The Lancashire School Effectiveness Service

Literacy Newsletter

Autumn 2009

“Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.”
Well...that went quickly, didn’t it! I expect many of you have remarked that it doesn’t seem like five minutes since the end of the summer term! We hope that this, the Autumn issue of our newsletter, helps you ease your way back into the challenges of school life. As always, we would really appreciate any feedback or suggestions you may have. If you would like to submit a book review for our regular ‘Have you Read’ section, or have a creative way of teaching aspects of reading and writing – let us know! Unfortunately, we have to say some sad farewells to three of our team members, Clare Cherry, Jacqui Dunn and Caroline Garland. All three have spent a very productive and successful year as consultants and are now moving on to new challenges. Clare is leaving to offer her Early Years expertise in a nursery setting. We know that she loves teaching very young children and will be in her element. Jacqui has been ‘pinched’ by one of our neighbouring authorities, Sefton, and will continue her great support for schools there. Caroline joined us as an established consultant from East Sussex but is now returning to school as an Associate Deputy Headteacher. We would like to thank them for their great contributions to the team and the schools that they have supported whilst working with us. We wish them the very best and hope for regular reports about their new roles. However, we are very lucky to have recruited Janet Pay from Broughton-in-Amounderness Primary School. We know that she is an excellent classroom practitioner and will have a great deal to offer both the team and the schools that she will be supporting. And it is with great pleasure that we are welcoming Sarah Watson back to Lancashire. She has spent the last two years as Regional Adviser for the National Strategies and is now returning as the Principal Consultant of the Literacy and Maths teams. We have missed her greatly and look forward to working with her once more. Both Janet and Sarah will be joining the team after the October half-term.

• Where did we go wrong? KS2 writing results 2009 • ECaR, ECaW, ECaT and ECC • SEN updates • Support for spelling • CLLD - APP and EYFSP in Key Stage 1 • Identifying children for ELS support using FSP data • Have you read? • Every Child a Reader (ECaR) • Love reading • Boys’ writing projects • Journalistic writing - Apollo 13 • More able pupils’ writing project • Foundation stage CLL planning guidance • Write your own graphic text • Writing at sentence level for EAL learners • Autumn term twilight info - “Creative Comprehension” • Learning excellence consultancy and courses • One to one tuition flyer

Cover photo: Matti Mattila @
The Lancashire School Effectiveness Service

Literacy Newsletter

Autumn 2009

“Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.”
Well...that went quickly, didn’t it! I expect many of you have remarked that it doesn’t seem like five minutes since the end of the summer term! We hope that this, the Autumn issue of our newsletter, helps you ease your way back into the challenges of school life. As always, we would really appreciate any feedback or suggestions you may have. If you would like to submit a book review for our regular ‘Have you Read’ section, or have a creative way of teaching aspects of reading and writing – let us know! Unfortunately, we have to say some sad farewells to three of our team members, Clare Cherry, Jacqui Dunn and Caroline Garland. All three have spent a very productive and successful year as consultants and are now moving on to new challenges. Clare is leaving to offer her Early Years expertise in a nursery setting. We know that she loves teaching very young children and will be in her element. Jacqui has been ‘pinched’ by one of our neighbouring authorities, Sefton, and will continue her great support for schools there. Caroline joined us as an established consultant from East Sussex but is now returning to school as an Associate Deputy Headteacher. We would like to thank them for their great contributions to the team and the schools that they have supported whilst working with us. We wish them the very best and hope for regular reports about their new roles. However, we are very lucky to have recruited Janet Pay from Broughton-in-Amounderness Primary School. We know that she is an excellent classroom practitioner and will have a great deal to offer both the team and the schools that she will be supporting. And it is with great pleasure that we are welcoming Sarah Watson back to Lancashire. She has spent the last two years as Regional Adviser for the National Strategies and is now returning as the Principal Consultant of the Literacy and Maths teams. We have missed her greatly and look forward to working with her once more. Both Janet and Sarah will be joining the team after the October half-term.

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 Principal Consultant Literacy Consultants

Lyn Ranson Sarah Watson Sue Dean (Senior Consultant), Helen Atkinson, Julie Clack, Marie Feathers, Edwina Maskell, Janet Pay, Nicola Tomlinson, Anita Yearsley, Louise Young Vanessa Andrews, Lesley Dodd Shirley Gott, Jayne Nicholas Julia Page - Admin Manager, Alison Kenyon - Deputy Admin Manager, Daniel Hayes - Admin Assistant, Angela Jamieson - Admin Assistant, Lynn Smith Admin Assistant

CLLD Consultants ECaR Consultants Administrative Staff

You can contact us by… Phone: Fax: E-Mail: Website: Post: 01257 516160 01257 516103 LPDS Centre, Southport Road, Chorley, PR7 1NG

Where did we go wrong? KS2 Writing Results 2009
A higher than average number of schools in Lancashire, and also across the country, have reported disappointing writing results at Key Stage Two this summer. Once clerical errors and ‘dodgy marking’ have been eliminated as causes, schools are often left feeling where did we go wrong? Having supported many schools in scrutinising their scripts at the end of the summer term, the Lancashire Literacy Consultants made a number of observations. A large number of scripts demonstrated a heavy reliance on rather technical and formulaic approaches to writing which are promoted by some high profile commercially produced schemes. If writing results at your school were lower than expected, it may be useful to analyse your scripts asking the following questions. • Have pupils paid sufficient attention to the content or ‘text message’? Pupils’ first consideration must be ‘what am I trying to say about… (these trainers/this busy place)?’ • Have pupils thought about the audience and purpose for the writing as stated in the task? In many scripts seen, pupils had become distracted by trying to impress markers with their attempted use of highly sophisticated sentence structures, connectives and vocabulary. This seems to be particularly evident in writing from more able girls. • Have pupils used complex sentences appropriately? Whilst variety in sentence construction is desirable, overuse of complex sentences with a range of openers will negatively affect the general flow of the writing. Writing becomes disjointed and, as ideas within paragraphs remain underdeveloped, this has a negative affect on the text structure and organisation mark. • Are sentence openers matched to text type, purpose and audience? Contrived or inappropriate openers should be avoided. In one example taken from the longer task - a non chronological report - one pupil had written Bouncing high, I bounced up into the clouds. In this example and several similar ones seen, there is a definite sense of the pupil’s aim being to include a sentence with an ‘ing’ opener rather than to communicate meaning appropriately. • Has vocabulary been selected according to text type, purpose and audience? The use of ambitious vocabulary should be encouraged but always with understanding of meaning. • Was punctuation selected to match text type, purpose and audience? In many instances, there was an apparent preoccupation with demonstrating the ability to use a range of punctuation and this was ultimately detrimental to the composition and effect of the piece. Ways to develop writing: • Children need to hear written language read aloud. Are all pupils read to in school every day? Promote the daily read aloud programme across the school – novels, short stories, poems, newspaper reports, persuasive letters, plays, diaries, information texts… • See the Talk for Writing materials for ways to develop effective approaches to the teaching of writing (Ref:00761-2008DVD-EN) • Use the Text Types Guidance from Support for Writing when planning to inform the appropriate use of vocabulary, sentence types and connectives. This is a web based resource which forms part of the Primary Framework for Literacy. • See Steps in Learning –including the classroom examples -also from the Support for Writing materials. These support the teaching of specific writing skills and, more importantly, the application of these in context. • Promote explicit discussion of purpose and audience when reading and writing texts and return to it when evaluating writing. • Ensure the explicit teaching of writing through regular and frequent shared writing, including teacher demonstration. This continues to be one of the most powerful ways of teaching writing. Finally… • First and foremost, writing is about communicating ideas. Developing writing skills is essential if young writers are to do this effectively. Successful, creative and enthusiastic young writers have been taught not only the skills but also how to use them to create desired effects.

ECaR, ECaW, ECaT, ECC...E-by-gum!
Many schools in Lancashire are becoming involved in one or more of these programmes, which form part of the Every Child Matters and personalisation agendas. If your mind is spinning with these acronyms, we hope the summary below will help.
ECaR – Every Child a Reader Every Child a Reader is part of the government’s Early Reading Strategy. The purpose of the programme is to ensure that, where possible, every child reaches the reading standards expected of them by the age of seven. Lancashire has two Teacher Leaders who have just completed a year of intensive training and will work in our two ECAR training centres in Preston and Burnley. Beginning in September, they will train a teacher from each ECaR school in the effective use of Reading Recovery. The Reading Recovery teacher in each school will become a key player in raising standards – not only through the work with individual pupils but also contributing to school improvement by developing their expertise to become the leading reading practitioner within the school. ECaW – Every Child a Writer The Every Child a Writer programme is designed to ensure faster progress at the beginning of Key Stage 2, with expectations of securing level 3 by the end of Year 4 and making two levels progress across the key stage. Aimed at Year 3 and Year 4 classes, ECaW provides a three tier model for all children; improving quality first teaching for the whole class, improving guided writing to meet group needs and one-to one tuition for those children who need it most. Leading teachers work in collaboration with class teachers in Years 3 and 4 and draw on the range of writing related materials including APP, Support for Writing and Talk for Writing. ECC – Every Child Counts Lancashire is working in collaboration with the National Strategies, DCSF, Every Child a Chance Trust and Edge Hill University to develop a successful approach for intensive early numeracy intervention, the Numbers Count programme. The aim is to enable the lowest attaining pupils to make greater progress towards expected levels of attainment in mathematics by the end of Key Stage 1. ECaT – Every Child a Talker Lancashire was not selected as one of the first fifty one local authorities around the country to take part in Every Child a Talker but, as you may have heard of it and as we look likely to become more involved in the future, we thought it would be useful to include a brief overview here. Every Child a Talker is a programme which focuses on a national priority: strengthening children’s early language development. ECaT is designed to help early years practitioners create a developmentally appropriate, supportive and stimulating environment in which children can enjoy experimenting with and learning language. It can be implemented whether children are in Early Years settings, with a childminder or at home with their parents. Through everyday, fun and interesting activities which reflect children’s interests, ECaT will encourage early language development right from the outset, extending children’s vocabulary and helping them build sentences so that before they start school, children are confident and skilled communicators.

SEN Updates
Acceleread, Accelewrite
Do you have children who are in Y3 but who are still working at the Y1 level in reading and writing? Have you tried every way you can think of to differentiate for them but they are falling further and further behind? Do they seem to forget the letter sounds they knew a week ago? This might be the intervention to answer their needs! identification of what the child can do and what the child needs to do to move on to the next step of their learning. It is aimed at wave 2 children in either KS1 or KS2 but could be used with other children who need extra support with writing. Last year 30 schools attended the Write Away Together training and have since found it extremely useful. Training is now available on 13th November at Wellington Park from Lynne Bold, who is a qualified trainer in this programme. Please see www. for further details and an application form.

Acceleread Accelewrite is a Wave 3 intervention, The SMILE Service at local delivered one to one, using computer software libraries offers multi-media and immediate speech feedback to help the resources and activities child with their reading and spelling. for children with special Teachers and TAs are trained in a school to gain educational needs and experience of using the programme with a child. their parents, teachers and carers. Fifteen libraries in Lancashire offer this service. See for details of available training sessions. • Activities can be tailor made for school/clubs and individuals. • Teachers in special schools and those supporting children with SEN in mainstream Write Away Together is schools can borrow up to 20 items on behalf an effective intervention of their pupils. There are no charges or fines! strategy to improve writing. • Multi-media resources include Braille, Moon, It was designed to be used large print, BSL, Makaton, Story packs, on a one to one basis with novelty books are available. a TA supporting individual • Disability Awareness books for children and children but it can also work adults. as a group approach. • SMILE Awards for achievements • Each centre has an interactive, touch screen It provides a clear structure for writing support computer with a range of facilities. and embeds strategies that will improve • For further information log on to the SMILE children’s independent writing. website


Write Away Together

It uses assessment for learning to improve writing. Assessment guidance supports the default.asp.

Support for Spelling
Over the years, the National Strategies have produced a range of materials concerned with the teaching of spelling. These materials have been reviewed and built into a new programme to support teaching within the Primary Framework.
A good spelling programme gradually builds pupils’ spelling vocabulary by introducing patterns or conventions and continually practising those already introduced. Experience has confirmed that short, lively, focused sessions are more enjoyable and effective than an occasional skills session. Spelling strategies need to be taught explicitly and applied to high-frequency words, cross-curricular words and individual pupil’s words. Proofreading should be taught during shared and guided writing sessions and links should be made to the teaching of handwriting. The implications for teachers of spelling may seem daunting but 85% of the English spelling system is predictable. The keys to supporting our pupils to become confident spellers lie in teaching the strategies, rules and conventions systematically and explicitly, and helping pupils recognise which strategies they can use to improve their own spelling. A balanced spelling programme includes five main components: • understanding the principles underpinning word construction (phonemic, morphemic and etymological); • recognising how (and how far) these principles apply to each word, in order to learn to spell words; • practising and assessing spelling; • applying spelling strategies and proofreading; • building pupils’ self-images as spellers The Support for Spelling materials fit snugly in to Phase 6 in Year 2. It is important to continue to focus on Phase 6 at the same time to ensure pupils are secure at Phase 5 and their knowledge and understanding is embedded and automatic in their reading and writing. Recapping skills from all phases is essential. In the materials there is a suggested timetable of teaching five discrete fifteen minute sessions over two weeks. This reflects the short focused sessions delivered discretely in Early Years and Key Stage 1. Objectives are laid out for each year group by term and suggestions for teaching and activities detailed. It is recommended that

in delivering these teachers continue to use the teaching sequence promoted through Letters and Sounds with some further depth. • • • • Revisit, explain, use Teach, model, define Practise, explore, investigate Apply, assess, reflect

The appendices contain support for knowledge of the spelling system, guidance in learning and practising spelling as an alternative to word lists (an ineffective method of learning), application of spelling in writing, guidance for parents and high frequency word lists. Recommendations for parents and homework are now to focus on investigations and the process of learning how to spell using knowledge and strategies. Reproducing Appendix four and personalising it for your school in an information leaflet for parents could be a way to promote positive support at home and help them adjust away from the culture of word lists we are so used to.

Overview of spelling objectives
Support for Spelling

00171-2009DOM-EN © Crown copyright 2009

Objectives for Years 2 to 6
Year 2 To secure the reading and spelling of words containing different spellings for phonemes To understand and begin to learn the conventions for adding the suffix -ed for past tense and -ing for present tense To split compound words into their component parts and use this knowledge to support spelling To learn how to add common inflections (suffixes) to words Year 3 To consolidate knowledge of adding suffixes and to investigate the conventions related to the spelling pattern -le To spell regular verb endings and to learn irregular tense changes (e.g. go/went) To know what happens to the spelling of nouns when s is added To understand how words change when the suffixes are added Year 4 To distinguish between the spelling and meaning of homophones To investigate, collect and classify spelling patterns related to the formation of plurals Year 5 To spell unstressed vowels in polysyllabic words To spell words with common letter strings and different pronunciations Year 6 To embed the use of independent spelling strategies for spelling unfamiliar words To investigate the meaning and spelling of connectives (e.g. furthermore, nevertheless)

To investigate and learn to spell words with common letter strings To understand how suffixes change the function of words

To explore the spelling patterns of consonants and to formulate rules To explore less common prefixes and suffixes

To revise and extend work on spelling patterns, including unstressed vowels in polysyllabic words To use what is known about prefixes and suffixes to transform words (e.g. negation, tense, word class) To spell unfamiliar words by using what is known of word families and spelling patterns To revise and use word roots, prefixes and suffixes as a support for spelling

To add common prefixes to root words and to understand how they change meaning To discriminate syllables in multisyllabic words as an aid to spelling

To embed the correct use and spelling of pronouns (n.b. phonemic and morphological) To develop knowledge of prefixes to generate new words from root words

To understand the use of the apostrophe in contracted forms of words To revise and investigate links between meaning and spelling when using affixes

To investigate and learn spelling rules for adding suffixes to words ending in e or words ending in -y and words containing ie To identify word roots, derivations and spelling patterns as a support for spelling

Key: Objectives in red are phonemic or phonological Objectives in blue are morphological

Communication Language and Literacy Development
APP and EYFSP in Key Stage 1 - Identifying the next steps in learning
The National Strategy defines the EYFSP and APP in the following terms… EYFSP – “summarises children’s achievement in the Early Years Foundation Stage and is critical to establishing a sound foundation for learning across the curriculum as children move into KS1.” It… • summarises children’s achievement in the Early Years Foundation Stage • establishes a sound foundation for learning • provides Year 1 teachers with information enabling them to identify strengths and areas for development • helps practitioners/teachers plan relevant and challenging learning opportunities and experiences. APP – “is designed to assess children’s achievement in reading, writing and mathematics”. It… • assesses achievement in reading, writing and mathematics • is a matter for professional judgement and the teacher's knowledge of the child in terms of the point at which teachers/practitioners begin to use APP. It reports that “the principles and practice(s) of the two approaches are similar and consistent. Both assessments focus on practitioners/teachers reviewing a range of evidence of children's knowledge, skills and understanding in a variety of contexts in relation to nationally agreed criteria.” Whilst both are similar in principle and practice, the two cannot be compared directly. We should however exercise professional judgement to ensure that each child is supported well. A reminder for Year 1 teachers… • continue to use the EYFS Profile as an assessment tool for children where this is considered to be appropriate. This will be particularly the case for children who have not obtained any or most of the Early Learning Goals (ELG) – scale points 4-8 – in a particular EYFS Profile scale. • children with identified special educational needs who are likely to be working below level 1 at the end of the key stage should be assessed in relation to the P Scales. Bridging the gap between the end of the EYFSP and the transition into Key Stage 1 is crucial to ensure gaps in learning are covered and not omitted.

Reception and Year 1 Teachers
Identifying children for ELS Support using the Foundation Stage Profile data Reception and Year 1 teachers should now be working closely to identify children who are falling below expectations so that their next steps in learning can be identified.
The outcomes of the Foundation Stage Profile can be used to respond to individual children’s needs and it is essential that Year 1 teachers are familiar with the Foundation Scale Profile scales and their scale points. The Profile data provides the broadest and richest set of information collected at any time during a child’s school career. Most children entering Year 1 are likely to be working within the Early Learning Goals, achieving between 78 and 117 scale points across all the 13 scales. Children who achieve a scale score of six points or more per scale are deemed to have reached a good level of development and may be regarded as having appropriate preparation for learning in Key Stage 1. Children who have achieved an average score of between 52 and 65 points (or an average of 4 to 5 points in all 13 scales) are working below the minimum expected range of 78 to 117 points and may find learning in Key Stage 1 challenging. Where children have achieved fewer than 52 scale points over the 13 scales it is suggested that teachers consider the following questions when analysing the Foundation Stage Profile data. These children may require further observation, an IEP and school action intervention. • How is the ‘78+’ score made up? • What is the pattern of attainment in CLLD and PSED like? • Where are the gaps? Which scale points have individual children not attained? • What does the class’s pattern of attainment of individual points within these assessment scales indicate about the strengths and gaps in their learning? • What does the pattern of birth dates, attendance and free school meals entitlement indicate? • Are there individuals whose pattern of attainment is different from the rest of the class which may indicate special strengths and weaknesses in learning in particular scales? • What does the attainment of specific points, within the scale, indicate about where the gaps lie in learning related to that scale? Interrogate your data and carry out a deep drilling exercise! A ‘deep drill’ analysis will identify the areas for development in early literacy. And what is missing can be as instructive as what has been achieved! If key scale points are missing in Communication, Language and Literacy Development (CLLD), the ELS may be an appropriate intervention programme to help the child to make further progress in key literacy skills.

ELS Screening Grid Significant Missing Scale Points FSP Data Drill
Name of child


LCT7: Uses talk to organise, sequence and clarify thinking, ideas, feelings and events, exploring the meanings and sounds of new words.

LCT8: Speaks clearly with confidence and control, showing awareness of the listener.


LSL5: Hears and says sounds in words.




Reading SP3

Reading SP6
R6: Reads a range of familiar and common words and simple sentences independently.

Writing SP4
W4: Writes own name and other words from memory.

Writing SP5
W5: Holds a pencil and uses it effectively to form recognisable letters, most of which are correctly formed.

Writing SP7

Writing SP8



LCT6: Interacts with others in a variety of contexts, negotiating plans and activities and taking

PD5: Demonstrates fine motor control and coordination.

LSL7: Uses phonic knowledge to read simple regular words.

LSL8: Attempts to read more complex words, using phonic knowledge.

LSL4: Links sounds to letters, naming and sounding letters of the alphabet.

W7: Uses phonic knowledge to write simple regular words and make phonetically plausible

Used with kind permission from Leanne Finch from St Philip’s Primary School in Nelson (you can download this table in word format from our website).

Deep drilling steps
Step 1 - Identify children with fewer than 78 points but more than 50. Step 2 - Drill through the children’s data to identify the missing scale points, focusing particularly on: PSED • Dispositions and Attitude • Emotional Development • Social Development CLLD • Language for Communication and Thinking • Linking Sounds and Letters • Reading • Writing Physical Development Creative Development Step 3 - Identify where there are significant gaps in each of these areas of learning. Use the summary grid provided to note the missing scale points. Step 4 - Fine Tune • Check birth dates and consider whether the gaps are of a developmental nature because the child

is summer born. Observe the child closely over the autumn term and consider entry in spring if necessary. • Consider other activities that could be carried out, e.g. Physical Development SP5 and CLLD SP5 are skills that could be secured by ensuring that there are specific activities available to build fine motor skills. The16 week ELS Programme would not be appropriate in this case, unless other significant writing scale points were also missing. It would also be useful to look at the CLLD, PD and CD scores of some children with high overall scores (78+) – they may well have important areas of CLLD and linked areas of learning missing and could benefit from ELS support. The ELS Programme will enable children to continue their learning journey through a structured programme designed to bring them into line with their Year 1 peers by the end of the spring term. Further information can be found in ‘Early Literacy Support, Materials for teachers working in partnership with teaching assistants.’ DCSF Publications Please quote ref: 00767-2007BKT-EN Telephone 0845 60 555 60 You can also download this publication at www.

CD6: Recognises and explores how sounds can be changed. Recognises repeated sounds and sound patterns and matches movement to music.

R3: Recognises a few familiar words.

W8: Begins to form captions and simple sentences, sometimes using punctuation.

LSL6: Blends sounds in words.

Tuesday by David Wiesner

mean spirited relatives, the Carters, and their spiteful twin daughters. This provides a great deal of scope to explore, with the children, attitudes to other cultures and also themes such as acceptance and trust. The characters within the story have real appeal, from the stern and mysterious governess, Miss Minton, to Finn, a half-English, half-Indian boy, desperate to avoid his aristocratic English destiny. Maia also befriends a homesick child actor who is working with a travelling theatre troupe. Together, the three children hatch a plan which will ultimately free them all. An intricate, cleverly paced plot, with plenty of clues for children along the way, makes this a real page-turner.

This is a surreal picture book with only one or two indicators of time to carry the ‘story’ forward. The ‘story’ is a wordless fantasy of flying frogs and what they get up to after dark on one particular Tuesday. This book provides so much scope for discussion about what is really going on, what might happen and for creating your own story around the illustrations. These are amazing and carry the story along in a humorous and unexpected way. For the adults sharing this book with children, there are visual jokes and references to films on some of the pages. A book to return to, over and over again.

The Incredible Book Eating Boy by Oliver Jeffers
A cartoony style illustrated and written book which tells the story of a boy who gains huge amounts of knowledge by literally eating books! I can see this book generating all sorts of flights of fancy in young primary aged

Journey to the River Sea by Eva Ibbotson
Journey to the River Sea is an exciting adventure story which will appeal to many older pupils in primary school. Set at the turn of the 20th century, it is reminiscent of children’s classics The Secret Garden and A Little Princess. The thrilling story-line follows the journey of Maia, an orphaned London schoolgirl, and her formidable governess as they travel to Brazil. Leaving the comfort of her boarding school, Maia sets off to start a new life with distant relatives who live on the banks of the River Amazon. She is captivated by the exotic world she discovers there – a view not shared by her

pupils – if I ate lots of books on dinosaurs I would become the world expert and could give lectures all over the world! etc. However, things don’t turn out quite as expected…

The Troll by Julia Donaldson and David Roberts Gorilla by Anthony This is a brand new gem from Browne the author of The
Gruffalo. It contains two, apparently unrelated, but cleverly interwoven, tales. One is the story of a troll who is looking for a goat for his lunch. The other, the crew of a pirate ship who are desperately searching for treasure. Their paths cross in a fabulously inventive way, creating a wonderfully funny story.

village near Bombay – the father drinks and the mother is seriously ill. Then the children hear how industrialisation is going to affect their neighbourhood and the story evolves around how they come to terms with this. There are some beautiful and detailed descriptions of both rural and urban India. Some great links to the Geography curriculum but also a good read for its own sake as an individual or class reader.

The Village by the Sea by Anita Desai
A family’s fight for survival becomes inextricably linked with the planned industrial development of the locality. The children of the family struggle to survive in a small fishing

This is a wonderfully inventive story about a little girl whose father doesn’t seem to have time for her. Hannah loves gorillas but has never seen one. Her father is too busy to take her to the zoo, or for anything else come to that. For her birthday, Hannah asks her father for a gorilla but is disappointed when she discovers that the gorilla she’s been given is just a toy. Later that night something extraordinary happens; the toy turns into a real gorilla, puts on her father's hat and coat and takes her off for a magical visit to the zoo… The illustrations, many of which are visual jokes, are both detailed and colourful and children absolutely delight in them. Published in1983, the story could have been written yesterday! The illustrations are fresh and contemporary. The story line is as relevant for children today as it was over twenty years ago! The book is a good choice for guided reading sessions with Y3 and Y4 children. I have also

used it with fluent Y2 readers. It can generate useful discussions relating to Hanna’s feelings and to the attitude of her father. The children also love to discuss the meaning and the impact of the visual jokes. They are always interested, after the session, to look for other Anthony Browne books in the school library!

weren’t reading, you wondered what all the characters were up to in your absence. When you were very little and someone read to you, you didn’t always understand everything, but the rhythm and voices and your own imaginings were magical. Then what? The reading record – sent home every day – pages read to be noted and signed by an adult. Cross examination of plot, setting, character motives and answers had to be accompanied with a justification. Being asked to read out loud in class and stumbling through with no understanding at all. If you are interested in helping children to find their own unique passion for reading, then you must read this book. Reading for pleasure, and the development of comprehension are not mutually exclusive.

“The Iron Way” Gillian Cross
This is an early book written by Gillian Cross (of The Demon Headmaster series) in 1979. It tells of how the building of the railways in Victorian times affected the local villagers when the army of navvies set up their camp nearby. There are some historically based descriptions of the building of the railway but is predominately a book which shows the development of the characters of twelve year old Jem and his older sister Kate and how they deal with life’s ups and downs. A book which, I think, would be a good class read to older primary pupils.

Way Home by Libby Hathorn and Gregory Rogers
There is a growing appreciation of the importance and impact that picture books and graphic novels can have upon children’s engagement and understanding of what they read. This is another wonderful example of a powerful collaboration between author and illustrator. A young boy is wandering the night time streets of a big city when he rescues a stray cat. He talks to the cat as he wends his way ‘home’, avoiding the many dangers that a city presents after dark. This book offers endless scope for discussion about the boy’s situation and how he came to be there. It is written in the present tense which gives the story pace, tension and immediacy. The ending presents a twist which will fuel ‘Book Talk’ for days to come. A great read for upper KS2.

The Rights of the Reader by Daniel Pennac (Translated from the French)
Do you remember being told TO STOP READING as a child? ‘It’ll ruin your eyes!’ ‘Go and get some fresh air’. And when your light was turned off, snuggling under the bedclothes with a torch? Reading was mysterious and secret and when you

Every Child a Reader (ECaR) in Lancashire
ECaR Consultants, Shirley Gott and Jayne Nicholas have completed their training and will be working with 40 teachers from schools within the consortia of Lancashire, Blackpool and Blackburn with Darwen. Teachers will start their training as an ECaR teacher to deliver the Wave 3 interventionReading Recovery. The training will take place at two ECaR centres, one at St. Maria Gorretti School in Preston (where Shirley will be based), and one at Springfield School Burnley (where Jayne will be based). The ECaR teacher course lasts for one year and incorporates a unique training opportunity whereby teachers bring their children to the centres for a lesson which takes place behind a two way viewing screen. Colleagues observe the teacher and child and develop their understanding and theories of how children process text. Watch out for more information about the course and further opportunities for training. For more information see the Every Child a Reader Newsletter which can be downloaded from http://nationalstrategies. or from our website.

Love Reading!
A cluster of schools in Preston has been working, with consultant support, on improving standards in reading by developing rich reading cultures in their schools to encourage all children to develop a love of reading. The teachers in the cluster also trialled the Assessing Pupils’ Progress (APP) in Reading materials. The many different opportunities for reading for both purpose and pleasure generate a wealth of evidence to inform APP judgements.
Some of the practical ideas shared and successfully trialled were: The Reading Environment Creating enthusiasm for reading by developing the reading environment was a key element of the project. The schools created all kinds of wonderful places in which children could read. These included reading gardens, reading corners and reading tents - and even a reading beach inside the classroom! (Oooh! All that sand!) Boys’ reading As most of the reluctant readers identified were boys, schools on the reading project focussed on encouraging boys to read by providing boyfriendly reading material such as comics, magazines, ICT texts and short novels on boy-friendly themes. The reading environment included the Reading Connects posters of sporting stars engrossed in their books. These provided good male role models for reluctant boy readers. Children were actively involved in the choosing of books; e.g. through surveys conducted by the school council; ordering evaluation packs and asking children to state their preferences; looking through the publishers’ catalogues together. If children have been involved in the choices, they have a vested interest in reading the books and promoting the titles within school. Teachers as role models Teachers were asked to be role models promoting a love of reading by bringing in their favourite books and talking to children about their own reading preferences. Assemblies celebrating reading were held and favourite reads of both children and staff were shared. Involving parents Consideration was given to how schools could involve parents more. Ideas included reserving an area of the library for parents and allowing them to borrow books from the school library. One idea was to have a “Richard and Judy” book club enabling parents to borrow the latest titles recommended on daytime TV! Another idea was to provide a “bedtime reading book” box in the school entrance area so that parents could borrow children’s bedtime reading books in order to encourage parents to read to children more frequently. Book Fairs were booked to coincide with parents’ evenings and stalls selling / lending books could be set

up on Sports Days and at Spring / Summer Fairs. A further idea which was shared was to ask a parent who could inspire and relate to other parents to take on the role of family reading ambassador. The reading ambassador could come in during a school event to talk to families about the importance of reading in the home, or simply visit classes to talk to provide a reading role model for children Families could also be encouraged to attend breakfast clubs as part of the Extended Schools agenda, during which they could read or discuss books in an informal setting. Parents were encouraged to contribute to displays celebrating reading. Photographs of mums and dads reading could be displayed in order to provide enthusiastic reader role models. Parents could also be asked to design their own page of a recipe book, which once compiled could be distributed to all parents or sold to raise funds for the school library. Most schools offer parent workshops helping parents to support their children in learning to read. When running these workshops, it is useful to teach parents how to read a picture, displaying a picture and asking them to imagine what the relationship is between the people in it, what happened before the picture was taken, what will happen afterwards and what is being discussed. This is a good icebreaker activity and will help parents to understand the value of a picture book for children and how it helps to develop their imagination, language and powers of prediction. When encouraging parental involvement, it is important to demystify the jargon so that all parents understand and feel that they have something to offer. Reading buddies Some schools tried reading buddies. It is important to

decide what is to be achieved by pairing children. It might be to improve decoding and fluency for younger / less confident readers, to develop enthusiasm for reading or to develop comprehension skills. Once the focus of the buddying programme is decided, then teachers can decide how they will pair children; e.g. older children with younger children/ less confident readers paired with more confident readers/ pairing children with similar reading interests. Time needs to be invested in training the buddies before they begin, and consideration needs to be given to timetabling a regular slot for reading buddies. Celebratory events A range of celebratory events were held in the participating schools including a bedtime reading event where staff and children came to school in pyjamas and had stories read to them! Here is a list of national events and useful websites to use in your quest to create a school full of children who read widely for pleasure: • National Children's Book Week (first full week of October) • National Storytelling Week (end of January beginning of February). A list of storytellers is available from Reading Is Fundamental, UK project zone at • World Book Day • • resourcematerials/schoollibraries • • This report can be downloaded in full from our website.

Year 6 Boys’ Writing Project
For the last five years, Lancashire has run an exciting and successful Boys’ Writing project. The gap between boys’ and girls’ writing continues to be an issue both nationally and in this county. Each year, teachers working with the Lancashire Literacy team have trialled techniques and strategies that were designed to appeal to boys’ preferred learning styles. This was the main focus of the projects. However, it has also been important to appeal to boys’ interests as well, and the themes each year have been chosen with this in mind. This year we have implemented another successful project aimed at teachers and boys in Year 6. The project this year built upon the success of Superheroes and Earthlings with an additional unit based on Edgar Mariott’s monologue, The Lion and Albert. (The teaching sequence for this can be found in the Summer 2009 edition of our newsletter). A useful website for finding this and many more monologues is http://monologues. Teachers reported that by using an overall theme and planning a range of creative reading techniques, drama and speaking and listening leading to short writing opportunities and writing outcomes, provided a successful and exciting approach to revision of all the text types. Some writing examples included were: • • • • • • • • • Diaries in role as main and minor characters Letters of complaint from Mr and Mrs Ramsbottom to the Zoo Letters of complaint to a solicitor Letters to a problem page and their replies Accident book report Sequel to the narrative Newspaper report Explanation of how Albert was eaten by Wallace, the lion Persuasive leaflets/posters to visit Blackpool Zoo • Discussion for/against why Albert should have been eaten • New verse for the poem • Playscript Initial findings indicate that 70% of the boys tracked in the project have made two sub levels progress or more, and 33% have made three sub levels progress or more in writing. The impact on reading has also been successful with 58% making two sub levels progress or more, and 21% three sub levels progress or more.

Superheroes at Helmshore Primary School

! o far) life (s stupid of my their pid days with e stu llest iary st du t 4.30am s gives m on the ear D o D s the m me up a alway ony i ne of oke (Bob) y friend T as o per yw as w Toda pid Hyen nimal kee osties (m imes u the a I want Fr s. Somet s, he st T nd mel st! ing, a ostie cackl or breakfa l to eat Fr ng like: ca fat f a ut hi steak d its norm at everyt ocodile, b ! n cr hh te box) a could jus or even a icy! Ahhh ju le hI I wis , fat peop t—just so es as hyen look the b at people? f e peopl ’t you eat dn Woul n u soo to yo k Spea xxxx allace W

Early Years Boys’ Literacy Project
Once again, the Early Years Boys’ Project has been a resounding success. The samples of writing, and assessments made, at the beginning and end of the project show that children have made great progress over the seven months. Below are some examples of the feedback received from teachers at the end the project. • No moans when it is time to write because the boys are better equipped to write due to all the small world play, drama and speaking and listening activities. • The boys are now using writing, not doing writing. • I’m much more focused on making it exciting – no more boring sentences! • I’ve seen an increased confidence in their ability – they know they are writers. • The boys loved the active work and took ownership of what they wanted to write about. • They’ve lost the fear of writing. • I have given myself permission to have fun again! • We have started to share and cascade principles and ideas throughout school so that other staff can develop their planning to. • My literacy lessons have come alive! If these comments have inspired you to find out more, you can download the full report on the Lancashire Literacy website

Boys’ Writing - Apollo 13
Linked to Unit 2 Non-Fiction Writing – Journalistic Writing
Our names are Liz Fenna and Michele Grimshaw; we teach at Marsden Community Primary School and are currently in Year 6. As our school is two form entry, we work closely together when planning and teaching. The classes that we currently teach comprise of 58 children (30 in one class and 28 in another). Out of the 58 children we have 30 boys. We have had the same classes for the last two years and so it was really important to us that we found new ways to keep the children engaged and excited to learn. We wanted to find a way to teach the unit in a way that they would understand. Last year, we took part in the Superheroes Project and this was met with a fantastic response from both the boys and the girls, so therefore we wanted to repeat the same success. Our topic for the Autumn Term was ‘The Sixties’, therefore the children had a very good understanding of the key events from this era. When planning the Literacy Unit, it was vital that we used their enthusiasm from this unit and built upon it. Additionally, we wanted to include a visual stimulus as we have found that using film clips within lessons provide our children with a higher level of understanding. When planning the unit, we incorporated both of these elements. In a flash of inspiration, the idea to use the news story of Apollo 13 came to us and as it was a ‘real life’ event it was even better. Our new Literacy Topic was born – Journalistic Writing through the events that unfolded on the momentous mission aboard Apollo 13. Below is a basic overview of the lessons that followed... To capture the children’s interest, and to ensure that they had a clear understanding of exactly what Journalistic writing was, we planned several days of Speaking and Listening activities. We provided them with a wide range of articles and reports and asked them to sort them into different piles using set criteria of: audience, purpose, layout and organisation.

Once we had provided them with the opportunity to look at a variety of articles, we then wanted the children to have a secure understanding of the features of a journalistic piece of writing, so using the Newsround site and other examples of newspaper reports; we planned a series of 3-4 lessons that focused on identifying the features. We watched the daily Newsround Bulletins and looked at the structure and organisation of the report. We then provided the children with the chance to re-tell a particular news story and recorded the story for them to playback and listen to. Finally, in preparation for our introduction of the Apollo 13 mission, we studied a series of written reports in detail and produced a class checklist of features. This was then used for the remainder of our unit as a method of peer, self and teacher marking. Following the initial phase of work, we introduced the film clips of Apollo 13. We started off the unit by discussing the issues around the moon landing and the fact that the American Space Programmes had started to be questioned with regard to the amount of money that had been spent. On the first day, we showed a selection of small clips from the film leading up to the launch into Space as we wanted to immerse the children into the story and to empathise with the characters. Showing short clips of the film also captivated the children and made them eager to find out more. We showed the opening of the film where Jim Lovell is looking at the moon and contemplating his mission. We also showed the clips in the film where one of the key members of the crew is replaced at the last minute due to the fear of impending illness. We spent a long time talking about the feelings of the crew at this point and how they would all feel having a new crew member at this stage. This was fantastic for the boys as they really empathised with the characters and had a fantastic understanding of their feelings. At the end of the first day, we showed the astronauts launching into space and then stopped the film. This was the stimulus for our first piece of writing. For the next few sessions, we re-watched the clips several times, spending time on ‘think, say feel activities’ for each of the characters involved. Again

this was a fantastic way to get the children, and in particular the boys, to understand the feelings and emotions of all of the characters. Below are some examples of the different ‘Think, say feel’ bubbles the children created. We then provided the children with their own Journalist’s Notebook and they then became Official Press for the rest of the unit. After some modelling from us and some independent writing sessions, the children produced a news report on the launch of the Apollo 13 mission. Once their initial draft had been completed, we spent time editing and improving our work using the checklist and editing partners. Following this, we extended the unit and had a Journalist Day. We turned the classrooms into a newsroom and showed the children the clip in the film where the Spacecraft experiences a problem – the children were captivated and were horrified when they realised what had happened to the astronauts. We gave them the day to report on the story and at certain times we provided them with BREAKING NEWS INFORMATION that they had to include in their article. It was a fantastic day and the classrooms had a buzz like a real life news room. By the end of the day they had produced their articles. We extended this even further, and asked the children to produce a news broadcast on the Apollo 13 mission. Each child took a role and produced their own news programme. They enjoyed this immensely!! The Unit was a fantastic success, the children were completely captivated by the events that took place in the film and couldn’t wait to see the next instalment. Once we had finished all of the writing and produced our broadcast, we showed the children the final scene of the film where the astronauts attempt their re-entry to Earth. We had kept the outcome of the mission a secret from them and so they were on the edge of their seats to see what happened. When the astronauts made it back to Earth, the children burst into spontaneous applause – it was brilliant!! We can’t wait to repeat the unit next year and it has definitely shown that if you get the children excited and immersed in a topic, the work produced is of an extremely high standard.

More Able Pupils’ Writing Project

More Able Pupils’ Writing Project
Moving children from level 3 to level 5
guided reading and writing tasks in the Y5 setting. This project involved a small group of selected schools from the North, South and East. Y5 teachers were expected to work together with the support of a Leading Literacy Teacher and Consultant, delivering a provided unit of work and then evaluating the impact on writing standards. During our first project meeting all participants were given an insight into the A, G and T child, trained on the use of APP materials and provided with a Y5 unit of work ‘Persuasion’ to deliver back in school with their class. The unit of work was based on Persuasive unit and was supported by film trailers, TV advertisement clips, some materials linked to FLS, web pages and fliers on activities such as zorbing! Children evaluated persuasive texts during guided reading sessions and produced leaflets, persuasive powerpoints and letters.

This year we have continued in Lancashire to focus on improving writing. The Level 3 to Level 5 project was trialled with a small group of schools through the Spring and Summer Term. Primary Strategy Advisers Angela Molyneux and Linda Percival, Janet Gaskell, AGT adviser and Jacqui Dunn, Literacy Consultant headed the project. Many thanks to the teachers and children involved. The aim of this project was to develop a greater awareness of the needs of the more able child and therefore meet their needs through quality first teaching. Teachers considered how to challenge and stimulate the MA learner in Literacy lessons through appropriate

Comments: “The range of resources and their quality has been an important factor in stimulating the children into writing. Even my less eager boys have produced more than expected and to a higher quality.” “The biggest change for me is I have a clearer idea of how to get children to that level 5.” “ The focus children really excelled and enjoyed the extension work they were given”. “Beginning the topic using a clip from a movie trailer was fantastic and immediately grabbed the children’s attention”. This project has generated lots of interest and we hope to continue running it next year. Look out for further details on our website.

Example Planning Guidance for Foundation Stage CLL
Brand new onto the literacy website is some long-awaited planning support for teachers working in the Foundation Stage. Half-termly overviews of objectives have been drawn up from Development Matters, the primary framework for literacy and the expertise of a team of literacy consultants and lead teachers. As with any suggestions for planning, it remains very important that practitioners carefully consider the needs of the children in their classes and adjust objectives accordingly. An example of how the guidance is structured is provided below.
Spring 1st Half Objective Language for Communication • Have confidence to speak to others. • Initiate conversation, attend to and take account of what others say. • Extend vocabulary, especially by grouping and naming. • Begin to use vocabulary and forms of speech that are influenced by their experience of books. • Begin to link statements and stick to a main theme or intention. • Begin to develop a simple story, explanation or line of questioning. Framework Strand 1. Speaking 1. Speaking 1. Speaking Overview 2, 6 6 3 Related profile scale points 2, 8 6, 8, 7 7 7 3, 6, 7

2. Listening and 3 responding 7. Understanding and 7 interpreting texts 1. Speaking 7, 1

There was an emphasis on quality guided reading and writing activities throughout the unit to challenge the more able pupil. This project involved developing professional dialogue, an opportunity to share experiences and build on good practice. Meetings took place to consider issues arising in the classroom setting and to plan a follow up unit of work. LLTs supported teachers by observing guided sessions and providing feedback or through meetings re planning units of work. Follow up training was provided on Classroom Quality

Standards, developing comprehension skills through Blooms Taxonomy and using picture books to engage MA learners. Participating teachers were asked to evaluate the impact this project had on writing not just for more able pupils but the whole class. Did perceptions of writing change? Were standards raised across the class? Did boys and girls enjoy using the resources?

Thank you to the following teachers and schools for taking part... Janet Gough at Cockerham Parochial Daniel Wood at Overton St Helen's Sandra Smith at Whitefield, Burnley Joanne Duckworth at Chorley St Peter's Catherine Southworth at Chorley St Gregory's Melanie Clarke at Brookside, Clitheroe Judith Shaw at Christ Church, Colne

Write Your Own Graphic Text.
In the last newsletter, we reviewed two graphic novels by Neil Gaiman and Dave McKean. These books are illustrated with a mixture of collage, photographs and drawings. Well, your children could do that, too. All you need is a camera, a scanner or photocopier.

“The Day I Swapped my Dad for Two Goldfish” by Neil Gaiman and Dave McKean

Strand 12 of the Literacy Framework states: “Select from a wide range of ICT programs to present text effectively and communicate information and ideas.” When your children have written their story, poem or information text, consider ways in which the text might be presented graphically. Pictures do enhance the text, but the writing should be of a high enough standard to stand alone. • Tear pictures from magazines and paste them into a themed collage. • Draw the characters, cut them out and
Let’s explore upstairs

paste them onto the collage. • Scan the collage and insert into a Word document. • Insert text boxes and speech bubbles and add text and dialogue


Here are some simple examples; using a mixture of manipulated photographs, paintings, clip art and drawings. You don’t need to be an ICT whizz to do any of these!
The little elf trudged across hill and dale with the bag of gold. If only he could find a rainbow’s end so that he could bury his heavy load.

When I applied for the job of putting pots of gold at the end of rainbows, I had no idea how hard it would be!

Take a photo and upload to the computer

Manipulate to create the effect you want

Add clipart

Insert text boxes and speech bubbles with text.

Once upon a long, long time ago, in a land over the hills and far away, there lived an elf. He had lived all alone for a hundred and four years since a wickedy witch had cast a spell on him - a spell to make him the smelliest elf in the whole world.

He lived all alone because he had been banished!

• Find and print a photograph of the sky. • Paint a landscape or scene and cut out when dry. • Paste onto the sky photo. Paste any other pictures or characters on top. • Scan and insert into a Word document. • Insert clip art, text boxes and the text.

• Find a picture that fits the text; or ask the children to draw their own. • Insert or scan the picture into a word document on the computer. • Present the narrative in a text box and dialogue in speech bubbles. • Alter the fonts to represent different speakers.

Send in your stories to us at and we will post them on our website. Good luck!

Writing at Sentence Level for EAL Learners
Research by Lynne Cameron has highlighted particular aspects of grammar which are likely to present challenges for children learning English as an additional language. These aspects are described below.
Verbs Passive voice Phrasal verbs Modal verbs Past tense Subject-verb agreement Adverbials

a heavy heart (adverbial phrase).”; “She headed for home as soon as she heard the news (adverbial clause).” EAL learners tend to use adverbials more often at the end of sentences and provide less information, variety and pace through adverbials than their monolingual peers working at the same level. Some strategies for developing the range of adverbials: • During oral personal recount sessions or news telling, use prompt cards to remind children to include detail about when, where, why, how etc. Model the use of this language before asking the children to work with a Talk Partner.
when? where? why? how?


Determiners Noun phrases Pronouns Comparison

Sentence level work requires focused and explicit teaching. It is important that this teaching is grounded in exploration and investigation of written texts, applied in shared writing and supported in guided work (guided talk for writing and/or guided writing). Developing the use of Adverbials Adverbials extend the meaning of sentences thereby adding richness to them. They provide clarity and precision and can be used effectively to create a specific feel to a piece of writing. Because they can be placed in different positions in a sentence, they also add variety and pace. Time connectives in chronological texts are adverbs. Adverbials add detail about: • • • • Place (where?) Time and frequency (when? how long? how often?) Manner (how? like what? with whom?) Cause or reason (why?)

• Give the children a simple sentence (subject and verb) for example: The lion roared. Model adding some further detail using prompts such as where, when, how, why, how often? Ask children to work in pairs to provide more detail. Initially, children will provide single word adverbs but with explicit modelling and lots of opportunities to practice oral and written composition, children will start to use adverbial phrases. • Plot adverbs of degree or frequency on a continuum. • Create time lines to sequence adverbs used as time connectives.



After that

Soon afterwards


• Use generic sentence level activities such as ‘Improve’ and ‘Construct’, focusing particularly on adding adverbial phrases and investigating their mobility. More information and strategies about writing at sentence level for EAL learners can be found in Excellence and Enjoyment: learning and teaching for bilingual children in the primary years, Unit 2 Ref: 21332006DCL-EN and Teaching Units to support guided sessions in writing in English as an additional language Ref: 00068-2007FLR-EN. You will also find Developing Early Writing (DfEE 0055/2001) and Grammar for Writing (DfEE 0107/2000) provide guidance and a wealth of valuable practical strategies to support all children, including those learning EAL, to achieve their writing targets.

They may be single words, phrases or clauses and depending on the type of adverb they can be found: • At the beginning of sentences: “With a heavy heart, Samira turned around and headed for home.” • In the middle of sentences: “Saleem reluctantly decided to leave.” • At the end of sentences: “Kemal decided to leave promptly (adverb).”; “Samira headed for home with

Lancashire Leading Literacy Teachers Present...

Creative Comprehension
“Interactive and collaborative approaches to developing reading comprehension” There will be 25 twilights happening in schools across the county. Please look out for your flyer. Aims of the course: • To provide practical ideas and strategies to engage pupils with texts • To exemplify use of ‘Book Talk’

Who should attend?

• Teachers, Subject Leaders, Teaching Assistants

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. They can be booked through Learning Excellence or could be provided as subsidised training through the TDA (Training and Development Agency) – contact Kathy Bigio on 01257 516100 for further information. 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 new materials and practical ideas for implementation • Writing across the Curriculum – an area of focus for many schools as they begin to become more creative with their curriculum organisation • Using ICT to support Literacy – many schools who have been planning with the Literacy Framework for some time have requested this consultancy in order to further develop ICT skills and opportunities. For example: A ‘Using ICT to Support Literacy’ package could include one or more of these sessions:
Full staff meeting 2 hours Full staff meeting 2 hours Use of whiteboard software Textease Espresso Downloading and using images Downloading and using sounds Downloading and using video Photostory Using the above ICT techniques to support the development of Literacy Skills Teacher Adviser for ICT

Teacher Adviser for ICT

Full staff meeting 2 hours

Literacy Consultant

Why not ring Helen Atkinson or Anita Yearsley on 01257 516160 or 01257 516100 to discuss your needs? 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 or via a link on our own website

Courses 09-10
Autumn Term 2009
MUS101a SEN101b ENG123c ENG123d ENG115b ABL112e ENG103a ENG126b ENG128a ENG114b SEN150a ENG127b ENG125d ENG128b ENG116b ENG125e ABL112f ENG124a ENG117b ENG130a ENG130b ENG124b ENG113b ENG109b ENG120b ENG122a ENG118b ENG130c ENG130d ENG119b ENG130e SEN150b ENG151a 16/09/09 22/09/09 24/09/09 01/10/09 01/10/09 02/10/09 06/10/09 08/10/09 09/10/09 09/10/09 12/10/09 13/10/09 15/10/09 16/10/09 22/10/09 22/10/09 23/10/09 05/11/09 05/11/09 06/11/09 06/11/09 12/11/09 12/11/09 13/11/09 18/11/09 19/11/09 19/11/09 20/11/09 20/11/09 26/11/09 27/11/09 30/11/09 04/12/09 Woodlands St Maria Goretti Woodlands The Red Rose Hub Woodlands Woodlands Clayton Park Alston Hall Garstang Golf Club The Red Rose Hub The Red Rose Hub The Red Rose Hub Woodlands Woodlands Woodlands Woodlands Clayton Park Woodlands Woodlands Woodlands Woodlands Woodlands Woodlands The Red Rose Hub Woodlands Woodlands Woodlands Clayton Park Clayton Park Woodlands Garstang Golf Club The Red Rose Hub Woodlands Music and Literacy: a creative and inspirational transition project for KS1/2 Acceleread Accelewrite Early Literacy Support (ELS)* Early Literacy Support (ELS)* Literacy Teaching in Year 5 and 6 Literacy for the More Able: Ensuring Progress from L3 at KS1 to L5 at KS2 Raising Achievement In Spelling at Key Stage 2 Literacy Teaching in Year 1 and Year 2 Introducing Letters and Sounds Literacy Teaching in Year 3 and Year 4 Helping or Hovering? The effective use of TAs by Classteachers Guided Writing Year 3 Intervention (Quest)* Introducing Letters and Sounds Using ICT to support the Renewed Framework for Literacy in Year One Year 3 Intervention (Quest)* Literacy for the More Able: Ensuring Progress from L3 at KS1 to L5 at KS2 Further Literacy Support (FLS)* Using ICT to support the Renewed Framework for Literacy in Year Two Literacy Subject Leader Network (South) Literacy Subject Leader Network (South) Further Literacy Support (FLS)* Using ICT to Support the Renewed Framework for Literacy in Year Three New to Subject Leadership In Literacy (second day on 28/01/10) Using ICT to support the Renewed Framework for Literacy in Year Six Delivering Letters and Sounds in Year Two Using ICT to support the Renewed Framework for Literacy in Year Four Literacy Subject Leader Network (East) Literacy Subject Leader Network (East) Using ICT to support the Renewed Framework for Literacy in Year Five Literacy Subject Leader Network (North) Helping or Hovering? The effective use of TAs by Classteachers ‘Moving to Learn’ - PE and Literacy * Teaching assistants half price when they attend with a teacher. Support for Writing: Moving through the Levels in Year 2 Support for Writing: Moving through the Levels in Year 6 Developing skills in Literacy through Science Support for Writing: Moving through the Levels in Year 5 Year Six Literacy SATs Revision Year Six Literacy SATs Revision Support for Writing: Moving through the Levels in Year 1 Support for Writing: Moving through the Levels in Year 4 Guided Reading Support for Reading: Moving through the Levels in Year 2

January 2010 - many more on our website!
ENG138a ENG142a SCI117b ENG141a ENG129a ENG129b ENG137a ENG140a ENG104a ENG132a 14/01/10 14/01/10 15/01/10 15/01/10 20/01/10 20/01/10 21/01/10 22/01/10 27/01/10 28/01/10 Woodlands Woodlands Woodlands Woodlands Woodlands Woodlands Woodlands Woodlands The Red Rose Hub Woodlands

For further information about all these courses access the Learning Excellence Website on www. or via our links on the Literacy website

One-to-One Tuition in Lancashire

Are you a Qualified Teacher?
If so, a part time work opportunity may be available to you under the new One-to-One Tuition initiative being launched by the DCSF in September 2009. Primary and secondary schools in your area will be looking to appoint tutors to provide individual English or maths tuition for pupils below age-range expectations, for a minimum of 10 one hour sessions per pupil. A tutor employed to provide One-to-One Tuition must have qualified teacher status or be an FE or HE trained teacher with appropriate subject qualifications. All tutors must also hold a current and enhanced Criminal Record Bureau Check. The National Strategies and Lancashire Authority are working together to create a list of any members who are interested, qualified and available to be involved in One-to-One Tuition in their area. Lancashire will offer you a full programme of training and support both face to face and distance learning. The suggested hourly rate for tutors contracted to provide tuition is at least £25 per hour. You can register at teachers/onetoonetuition.aspx and your details will be sent to your local authority or you can email one-to-one-tuition@lancashire. and we can send you a Lancashire specific enrolment form. We look forward to meeting you! Hilary King One-to-One Programme Co-ordinator Lancashire County Council

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