The two-year-old who picks up the tube of Fruit Gums rather than the indigestion tablets is making discriminations on the basis of print.
This is done so naturally that many adults are almost unaware of it. Some examples will show it in action. A mother is shopping with her two-year-old boy who sits in a seat in the shopping trolley. He reaches out and picks up a packet of Corn Flakes.
We want Weetabix. Here we are. A father is standing at a bus stop with his three-year-old son. A bus draws up and the little boy moves forward. We want the bus for Warwick Street. This goes to Haslam Road, look. He is demonstrating which items of print it is important to attend to. Of course, children vary in the quantity of interactions of this kind which they experience with their parents.
Where they receive a great many, the children are in fact being treated as apprentice print users, an experience which almost certainly helps them develop into independent print users later. The concept of apprenticeship is an important one in trying to understand the growth of early literacy, and essentially involves the actions of an expert being copied and experimented with by a less expert apprentice.
Learning takes place naturally and almost undetectably, yet it clearly does take place. The experience of literacy that children get at home is probably not sufficient to ensure they develop into fully competent experts in all the ways literacy is used in the modern world.
While it is true that most children make a start on the process of becoming literate before they arrive at school, there is a great deal that they still have to learn. However, they have made an important start before they ever enter school. Although school has a vital role to play in the development of literacy, it can still learn a great deal from an examination of the learning processes at work in the home that we have just discussed. The attractiveness of these processes is in their naturalness.
The fact that nobody, parents or children, consciously plans these processes suggests that there is something in them that is fundamental to effective human learning.
If this is so, these processes represent a very good place to start in planning the teaching that happens in school. As children learn in school, they do become more independent and more able to deal with abstracts, so they can extend their range of learning strategies, but it makes sense to build upon the insights they bring with them from pre-school experience. Halliday emphasised three aspects of language learning: learning language, learning through language and learning about language.
Very young children are engaged in doing all these right from the beginning. As their vocabularies expand learning language they learn about using language for the social purposes in their environment learning about language and in doing so they learn about the world and their place in it learning through language.
We build on this learning when they come to nursery and school. Teachers need to offer children more language to learn — more, varied text types spoken and written , a wider range of words, new ways of organising language, the conventions of standard written English at text, sentence and word levels. Teachers need to help children to learn about language — to reflect on and analyse how texts work and to speak and write new texts.
By learning about language children will become more flexible users of language. Teachers need to help children learn through language. Children need to learn the language of the subjects they study so that they can learn the concepts of those subjects.
Children also need effective oracy and literacy skills so that they can have access to other subjects. Differences between speech and writing Speech is time-bound, transient and part of an interaction in which both speaker and listener are usually present. Writing is space-bound, permanent and the result of a situation in which the writer is usually distant from the reader.
The spontaneity of most speech makes it difficult to plan in advance. The pressure to think while talking produces looser construction, repetition and rephrasing. Long utterances are divided into manageable chunks, but sentence boundaries are often unclear. Writing allows repeated reading and analysis, and promotes the use of careful organisation.
Units of discourse sentences, paragraphs are usually easy to identify through punctuation and layout. Because participants are typically in face-to-face interaction, they can rely on such cues as facial expression and gesture to aid meaning.
Lack of visual contact means that participants cannot rely on context to make their meanings clear. Most writing therefore avoids the use of expressions which pin it to the here and now. Some words and constructions are characteristic of writing, such as multiple use of subordination in the same sentence, and the use of precise vocabulary. Speech is very suited to social functions, such as passing the time of day, or any situation where casual and unplanned discourse is desirable.
Writing is very suited to the recording of facts and the communication of ideas, and to tasks of memory and learning. There is an opportunity to rethink an utterance while Errors and other perceived inadequacies in it is in progress. However, errors, once spoken, writing can be eliminated in later drafts cannot be withdrawn. Unique features of speech include intonation, contrasts of loudness, tempo, rhythm and other tones of voice.
Unique features of writing include pages, lines, capitalisation, spatial organisation and several aspects of punctuation. How does having learnt spoken English help the literacy learner? How is learning written English different from spoken English? Cambourne suggests that these conditions are essential for early literacy learning in classrooms. These eight conditions are summarised below:.
Language learning involves being immersed in language. Babies are immersed in language and involved in it from birth. In classrooms children can be immersed in literacy and oracy. To learn language children need demonstrations of why they use language, how they use language and what language to use.
Demonstrations of talking, listening, reading and writing are essential in literacy teaching to show children at all levels what they can do, why they should do it and how to go about it. Immersion and demonstration are not sufficient conditions for language learning. The child must be engaged and take part or else learning will not occur.
Parents give very clear signs that they expect their babies to learn to talk. Teachers need to have clear, high expectations in literacy and oracy learning. Babies learning to talk initiate much of the talk and take responsibility.
So children need to participate in decision-making in school language learning. So young literacy learners need plenty of chances to use language for a purpose and to practise. Parents accept approximations from young children and see in them signs of development. Teachers, too, must accept approximations as part of learning literacy. Feedback is very important in early literacy and oracy work. Try to make judgements about the extent to which the children in this classroom:. Having made your judgements, now read the following chapter in this book, which might open up some new possibilities in your mind.
Leamington Spa: Scholastic. Halliday, M. London: Edward Arnold. Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: a use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion; b build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives; c adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively; d manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.
Learning objectives are aligned to the twelve strands to demonstrate progression in each strand. These strands are grouped under two main headings. Speak and listen for a wide range of purposes in different contexts.
Read and write for a range of purposes on paper and on screen. There are four strands in speaking and listening, three in reading and five in writing. From these it is possible to draw out some important strategies for teaching English in the primary school. We suggest that the following teaching strategies are features of successful literacy and oracy teaching at all key stages but these teaching strategies will, of course, operate rather differently at the Foundation Stage, and each of the first two Key Stages.
We will provide some examples of how this works. Offer frequent demonstrations In teaching literacy and oracy the teacher has to offer demonstrations, or models, of all aspects of what is being taught because the processes are largely invisible and it would be hard for children to infer them without a model. In reading it is important to demonstrate what reading involves.
This means reading enlarged texts so that the children can see the text and read it with the teacher. Big books are popular at Foundation and Key Stage 1 for this reason. At Key Stage 2, posters and overhead projectors allow teachers and children to share texts. In demonstrations of reading children need to see all aspects of reading for example:. If it is a story, what is enjoyable, and why?
If it is a persuasive text, what persuades, and how? The same is true of demonstrations of writing. Teachers can model writing right from the beginning of nursery provision. This involves demonstrating:. Later, children need to see idea generation, revision and reordering of ideas, editing and changing of texts;. In speaking and listening teachers also have an important role to play in demonstrating the use of Standard English, especially as many children may not actually speak standard English but will have a home dialect or language of their own.
Teachers initially model standard English through their speech with children, but later in school will also model its use by discussing when Standard English is, and is not, a good language choice. Role-play and hot seating are strategies that involve modelling the use of English. As well as modelling a particular variant of English, the teacher will also model how to achieve particular speech purposes — a report, a discussion or a storytelling.
Speech, especially intonation, is a very important aid to making sense and using grammar for reading for early readers. Demonstrations, or models, are very important in literacy and oracy in showing children what to do and how to do it but they are only useful if children are able to make the links between demonstrations and their own work.
Talk is one way to help them do this. Talking about language choices and their effects helps children to become better at using language for a purpose. It is important to have a shared vocabulary about language a meta-language so that issues can be dealt with clearly. Naturally, talk about language becomes more abstract the more experienced the children are, but it would be a mistake to think that only older children can discuss language.
The Framework for Literacy includes a glossary of terms that you will find useful. It is also apparent that many teachers of literacy, at all levels, use a great many technical terms with their pupils.
Word level: alphabet, alphabetical order, rhyme, definition, beginning sound, middle sound, end sound, vowel, word, letter, sound, blend, magic e, homophone, synonym, digraph, prefix, spelling string. Sentence level: capital letter, full stop, sentence, speech mark, inverted comma, noun, thing word, adjective, describing word, contraction, apostrophe, word order, dialogue, conversation, apostrophe, question mark.
Text level: predict, picture, caption, label, paragraph, planning, drafting, revising plan, draft, revision , story, instructions, report, headings, ending, opening, character, setting, alliteration, ingredients, list, fiction, non-fiction, layout, address, salutation, skimming, scanning, highlight, key word, meaning, expression, image, simile.
Range of text types: poem, author, illustrator, paperback and hardback, nursery rhyme, cover, ISBN, picture, script, play, recipe, dictionary, appreciate, comparison. Simply offering children definitions of language units does little to further their understanding. Make learning goals clear It is important to be quite clear about what you want children to learn and why. For you, as a teacher, this is vital to planning effective lessons.
For the children as learners it helps them to understand what they learn and to make links between their understandings. For very young children objectives will be simpler than for older children but it still essential to make them clear. In English lessons for children at Key Stages 1 and 2, many teachers write the objectives of a lesson in a way that is clearly visible for the children.
This is useful, as long as you check that children have read and understood these objectives, that they are checking their learning against them and that they are considering when they might use this piece of learning again.
Have high expectations and targets Although literacy and oracy learning is not biologically natural, it is a very normal activity in our society and so it is quite appropriate to signal to children that you expect them to learn these processes. Indicating to children that they are likely to find an activity or skill impossible or very difficult can inhibit their progress. As children progress through schooling it is important to set targets for groups and individuals so that they can focus on improving particular aspects of the very complex processes of literacy and oracy.
Use language purposefully Whenever possible, children should understand the purpose of the text they are reading and creating. This gives them a clear view of the reader or author and enables them to make appropriate language choices and responses. It is also good practice for children to see examples of the text type they are working on, examine how that text works and then create that type of text.
This is a useful cycle because it gives children a clear context for language study. When you are studying a word or sentence level element of language it is important for children to understand how they will use this element and what its contribution is to the whole text. Play with language Play is a vital learning process for young children and it is, in itself, a purposeful activity for them.
When young children play with language they are able to explore its purposes, forms and the reactions of others to their use of language.
Language play is an important part of the Foundation and Key Stage 1 classroom. She changes the theme regularly so that children have three different play settings each term.
Mrs S has made the dramatic play area into a post office for the children to use. She has collected a variety of forms for purposes such as TV licences and passport applications from the real post office and made them available in the class post office.
The teaching assistant in the school has made a set of parcels of various shapes and sizes, containing a range of items, which each bear the name and address of a child in the class. A designated post-person distributes class letters when the class gathers on the mat. Groups of children are given a designated time in the dramatic play area.
In this area they can 20 Effective English teaching adopt the roles of customer, recipient of a letter or parcel, post office cashier or postperson. In one hour of observing the children they use language in a variety of ways.
They are not all able to use correct letter formation but it is noticeable that one child points out to another that you only write in the spaces on forms. Two children use the scales and balance to work out whose parcel is heavier. Then they experiment with rolling, rattling and shaking to work out what could be in the parcels.
They use a wide range of mathematical and descriptive language and show quite clearly that they are thinking through their talk. Several children use the paper and envelopes to make and send Christmas cards. It is clear that they know how such cards look and that they only have to write a short message in them. Mrs S comes over to the post office and asks if she is in time to come and collect her family allowance money.
Mrs S thanks her politely and leaves. He then counts the money and writes down how many forms he has got left. This is a fairly typical dramatic play area. All these settings grocery shop, a cafe offer huge potential for literacy and oracy play. They all demand certain types of conversations and provide literacy artefacts which let children experiment with a variety of literacy acts, such as reading newspapers and catalogues and writing letters, menus, shopping lists and so on.
It is important to note that Mrs S participates in the play, signalling her expectations and offering children models of language and ideas for new roles and actions. It is not only the younger children who play with language. Word play is important for older primary children and nonsense poetry, rhymes, riddles and puns are all text types included for study, experience and enjoyment in the National Literacy Study objectives.
Practise language use Literacy and oracy include a variety of skills that become better with practice. However, the term practice does not mean that children have to do endless, repetitive, decontextualised exercises.
The use of language exercises to learn little bits of language has presented problems in the past. Perhaps the best example of this is the child who spells a word correctly in a spelling test, then immediately 21 Effective English teaching gets it wrong in a piece of extended writing.
To avoid this it is best to focus on the study of language in the context of whole texts. If a child has looked at a language element in a text and will go on to use that language element in creating a similar text, then working with it using an exercise can be useful. It is important to remember that play tasks and writing and discussion tasks in other subject areas are also good practice of literacy and oracy skills.
Develop independence As children develop as both literacy and oracy learners they move from dependence on more experienced language learners to independence. The National Literacy Strategy recognises this and suggests a number of strategies for various levels of independence.
These will probably be used each time a new text type is encountered so that children read it first with a great deal of support, explore the language of the text, write texts of that type with support and then write independently.
In planning your classroom you can also give children the opportunity to be independent learners. This means involving children in taking responsibility for organising resources, selecting activities and using the literacy resources around them, such as spelling prompts, reminder sheets and dictionaries. Offer feedback Having offered children clear messages about what you want them to learn, you must then offer clear feedback about their progress, both in writing and verbally.
The quality of your feedback is important. If you simply praise indiscriminately, children will soon learn that your feedback does not mean much. When offering feedback about work or to questions it is important:. When marking written work feedback should relate to the criteria you set for the task — either specific criteria for that task, class targets or individual targets. Celebrate success Finally, celebrate the literacy and oracy success of your class.
One way of celebrating work is to get children to perform or read out work to the class or a group. Try to choose a range of achievements to display, including handwriting, composition and planning tasks, as this will allow you to display the successes of a wider range of children.
The Primary Framework for Literacy The Primary Framework for Literacy DfES, includes not only the teaching objectives discussed in the Introduction to this book, but also suggests teaching methods that teachers might adopt.
Earlier versions of this framework suggested that children should experience a daily hour-long session of focused literacy teaching the literacy hour. In addition to this, they should have opportunities outside the literacy hour to hear stories, practise handwriting, do extended writing in subjects other than English, read independently and talk purposefully in a range of settings.
The findings were based on a close examination of the work of a sample of teachers whose pupils were making effective learning gains in literacy and of a sample of teachers who were less effective in literacy teaching. The research found that effective teachers of literacy tended to:. They were very specific about how literacy activities at the whole text, word and sentence levels contributed to creating meaning;. Shared texts were used as a means of making the connections between text, sentence and word level knowledge explicit to children;.
Further details of this study can be found in Wray and Medwell The literacy hour was intended to offer a clear focus on literacy teaching and to include the successful teaching techniques discussed above. Its structure can be summarised as follows: 23 Effective English teaching. These teaching techniques will also be discussed in more detail in later chapters of this book.
It is important to recognise that the literacy hour included some very important teaching techniques and was one very effective way of making sure children benefited from the maximum possible teaching time as well as developing independent learning strategies. Your aim as a teacher is to make sure you use your time to include these strategies in ways that benefit children most. Effective teachers are flexible in the way they use the time — if the plenary or the whole-class interaction needs to be a little longer on a particular occasion, with particular objectives in mind, then they will change the structure of the lesson.
However, they do not allow lessons to lose pace or focus. Some teachers did not do the literacy hour every day, perhaps using one daily session for extended writing instead. The time allocations for the literacy hour were a suggestion which appeared to work well for Key Stages 1 and 2 classes.
It was not intended that children working in the Foundation Stage should follow this pattern of the literacy hour in detail. These children would be learning to move from a predominantly individual type of play activity to the sort of whole-class and group activities included in the literacy hour. So, children working at Foundation Stage would probably be doing some shared reading and writing, but might do this in small groups rather than as a whole class.
These children might also use wholeclass time for very active, but short, activities such as phonic rhymes and phonic games. As children in the Foundation Stage developed their independence and ability to sustain attention on items they had not chosen and became used to school they would move towards undertaking literacy lessons.
At the end of the Foundation Stage almost all children would participate in literacy lessons suited to their age and literacy requirements. Do schools teach literacy through a discrete literacy lesson? What variations have you seen in how their literacy teaching is organised? How did the schools rationalise their particular approaches?
Abingdon: RoutledgeFalmer. The National Curriculum for English requirements are that, at Key Stage 1, pupils should be taught the importance of language that is clear, fluent and interesting.
They should be encouraged to speak with confidence, making themselves clear through organising what they say and choosing words with precision. They should also be encouraged to listen with growing attention and concentration, to respond appropriately and effectively to what they have heard, and to ask and answer questions that clarify their understanding and indicate thoughtfulness about the matter under discussion.
At Key Stage 2 they should be taught to use vocabulary and syntax that enables the communication of more complex meanings. In discussions, they should be given opportunities to make a range of contributions, including making exploratory and tentative comments when ideas are being collected together, and making reasoned, evaluative comments as discussion moves to conclusions or action.
Pupils should be taught to evaluate their own talk and reflect on how it varies. They should also be taught to listen carefully, and to recall and represent important features of an argument, talk, presentation, reading, radio or television programme and to qualify or justify what they think after listening to other opinions or accounts.
Speak competently and creatively for different purposes and audiences, reflecting on impact and response. Explore, develop and sustain ideas through talk. Listening and responding. Group discussion and interaction. Take different roles in groups to develop thinking and complete tasks.
Use dramatic techniques, including work in role to explore ideas and texts. Create, share and evaluate ideas and understanding through drama. Encouraging children to listen carefully and become confident speakers in a wide range of different contexts will provide them with a strong foundation for communication in the broadest sense, as well as establishing a framework for the teaching of reading and writing. The ability to communicate clearly and directly in standard English underpins all effective teaching, so it is vital that beginning teachers learn to develop a clear speaking voice.
The chapter starts by setting out the statutory requirements for oral work in the National Curriculum before moving on to some detailed ideas for developing effective talk in the classroom from the early years onwards.
Many of the activities draw on drama techniques. Oral work in the National Curriculum Speaking and listening are essential foundations for literacy development, and effective teaching of literacy will offer opportunities to promote oral skills. National Literacy Strategy Framework for Teaching, , p. Of the 19 learning goals listed under Communication and Literacy, 10 are specifically concerned with the development of speaking and listening.
The aim of these is to develop a variety of oral skills such as storytelling, turn-taking, discussing, explaining and persuading, as well as listening skills such as concentrating, responding and recalling. Encouraging talk in the Early Years It is not always realised how much talking young children do at home, for instance while playing on their own or with each other, and with adults at mealtimes, bath-time and bedtime.
There are many kinds of rhymes, the most common being nursery rhymes; there are also action, nonsense, finger and number rhymes which help children to develop rhythm and simple coordination as well as counting skills.
The frequent repetition and use of refrains help to reinforce the vocabulary and rhymes, and young children enjoy being able to learn and recite the rhymes by heart. A simple example of an action rhyme is shown below, with actions in brackets: Five little peas in a pea pod pressed. First one grew, then another, and so did all the rest. For rhymes which demand more space e. Sensory play Sensory play means play with sand and water, or with other materials such as clay, playdough, etc. The children will usually talk among themselves about what they are doing and what the water or sand feels like.
What happens when you do that? The children can be encouraged to describe how the sand or water feels as they play with it. Introduce plenty of different-sized containers for comparison. Here are some ideas for sensory activities for small groups:.
The last two activities need careful planning and organisation to avoid possible mess aprons and paper towels need to be on hand , and clear controls need to be established to avoid over-excitement.
You also need to check any possible allergies or dietary habits if food 29 Speaking and listening: developing talk in the primary classroom tasting is involved. In spite of these caveats, these are rewarding activities that often encourage the shyest pupil to open up and talk.
Imaginative play Imaginative play is a particularly effective way to encourage young children to talk. However, it will not happen by itself. Nursery and reception classes often have home corners for domestic play, but if left unattended this can lead to stereotyped play with limited gender roles. A more effective alternative is to set up varied role-play areas, which can be developed with the involvement of the children themselves, and should be changed regularly. The children discussed what they wanted in the cafe designed the menus and signs and took on the roles of cook, waiter and waitress, receptionist and customers.
In this case, the role-play developed from an activity for small groups into a more public event with a real purpose and audience. The teacher can easily and naturally take on a role in these situations and enter into the role-play as and when it seems appropriate.
Some other useful hints are listed below. Restrict numbers in the role-play area to three or four at a time. Keep a record of who has used it so that everyone can take a turn. Make role cards or labels for the different roles doctor, nurse, patient for easy identification and to ensure the children swap roles regularly.
This helps to avoid gender stereotyping of roles and to alter power relations for example to avoid the same child always being in charge. Introduce an event or challenge into the role-play in order to maintain motivation and interest for example the shoe shop has a sale, the three bears hold a party. These activities need much careful organisation and planning. However, at least some of the work can be built into the literacy lesson stories as a starting point in shared reading, making notices in guided writing.
Time in the area itself can also be one of the activities during group work or built into other times of the day as there may well be cross-curricular links such as travel agent links to geography, optician links to science. You need to introduce a wide range of stories to the children, both in picture book format and through oral telling. This is a good opportunity to include traditional stories and folk tales from all around the world Anansi stories from the Caribbean, Russian Baba Yaga stories in order to broaden horizons from Hans Andersen and Grimm, and avoid race, gender and class stereotypes.
Many children will only be familiar with traditional stories from Walt Disney film versions; returning to the originals will broaden their experience. Many stories are now available on tape for quiet listening, but nothing equals the power of the direct approach. Look out for local storytellers who will visit the school, or theatre-in-education companies who can bring stories to life in a vivid and immediate way. This helps children when they are learning to read, as well as in writing their own stories later.
Using and telling stories in different languages can help bilingual children and those with English as an additional language to develop their new language as well as reinforcing skills in their first language. In a nursery class, the teacher told the story to the children and then asked them to retell it with her. They drew pictures of their favourite part of the story.
They made porridge, added different flavours salt, sugar, honey, etc. A parent helper dressed up as Baby Bear and appeared in the classroom lost and upset because her chair had been broken by Goldilocks.
The children helped her by asking if she knew the way home, suggested phoning home or the police, and took her to the school office to make the call. This led to further discussion with the teacher about times they had been lost or upset DfEE, Early Learning Goals, Puppets Puppets are another valuable resource in the early years classroom, and can help oral work, storymaking and manual dexterity.
Simple finger puppets made from felt can be easily made with young children and shoeboxes can be transformed into puppet theatres. Many glove puppets, usually of animals, are also available commercially, and can be used effectively by the teacher and children alike. Often children who have been reluctant to speak will talk through their puppets: it is a less immediate, and therefore sometimes less threatening, means of encouraging talk than role-play. Many of the features of storytelling mentioned above can also be incorporated in work with puppets.
Using puppets also helps to develop 31 Speaking and listening: developing talk in the primary classroom an early sense of audience and performance, and encourages cooperation and interaction with others. Speaking and listening at Key Stage 1 Many of the ideas and strategies for oral work already introduced can be adapted and developed further at Key Stage 1.
The English National Curriculum emphasises group discussions and drama, and the development of imaginative responses as well as concentration and confidence in speaking NC English, , KS1 Speaking and Listening.
They found that the programme led to improved interactions and participation by the target group pupils. They asked more questions and gave reasons more often than the control group children.
They also learned to involve each other, listen carefully to what each other said and respond constructively, even if their response was a challenge. In addition, target group children completed more puzzles correctly in a reasoning test after the programme than before. Responding to texts There are numerous possibilities at Key Stage 1 to develop oral responses to picture books, poems and rhymes, building on work already done in the nursery and reception classes.
An extension of rhyming activities in the early years leads into action stories and the beginnings of movement and drama.
The beginning of the story, with suggested actions for the carpeted area, is shown below, with capitals for spoken emphasis and actions in brackets.
Long wavy grass. The refrain is repeated at each obstacle, with a different sound and action, and the adventure ends with a quick retreat home with the actions in reverse order when a large bear is finally found. It is great fun, and children in Key Stage 1 enjoy this kind of activity as much as those in the early years. For Year 1 children, you will need to build up to this after practice with simpler action rhymes, and accompanying stories with actions or sounds.
Role-play and role-play areas can also provide enriching language experiences at Key Stage 1 and are particularly effective with stories as a stimulus. The teacher arranged for a parent who was a postman to talk to the children about his job. They also visited the local post office to see what they would need to include.
After this preparation, the children made a large post box, designed and made forms and wrote out notices. They took turns to serve in the post office and be customers. The teacher also set aside a writing corner in the classroom and encouraged the children to write letters to her or each other, which they posted in the post box. Storytelling can also be extended at Key Stage 1, and can be linked to simple drama techniques. The example below uses the traditional story of Goldilocks and the three bears again, but shows how it can be extended in different ways at Key Stage 1.
They also discussed and wrote news flashes for radio or television and short accounts for the newspaper. ICT was involved in tape recording the interviews and word processing the news items. Chapter three moves on to looking at how some of these key principles can be interpreted into important strategies for teaching English in the primary school and recognises how this might be different in each key stage.
The authors stress the importance of frequent demonstrations in reading and writing such as modelling reading and writing, what the text is about, responses and editing as well as suitable use of Standard English when doing so. The authors reinforce here that by talking about language choices and their effects, children can become better at using them.
They also discuss the use of meta-language to do this and how this can be done from a very early age although it needs to be done in context. What I found useful to highlight to the trainees with this chapter was how the learning goals need to be clear through effective lesson planning and how objective sharing is only useful if the children can read it or have it read to them and understand the objectives.
This will then be effective in terms of traffic lighting, self assessing against them and also thinking about how this learning might be useful again. Chapter four looks at the role of talk and how to develop speaking and listening to support writing in particular. After outlining what the key documents say, the authors look at talk in the Early Years and talk at home. It includes a useful discussion on how teachers in Key Stage 1 classrooms in particular have developed the use of storytelling into drama activities.
It was at this point that I started to read the chapters out of order, not because I felt that the book was not written in a useful structure but because of the way I planned to look at reading and writing with my trainees and how I would use the book.
Skip to main content. Due to global supply chain disruptions, we recommend ordering print titles early. May pages Learning Matters. Download flyer. An extensive knowledge of the primary English curriculum is not enough for trainee teachers, they need to know how to teach English in the primary classroom. This is the essential teaching theory and practice text for primary English that takes a focused look at the practical aspects of teaching.
It covers the important skills of classroom management, planning, monitoring, and assessment and relates these specifically to primary English, with new material on assessment without levels. Greater coverage of teaching grammar is also included, whilst practical guidance and features support trainees to translate their learning to the classroom and understand the wider context of their teaching.
Supplements Click for online resources. Dr Louise Campbell. Report this review. Ms Ruth Hunt. Rachel Pearce. Health and Care, Middlesbrough College.
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