Good Practice in Literacy, Table 1

Good Practice in literacy, Table 1

Please discuss and record.

What constitutes good practice in the selection and use of individual/class novels and the best of ERIC time?

In addition, make a list of successful novels and matching resources at stages P5-7 and S1/2.

How do you promote reading out of school and what community resources have you used?

Responses:

Make use of your local library, school library, bookshops, invite storytellers in to school (www.scottishbooktrust.com) , organise book weeks, book fairs, parent/carer workshops, self selection of novels, use of www.coolreads.co.uk , current well known authors, cross curricular links, graphic novels, bless the book in groups, books from home, after school/lunch book club, match individual/class novels to films ( The Witches,. Stig of the Dump, , promote out of school reading, make E.R.I.C. time an activity rather than just reading, eg question/picture, use a reading record, use a timer, do a mastermind type quiz on an author/book/character, choice-directed choice, teachers modelling reading themselves during E.R.I.C. time, http://www.literacygoesmadd.co.uk/ , http://www.malorieblackman.co.uk

Use accelerated reading scheme http://www.renlearn.co.uk/ , establish the use of phonics in the upper school http://www.snapassessment.com/INFphon.htm

book detectives,

http://digital.nls.uk/privatelivesofbooks/detective.html

Good reads: Charlie Higson, Darren Shan, Cathy Cassidy(suitable for reluctant girl readers), Roddy Doyle, Michael Rosen, Joan Lindgard, Michael Morpurgo, Roald dahl, Louis Sacher, get your pupils to visit their web sites

Good Practice in literacy, Table 2

Discuss and record.

How do you track progress in reading and draw conclusions about how the child is doing against local and National norms?

How do you report this to parents?

What homework strategies work for you and your pupils?

Responses: accelerated reading- track online quizzes, tracking sheets, good use of questioning, yearly overviews, Ros Wilson tracking sheets (Whitecraig), transference of skills, reciprocal reading, an understanding of what they have read, schools providing evidence of each level and comparing/moderating, recording reading experiences as a whole, not just assessing comprehension, group reading test http://www.gl-assessment.co.uk/education/resources/group_reading_test/group_reading_test.asp

Use of PIPS to track progress http://www.cemcentre.org/?LinkID=22210000

Homework strategies: children deciding homework tasks in pairs, give each child a role- Reading Detectives, get parents involved in picking books and invite them into school to see what they have been doing in class http://www.readingrockets.org/article/202

Good Practice in literacy, Table 3

Discuss and record

Reluctant readers.

In the Muselburgh Cluster what do you consider are the main barriers to reading success and what might we do to claw back reluctant readers?

How might we improve the information regarding reading for any transition for the above?

Responses: money/resourcing, lack of support from home, lack of pupil/parent confidence, lack of value for reading as a skill, parental literacy weak or worse, more books on the child’s own interest, stigmas on certain books ie Barrington Stoke, dyslexia, physical malfunctions, cultural- EAL, poor literacy at home, over use of Oxford Reading Tree makes transfer of skills difficult, homework can be stressful for parents and pupils, too much TV/video games/computer, limits on range and number of home reading opportunities, changes in social language over time, lack of traditional stories/rhymes less exposure to a feel for rhythm, beat, repetition, digital divide-significant households do not have access to the internet, more parents working-less time at home

Clawback reluctant readers: clear purpose and linked rewards, reading detectives, paired reading, working across age groups, literacy day, story telling, sneak previewing, get reluctant readers to re-tell their favourite story from the past to P1 or P2 audience, widen reading resources and value comics, magazines,

http://www.lorencollins.net/freecomic http://www.bbc.co.uk/doctorwho/comicmaker/

get children hooked by their own interests, independent novel study, get people in from the community to read, possibly authors, use drama to stimulate interest, get parents in at library times to read too, reading/writing stories for younger children, book clubs across the cluster schools, especially P7, make it a social event and keep in touch through blogs/web sites/email, use GLOW to interact with other classes in other schools and set challenges for each other, get Dad’s in to read, buddy reading, focus on literacy in the nursery, make use of social networking sources to promote reading/writing

Good Practice in literacy, Table 4

Discuss and record

ICT plays an ever-increasing role in teaching and learning. What ICT and web based resources could you recommend to colleagues in the cluster?

Which ones would be useful to parents for home learning?

Responses:

http://www.gutenberg.org/wiki/Main_Page 33,000 free ebooks, all the Scottish classics RLS, John Buchan, Para Handy etc

http://dcgreenyarns.blogspot.com/ two free ebooks here from Australian author DC Green

http://www.bbc.co.uk/cult/buffy/ecomics/ all the Buffy the Vampire Slayer comics for free

http://www.lorencollins.net/freecomic/ 100’s of free comics

http://www.amathsdictionaryforkids.com/dictionary.html a brilliant free maths dictionary, interactive too

http://www.writingfun.com/ idiots guide to writing with exemplars of good writing for modelling purposes

http://tes.iboard.co.uk/player/index.htm loads of interactive literacy and other free stuff

http://www.ltscotland.org.uk/scotlandshistory/ good for research/writing inspiration

http://www.fodey.com/generators/newspaper/snippet.asp write newspaper stories that look great

http://sport.scotsman.com/burst-baw motivate those non-reading boys with the Scottish football blog

http://parkerweb.stanford.edu/parker/actions/page.do?forward=home subscription needed

http://edinburghnews.scotsman.com/ local newspaper on-line

http://www.worksheetgenius.com/html/addition_squares.php#Medium it is what it is

http://classtools.net/ make quizzes etc

http://www.libcat.eastlothian.gov.uk/TalisPrism/index.jsp our library service

https://ukhosted1.renlearn.co.uk/1892871/default.htm accelerated reading log in screen

http://www.myebook.com/ make and publish your own ebooks, my boy’s comic on Glencoe had 250,000 hits!

http://atlasobscura.com/place/lake-vostok brilliant writing/reading stimulus for weird places

http://www.magatopia.com/ free online magazines, just click and read, sports, fashion, gossip

http://www.toondoo.com/toondoo/Home.toon make your own comics free

http://www.readwritethink.org/files/resources/interactives/comic/ another comic maker

http://www.thefreedictionary.com/dictionary.htm

http://www.factmonster.com/ American, good fun

http://www.scottishbooktrust.com/

http://www.educationcity.com/

http://ictgames.com/

http://www.poissonrouge.com/

http://www.woodlands-junior.kent.sch.uk/index.html

http://www.amazon.co.uk/Flips-Too-Ghoul-School-Nintendo/dp/B002RWJMKI/ref=sr_1_1?ie=UTF8&s=videogames&qid=1284387083&sr=8-1 books for the Nintendo DS 100 classics too

http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/LongmanPrimary/Pelican.aspx Pelican Big Interactive Books

http://www.ltscotland.org.uk/usingglowandict/ Glow

http://www.crickweb.co.uk/ interactive web based resources

http://www.wordtalk.org.uk/Home/ text to speech plug in

http://www.spellingcity.com/

http://www.mangahigh.com/en_gb/ it’s maths but it’s in!

http://www.princetonol.com/groups/iad/ art as a stimulus

Good Practice in literacy, Table 5

Discuss and record

Pace, challenge and the lowest 20%.

What strategies have you used to try to address these challenges?

Is there a place for the continued teaching of phonics after P3 and how might this be approached?

Responses: increased parental involvement, revisiting basic skills, use classroom asst/aux etc to do practice & drill, older pupils working with younger pupils to build skills, confidence and interest

Setting personal/individual goals, applying skills, improving on skills to show progression

Clear tasks and more depth, reciprocal reading/literacy circles

Teaching reading in maths

Measure how well you are doing many skills at once

SFL differentiating phonics input for upper school

Continue teaching phonics after P3

Equipment to enable interactive activities, which could be used with older classes

Dust off the SRA boxes and use them again

Accelerated reading & Star reader

Use comics/magazines/newspapers to foster an interest in literacy

Pupils work together to decide tasks and homework

Shared texts and differentiated activities, talking partners, active learning

Peer assessment, formative assessment strategies

Writing frames, word banks, mind maps

Games for literacy scrabble, word searches, puzzles, crosswords

Learning logs, learning teams,

Team up with pupils from other schools

Different learning styles/abilities