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Page 1: The literate child at P6 Progress to date…

The literate child at P6Progress to date…

Sue Ellis

University of Strathclyde

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The model

Staff development based on• Networking around ‘big ideas’• Operationalising and personalising

knowledge• Designed for:

– Spread – Depth – Ownership – Sustainability

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Why this way?• Compliance is always problematic (see Gawande’s ‘better

handwashing’ in hospitals)

• Advice: based on best analysis but probabilities, not certainties (see DCSF Gender Agenda advice booklets download at http://www.ttrb.ac.uk/viewArticle2.aspx?contentId=15807)

• Context matters (pupil cohort; staff capacity; school capacity) - local priorities and local evidence

• Content and pedagogical knowledge = high priority• Embedding practice into social relationships (telling

doesn’t work) • Effective staff development = constructivist, ongoing,

evolutionary not focused on operationalising programmes (see anything by Cynthia Coburn for the last four points)

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Head teachers have been central and are critical to

success

Formal and informal discussion

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Defining the literate child(and moving CfE forward)

. Cognitive knowledge & skills

Personal/social aspirations & identity

Cultural capital & match with home literacies

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ELC strategy is supporting teachers to…

• Plan and assess literacy as a cognitive, social and emotional event in schools – Noticing, creating, using and nudging networks

• Raise expectations, deepen content and pedagogical knowledge

• Address CfE

• Address national issues: SES and gender

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Big ideas around…

• Engagement

• Comprehension

• Writing

• Phonics and phonological awareness

Each has its own ELC history & presents its own challenges

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Engagement• Widely embraced: a ball rolling down the hill...

– Importance of throughput and ‘low stakes’ practice– Tackling the ‘can but don’ts’– Being a proactive engager: interaction with pupils

about what they are reading and choosing– Clearer focus to ERIC time

• Issues– Teacher book/ class stock knowledge (librarians)– Library visits - important and targeted pedagogical

activity– Introduction and use of Library Book Boxes– Resources (bulk buying and sharing)

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Comprehension• Welcomed ideas

– Testing vs teaching distinction - less static– Key indicators of poor comprehension– Celebrating different understandings– Links with drama; informal talk; discussion– Strategic teaching ‘when can I next use

this?’(curricular coherence for child)

• Issues– Going beyond activities, beyond literal, inferential

and evaluative to actively teach core behaviours

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Strategy teaching for comprehension

• Visualising• Hearing the text as you read• Speculating • Questioning • Imagining alternatives • Holding thoughts as you read on • Linking to real-life experiences • Summarising

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Writing• Welcomed ideas

– Writing for pleasure; pupil choice of topic – Responsive planning – Providing many low-stakes opportunities (practice, quantity,

throughput and extended writing)• Issues

– Necessary struggle - too much help is not helpful, even if it produces a good end result (butterfly and chrysalis)

– Planning to ‘mine’ a genre -repeat experiences build the vocabulary, structures, confidence and playfulness

– Coaching for orchestration of skills– How do pupils see their writing used across curriculum?

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Potato Clock

By Roger McGough

From Sky in my Pie

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So what is helpful feedback? What will make

Connor want to write again?

-Feel-good factor (attention to what he has said and its impact on the reader) -A light reminder of ONE thing immediately before the next task (coaching, not squashing!)

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Phonics and handwriting

• What was helpful?– Fluency not neatness in handwriting– Value of pace with revision and revisiting – Clear phonics intervention point

• Issues– Suiting phonics to cohort

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But this is only a start…

• The focus on the four strands needs to continue.

• Teachers need to:– Develop breadth and apply all strategies– Deepen understanding– Develop range of pedagogical techniques

• Head teachers must carry this forward

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Formative assessment tool

• Designed to prompt conversations with teachers that are focused on:– Emotional, social and cognitive– Key ideas of teaching content - four strands– Noticing how different pupils get there– Tuning pedagogy to individual teacher capacity to

deliver (being pragmatic about what is possible)

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Continuing development and support

• Research: Head teachers’ study group - identify useful publications

• Cluster and staff groups sharing ideas to further develop spread and depth of implementation

• CfE: initiative means ELC is well-advanced in key literacy content areas

• ITE variations – ask probationers what they know

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Questions to consider

• What are the key challenges in developing the literate child?

• What is happening in your school?• What difference is it making to children’s

literacy?• How can the various assessment tools help?• What next step will give the biggest payoff?