Communication, Language and Literacy Development programme

Transcription

1 Communication, Language and Literacy Development programme Planning a balanced early writing programme in YR and KS1 Criteria Actions to be taken The writing curriculum A broad and balanced writing programme is planned for all children to include the teaching of phonics, shared writing, guided writing and opportunities for independent writing across the curriculum in YR and KS1 Children are confident to write and enjoy the creative process of writing for a purpose Children are able to make choices about what they are writing for different purposes Phonics There is systematic teaching of phonics through a daily discreet session The skills of segmenting for spelling are being developed through systematic phonics teaching Segmenting skills and practising to learn to write the tricky high frequency words suggested in the phonic phases in Letters and Sounds are included in all phonics planning

2 Speaking and listening There are planned opportunities, across the EYFS areas of learning or the KS1 curriculum, for children to hear, acquire and use a growing vocabulary and a widening range of language structures (e.g. connectives) Telling and re-telling of stories and fresh innovations on known stories are used to develop a familiarity with oral story language and oral story structures and as a preparation for writing Oral accounts, based on class events and experiences, are frequently constructed, used and re-used with and by children to familiarise them with non-fiction structures (e.g. recounts) and use of language features (e.g. connectives) Talk for writing always precedes writing for a purpose Children in YR have opportunities planned from EYFS Development Matterslanguage for Communication and language for Thinking, and in Y1 opportunities planned from the Primary Framework for Speaking, Listening, Group discussion and interaction and drama to support talk for writing A variety of strategies are used to encourage children to practice and use language, e.g. talking partners, discussion in small groups, whole- class discussion

3 Shared writing There is daily planned shared writing to ensure development of segmenting for spelling and language comprehension The whiteboard or other writing surface is easily seen by all children during shared writing In shared writing (using explicit commentary, open questioning and discussion, concrete or visual prompts related to experiences or events, and using ICT to make links to previous learning and engage children), the practitioner models: Fluent, expressive text Talking about the text Targeted questions to stretch the more able New or unfamiliar vocabulary explained or explored Developing literal and inferential comprehension to scaffold new understanding Language behaviours Directionality of print Function of punctuation One-to-one correspondence Application of phonic acquisition as encoding segmenting from left to right all through the word Focusing on isolated known highfrequency words Revisiting earlier writing to improve and develop Use of known patterns and structures from oral story making Writing is taught through cross-curricular links using the teaching sequence for writing: Familiarisation with text type and key features Capturing ideas and oral rehearsal Teacher demonstrates chosen aspects Teacher scribes

4 Supported writing Guided writing There are opportunities for children to discuss and engage and explore their responses to texts and develop their speaking and listening skills as oral rehearsal ahead of writing Development of new and unfamiliar vocabulary is explained and explored through discussion Language comprehension and oral vocabulary development are supported through attention to and discussion of book illustration, photographs, diagrams, charts, etc., as part of the development of visual communication There is a wide selection and use of a range of text types, fiction, poetry, plays, non-fiction, linking to cross curricular opportunities and supporting writing for a purpose indoors and outdoors Provision is planned to support the application of phonic skills and knowledge across EYFS and KS1 curriculum Adults write with children most days to model the writing process Guided writing All children receive at least one session of guided writing a week led by the practitioner Guided writing follows on from shared writing and addresses the specific identified writing and development needs of each group Children are grouped based on assessment for learning There is a planned teaching objective for each guided writing session. Cumulatively the objectives for guided writing contribute to the provision of a broad writing programme The focus of the guided writing group is planned to guide children: Before writing to support children s planning and drafting of their work At the point of writing support for groups as they begin to write or

5 when they have already started to write independently to support the revising process After writing feedback sessions Guided writing session focusing on word recognition: To secure application of phonic knowledge, the practitioner sometimes precedes or includes in the guided writing session small group, phonics teaching focusing on significant or challenging letter-sound correspondences Practitioner supports children with unfamiliar words that they cannot attempt to encode independently because the letter-sound correspondences are beyond children s existing knowledge Provision is planned to support the independent application of phonic skills and knowledge across EYFS and KS1 curriculum Progress is apparent in children s independent writing through continuous assessment and tracking of phonic acquisition Guided writing session focusing on language comprehension: Careful selection of appropriate starting points for children s writing ability, children s interests, background and previous experiences of reading and writing Opportunities for children to discuss and engage and explore their responses to texts, experiences and language development and to practice and develop their speaking and listening skills New or unfamiliar vocabulary is explained and explored through discussion and activity Language comprehension and oral vocabulary development are supported by reference to and discussion of book illustration, photographs, moving images, diagrams, charts, etc., as part of the development of visual communication

6 Wide selection and use of a range of text types, fiction, poetry, plays, non-fiction, linked to cross-curricular opportunities and to support writing for a purpose indoors and outdoors The writing environment and developing independent writing (see Literacy Environment checklist) Planned and child-initiated opportunities for independent writing (individual, grouped or paired) Simple books are made together either to use as a group, or in pairs or individually, eg zig-zag books, lift-the-flap books using sticky notes, stapled or laced books or big books to share. A writing area that includes writing materials, tricky high-frequency word cards, interactive displays, messages, examples of children s mark-making/writing, is available for independent use. There are a variety of different resources for writing/mark-making, eg large sheets of paper, different kinds of papers (colours, sizes, shapes, textures), boards, big brushes and pens. Literacy prompts or targets are displayed at child height in child-friendly language. Visual prompts support the understanding of key messages to support children s learning. There is a listening post with a variety of stories, information and rhymes on tape. Story boxes/story sacks, puppets, props and small-world play resources are available for role-play and story making. Role-play areas include opportunities and resources for reading and writing/mark making linked to a theme and are available indoors and outdoors. Writing resources are made available outdoors as well as indoors Appropriate word lists, notes and formats to support planning to write are displayed, are interactive, reflect and represent work in progress and remind children of previous learning. These resources act as a scaffold for independent writing and are independently used by the children. Play experiences from across the areas of learning or KS1 curriculum are used to support talk for writing ICT is used to enhance the learning and engage children in talk for writing and support writing development, eg computers, IWB, digital cameras, sound images, film and photographs. Written language, visual symbols and physical actions are all used alongside oral language to support children s understanding and to encourage recall and memorisation. Children s attention is frequently drawn to written captions and labels around the classroom and school environment, indoors and outdoors, and these labels and their meaning and relevance are discussed with the children. Written messages in a variety of formats, eg sticky notes, message boards, speech bubbles are used by adults and children to communicate with each other. Environmental print around the school and neighbourhood is focused on and discussed with the children Children are learning to or can write their name in full and are confident to use it.