….? Why?

Which cartoon character If you could design a home/car of

would you like in your the future, what would it look like?
class? Why?

If the Queen/Snow White/Ben Ten/ If you won the lottery, what

Simon Cowell came to tea what would
you give them? Why? How would you
entertain them?
If you were sent into space
to explore a new planet, who
would you take with you and
why? Which ten items would
you take with you and why?
(Or a desert island.)
What is your earliest
memory? Describe.
would you do with the money?
If you were the Headteacher/
King/Queen/PM for the day,
what would you do? (Small
picture book – If I were the
Headteacher….)
If the Bear family and the Goldilocks
family were to meet, what would they
talk about?

Which story setting would

If your house was on fire, what
like to visit? Why?
would you save and why?

Which story character Imagine that you woke up as a

would you like as a best girl/boy. How would your day
friend? Why? be different? Would people treat
you differently? How?

Who would you rather be, one

Compare three Superheroes. of the three little pigs or the
Who is best and why? wolf? Why?

If you could have

What is the best
something money can’t
birthday/Christmas present
buy, what would it be?
you’ve ever had?

What birthday present would you If an alien landed on Earth, what

give to Little Red Riding Hood/ would you tell him about our planet?
Goldilocks/Jack...

Outline something that Recount the events of your day

annoys you every day using time connectives
CLLD – Mark Making Matters
‘Scribbles are products of a systematic
investigation, rather than haphazard actions’.
John Matthews (1999)
Encouraging creativity through the whole
curriculum can provide children with the
opportunity to explore their thoughts, ideas and
feelings through, not only the arts, but through:
• art
• music
• movement
• dance
• imaginative play
• role-play
• mathematics
• design technology
“Mark Making Matters” is a
National Strategy Early Years
document designed to develop
mark making, creativity and
critical thinking across the six
areas of learning.
Developing opportunities for
mark making is a particularly
effective way of strengthening
the opportunities we provide in
Communication, Language and Literacy and in
Problem Solving, Reasoning and Numeracy.
‘When children have opportunities to play with
ideas in different situations and with a variety of
resources, they discover connections and come
to new and better understandings and ways of
doing things.’ (P2)
The publication provides a series of case
studies depicting the results of mark making
opportunities. Marks/drawings can be seen to
become the tools to make the children’s thinking
visible.
Methods of mark making include:
• pencils
• felt tip pens
• markers
• whiteboards
• chalk on chalk board, paving stone or wall
• paint
• glue
• foam
Planning of and for the
environment is crucial. Consider:
• opportunities for mark
making in an interactive,
inspiring environment
• resources to support and
extend the learning
• indoor and outdoor provision
• open spaces
• quiet spaces
In order to raise the status of
early mark making, practitioners
need to observe children, follow
their interests and support
the extension of their thinking. This can be
achieved through use of appropriate language
and resources, as explored in Supporting Young
Children’s Sustained Shared Thinking (2005)
Early Education. Support on using mathematical
language can be found in:
Mathematical Vocabulary – DfES 0313-2000
Maths in Stories – Judith Stevens (2008) BEAM
Education
Teaching Effective Vocabulary – DCSF-00376-
2008.
 Choices Time Compare and contrast
Connective Function:
Words/phrases that
Confusion! signal the passing of
time
Once again, last year’s
SATs writing papers Just
revealed some more Function: Then Function:
connective howlers. Words/phrases that signal While Words/phrases that signal or link
Children all over the or link choice and are used Meanwhile choice and are used instead of
county were choosing instead of ‘or’. As ‘however’ ‘likewise’
ambitious, but misguided, Before
connectives recalled from On the other hand In due course Similarly
their working walls and Either/or In the end Although
word banks.
Another After that Otherwise
Otherwise Later But
We encourage children to take risks, and
Another possibility Finally Yet
we want them to widen their vocabulary
for precision, clarity and effect. However,
Alternatively Before On the other hand
this can go horribly wrong when choices In the beginning The opposing view
are random rather than considered. Until then
Linking Up to that time
Sometimes, less is more. A simple In the meantime Cause and effect
connective is always better than a Simultaneously
wrongly used sophisticated one. e.g.
‘Phenomenally, the boy looked at the Order
floor.’ ‘Moreover, it was busy with people
rushing about getting their shopping,’ Function:
Words/phrases that signal
It is therefore crucial to make sure that addition and are used instead Function:
children understand the functions of of ‘and’ ‘also’. Function: Words/phrases that signal or link
different connectives and the way in which Words/phrases that signal or link causes and are used instead of ‘because’
their connective choice affects meaning. Moreover chronology and are used instead of
Remember too, the creative connectives Besides and further ‘and then’ Then
on our Table Top Tips 3 available for
In the same way Therefore
download from www.lancsngfl.ac.uk/
Likewise Finally Accordingly
nationalstrategy/literacy.
What is more After this Consequently
Below is a chart that we published in a
Additionally Next For
previous newsletter. It is by no means Too First, second If
a definitive list but we repeat it here in As well as Presently So
response to what we have seen in some Subsequently Unless
children’s writing over the past year. Eventually Because
Involve your parents and the local comm
Parents I led an evenin
parents on “g
children
• Invite parents to attend one or more of your
Children’s Book Week events.
• Open up your school library, and have them
visit. Pupils can hand out information about
why reading at home is a good idea.
• Make the day as inviting and friendly as
possible, with refreshments including drinks,
biscuits, samosas…
• Invite parents to recommend books titles to
add to your library.
• Include dual language books.

I read a German picture book

to the class, translating it
into English, before reading it
again in German. The children
could follow it because of the
pictures.

Local newspaper
• Contact your local newspaper and persuade
them to run a feature on your school’s book
week.
• Invite them to attend photo opportunities such
as your dressing up day, Parents’ Reading
Café and to interview pupils and parents about
their favourite books.
• This is good for the profile of your school in
the community.
• Persuade the paper to publish one or two book
Public Library reviews written by your pupils.

• Take your pupils and parents to the

public library.
• Liaise with the librarian and parents to
ensure all children can register for their
library cards and receive them on the
day of the visit.
• Ensure someone is on hand to translate
if necessary.
munity in Children’s Book Week…
ng session for
getting your
to read.”
In our very multicultural
school, children came in
national costume, which
we linked to multicultural
stories.
Bookshops
• Visit the local bookshop with your class.
• Before you go, liaise with the manager
to discuss possible activities or talks.
• You might want to plan an activity such
as having children create stickers or
signs promoting their own favourite
titles on the shelves:
Pupils from Reading Primary School
recommend ….
Local schools
• Form a link with a school in the area and
run a book review swap.
• Have pupils emailing reviews of their
favourite books explaining why others
should read it.
• Share recordings of pupils reading aloud
extracts from their favourite books.
Using your local area
• Art galleries, art installations and art in public
places can all be used to inspire children to
write.
• Equip your pupils with clipboards and pencils
and get out and about in your local area to
examine works of art up close.
• Brainstorm ideas for stories and poems
inspired by what they see.
• These might include statues, sculptures,
stained glass, engravings, mosaics, and
murals.
• Big civic buildings, libraries and churches are
usually rich with images but even temporary
posters and billboards, with their vivid colours
and bold patterns, can be a source of interest
and curiosity.
• Invite local artists into school to talk about the
‘story’ behind their work.
How Can the Literacy Team Support Your
Professional Development?
We are able to support professional
development in a variety of ways:
Marketed Consultancies:
We are able to provide consultancies
for individual teachers, schools or
local networks which can be tailor-
made to suit your needs. These can
take place during the school day,
after school or during INSET days
or could be provided as subsidised
training through the TDA (Training
and Development Agency) – contact
Kathy Bigio on 01257 516100 for
further information. They can be
booked through Learning Excellence
www.learningexcellence.net.
Some of the consultancies which have
been provided recently include:
• Early reading and phonics
– this continues to be a popular
consultancy particularly to train
groups of teaching assistants
during their working day
• Support for spelling – an
introduction to the materials and
practical ideas for implementation
• Writing across the curriculum
– an area of focus for many schools
as they review their curriculum
provision.
• Guided reading - Many schools
are reviewing reading provision
and revisiting Guided Reading
as a means of providing targeted
teaching of reading at all levels of
ability.
• APP and literacy - This session
has been requested by schools who
wanted to specifically focus on the
types of evidence that could be
used to support APP for reading or
writing.
• Using drama to support
literacy teaching – developing
drama strategies to support Literacy
Why not ring Helen Atkinson or Anita
Yearsley on 01257 516100 to discuss
your needs or email us at helen.
atkinson@le.lancsngfl.ac.uk or anita.
yearsley@le.lancsngfl.ac.uk?
Courses:
In addition to providing strategy
courses we also provide a wide range
of marketed courses.
Why not take a look at the Learning
Excellence site to see if we are
running a course which would benefit
the professional development of a
member of your staff?
You can access the Learning
Excellence site directly www.
learningexcellence.net or via a link
on our own website www.lancsngfl.
ac.uk/nationalstrategy/literacy.
Courses 2010
Summer Term 2010

10/06/2010 ENG135b Clayton Park Support for Writing: moving through the levels Year 1
11/06/2010 ENG151 David Lloyd, Chorley Moving to Learn
17/06/2010 ENG119c Woodlands Using ICT to Support Literacy in Year 4, 5 and 6
18/06/2010 ENG130a+b Lancashire College Literacy Subject Leader Network - South
24/06/2010 ENG120c Woodlands Tools for the Trade: A focus on ICT and Literacy
25/06/2010 ENG130c+d Clayton Park Literacy Subject Leader Network – East
29/06/2010 ENG101b Woodlands Ros Wilson’s Big Write Day Two
01/07/2010 ENG132b Clayton Park Support for Reading: Moving through the Levels in Year 2
02/07/2010 ENG130e+f Garstang Golf Literacy Subject Leader Network – North
05/07/2010 ENG137b Clayton Park Support for Writing: Moving through the Levels in Year 4
07/07/2010 ENG134c LPDS Centre Support for Reading: Moving through the levels in Year 5 and 6

Autumn Term 2010

23/09/2010 ENG123c Woodlands ELS (Early Literacy Support)

24/09/2010 ENG114a LPDS Centre Literacy Teaching in Year 3 and 4
30/09/2010 ENG115a LPDS Centre Literacy Teaching in Year 5 and 6
30/09/2010 ENG123d Woodlands ELS (Early Literacy Support)
30/09/2010 ENG120d Woodlands Tools for the Trade: A focus on ICT and Literacy
07/10/2010 ENG157a Lancashire College Phonics for KS2 Teachers
07/10/2010 ENG126c Woodlands Literacy Teaching in Year 1 and 2
11/10/1010 ENG301a Woodlands Developing Talk for Writing for Learning Across the Curriculum
13/10/1010 ENG127a Lancashire College Guided Writing
14/10/2010 ENG132c Woodlands Support for Reading: Moving through the levels in Year 2
14/10/2010 ENG128c+d Woodlands Introduction to Letters and Sounds
19/10/2010 ENG103d Lancashire College Support for Spelling
21/10/2010 ENG131c Woodlands Support for Reading: Moving through the levels in Year 1
21/10/2010 ENG125c Woodlands Year 3 Intervention (Quest)
04/11/2010 ENG125d Woodlands Year 3 Intervention (Quest)
10/11/2010 ENG133c LPDS Centre Support for Reading: Moving through the Levels in Year 3 and 4
11/11/2010 ENG124c Woodlands Further Literacy Support (FLS)
12/11/2010 ENG109a LPDS Centre New to Literacy Subject Leadership Day One
17/11/2010 ENG134c LPDS Centre Support for Reading: Moving through the Levels in Year 5 and 6
18/11/2010 ENG124d Woodlands Further Literacy Support (FLS)
19/11/2010 ENG158a Woodlands Delivering Letters and Sounds in Reception
19/11/2010 ENG105a+b LPDS Centre Literacy Subject Leader Network - Woodlands
25/11/2010 ENG155c Woodlands Delivering Letters and Sounds in Year One
26/11/2010 ENG105c+d Clayton Park Literacy Subject Leader Network – Clayton Park
02/12/2010 ENG122c Woodlands Delivering Letters and Sounds in Year Two
03/12/2010 ENG105e+f Garstang Literacy Subject Leader Network – Garstang
09/12/2010 ENG154b LPDS Centre Improving Phonic Knowledge
09/12/2010 ENG144a LPDS Centre Practical Phonics

For further information about all these courses access the Learning Excellence Website on www.learningexcellence.net or via
our links on the Literacy website www.lancsngfl.ac.uk/nationalstrategy/literacy.
 One to One Tuition in Lancashire
As we end the 5th half term of 2009-10 it is
with a great sense of relief [for me!] that current
information shows that over 93% of schools have
entered data on the DCSF website. We have had
19 returns so far which is very reasonable, I feel, for
over 6,700 places and these have been re-allocated
within half an hour of notification.

Even more encouraging are the requests to have

more tuition places from most of the responding
schools. Over 1,270 request have been received and
unfortunately we cannot accommodate them

We have an excellent support team now; based on

the Lead Teacher model that operates so successfully
in Primary. We have a trained team of maths and
English specialists, in both Key Stages. They are
currently involved in running the support networks
for tutors and Tuition Leads; supporting schools with
issues and in developing more support resources for
the moodle that delivers the tutor training. If you
would like their support [free] please email to the
address below.

The big challenge for next year is meeting the

expected doubling of places in your schools,
especially in the recruitment of tutors. I understand
that schools prefer to use their own or known staff
as it diminishes the problems of safeguarding and
contracts considerably but it is unlikely that most
schools will be able to deliver twice the places
without recourse to the tutor databases now on the
one to one website.

We are currently working with the major Supply

Agencies and training their staff so there will be
potential sources of vetted tutors to complement
existing tutors. There will be links to their own one
to one web pages soon, see ours for details and you
will be able to compare their services.

There are always updates and fresh information on

the website www.lancsngfl.ac.uk/1to1tuition.

Do look at our moodle as well. If you would like to

be logged on then contact us at one-to-one-tuition@
lancashire.gov.uk.

Hilary King
One to One Project Lead, Lancashire