Building a quality literacy curriculum for all learners · Encouraging Book Talk: Response to and Reflection on Reading Aidan Chambers: Tell Me: Children, Reading & Talk with The

© CLPE 2017 www.clpe.org.uk|

Building a quality literacy curriculum for all learners

From Journey by Aaron Becker, Walker Books 2013


We are a long established, trusted charity that supports all those working with children to

develop practices that enable children to thrive throughout their education.


CLPE

Our centre has a credible reputation for research, a unique library and an expert team to support schools to develop practice with integrity and respond to external changes.

Schools can access our knowledge at our centre in London, at a range of locations across the UK and through our extensive web-based resources.



Education is a social process

The way we teach children will influence how they come to view the world and people around them;

The way we assess children defines the relationship that exists between teachers and children;

Assessment strategies we decide to use will reflect the way we want our society to be and, importantly, the way we wish society to treat people.

Professor Andrew Lambirth (2016)


What do we value in terms of assessment?


Assessment: The Fundamental principles

Supports and informs day to day teaching

Provides a stimulus and means for dialogue between teachers, teachers and parents, and schools

Takes account of the whole learning process

Broadest view of achievement

Helps teachers to identify strengths and pinpoint areas where support is needed.


The CLPE Scales

Built on the Centre for Literacy in Primary Education’s (CLPE) reading and writing scales that were originally developed as part of the widely used Primary Language Record.

The Reading and Writing Scales draw on current and established research about children’s literacy development.

Developed in partnership with the English and Media Centre (EMC), National Association for Advisors in English (NAAE) and National Association for the Teaching of English (NATE), the United Kingdom Literacy Association (UKLA).


Responsive Not Reactive Pedagogy


The Scale:

Outlines the stages a reader goes through, from Beginner Reader to Mature Independent Reader, moving from dependence to independence.

Helps teachers to identify an individual’s current stage of development.

They will then be able to see what is the next set of observable behaviours they are likely to see if the child is progressing with reading and writing.

Every child will have a different journey through these scales. Their starting points and their rate and pattern of progression will depend on many factors including their prior experience, their interests and their learning preferences.



The Next Steps:

For each of the ‘points’ on the scale we have also described the provision, practice and pedagogy a teacher would want to plan for in order to help the child move forward in their literacy.

We have designed this section to be used alongside the scale. Once the teacher has observed the child’s behaviour and worked out where on the scale the child is, they will be able to work out where there are gaps in learning and then look at the next steps to support future planning.

This section provides a wealth of knowledge about best practice in the teaching of literacy to ensure progression, supported by the recent and relevant research in the research section.



Looking at the Reading Scale:

Discuss together:

– Your initial reactions and thoughts;

– What you notice about the scale as a means of exploring where children are at and how they make progress;

– Strengths or opportunities of using the scale;

– Questions or challenges that occur or may be faced.


Key points about the new scales:

They are free to download to everyone; They are underpinned by research; There is one scale for reading and one for writing

– working towards mature independence; They describe progress and support formative

assessment; They are designed to support teaching (next steps

section); They are designed to support teacher learning

(research section).


Making the scales a success

The scales are a tool to enable teachers to recognise progress.

Progress relies on the practice and provision that takes place in between judgements.

The next steps section outlines that practice and provision.


Where to find the scales:



Supporting

Reading

Progress

Choosing and Using Quality

Texts

Developing Word

Recognition Skills

Developing Reader

Response

An Exciting and Enjoyable

Text Based Curriculum

The Reader in the Writer

Developing an Authentic

Reading Community


Develop an authentic reading community where books are available, shared and enjoyed throughout the curriculum and beyond…


Enjoying and sharing books

What are your favourite authors, illustrators, poets for children?

What books would you recommend?


Teachers as readers

‘If you don’t have teachers who are readers then their impact on the children’s reading is not as effective. Teachers have got to like reading themselves to be able to transfer the enthusiasm’.

Literacy coordinator

© CLPE 2017 www.clpe.org.uk| Prenton Primary

Appealing Book Areas:


Prenton Primary

© CLPE 2017 www.clpe.org.uk|Y6, Matthew Arnold

Y6, Matthew Arnold


Hillside Primary School

Community Reading Spaces


Build a collection of books from a wide and diverse range of authors, illustrators, genres and forms

https://www.clpe.org.uk/corebooks

https://www.clpe.org.uk/corebooks


‘In all of the books I have read about reading and teaching reading there is scarcely a mention about what is to be read. Books are as the saying goes taken as read in discussions about reading teaching.’

Margaret Meek How Texts Teach What Readers Learn (1970)

www.clpe.org.uk


Developing a Knowledge of Texts for the Classroom

Knowledge of appropriate books, authors and poets Understanding how and when to use these texts in practice:

– Reading Aloud– As support for a sequence of work– Recommending to individuals– Author Study

Understanding children’s development as readers both in and out of school:– Home cultures– Personal interests– Community influenced reading

From Building Communities of Engaged Readers: Reading for Pleasure, Cremin et al (2014)


‘When someone reads aloud, they raise you to the level of the book. They give you reading as a gift.’

Daniel Pennac, The Rights of the Reader

‘Reading aloud to children may be the single most important thing a teacher does.’

Anne Thomas, The Reading Book (CLPE)

Reading Aloud



“Hearing books read to me helps me to understand what is going on – it helps me to build a picture.”

“When you are reading yourself you focus on the words but listening to books being read means you can concentrate on the images that are being described.”

‘…when Miss Colvert first read Skellig I wasn’t interested in it at all, but then when she carried on reading it, I felt like I liked it more and more, and I was desperate to know what was going to happen next.’

Y5 pupils from Falconbrook, Wandsworth and Rosendale Schools, Lambeth


Encouraging Book Talk: Response to and Reflection on Reading

Aidan Chambers: Tell Me: Children, Reading & Talk with The Reading Environment, Thimble Press 2011.


‘For those groups of individuals who do not have occasions to talk about what and how meanings are achieved in written materials, important cognitive and interpretive skills, which are basic to being literate, do not develop.’

Shirley Brice Heath


Use picturebooks throughout the school to extend comprehension…

https://www.clpe.org.uk/powerofpictures

https://www.clpe.org.uk/powerofpictures


‘Illustrators who understand their craft use all aspects of visual imagery to convey meaning.’

‘The meaning conscious mindset required to appreciate such pictures fully is always conscious of and always in search of meanings.’

Perry Nodelman: Words About Pictures (University of Georgia Press, 1988)








Using texts for a sequence of work


Building children’s skills and range of experiences…


Creative learning across the school…





Vocabulary, grammar and sentence structure gleaned from reading activities…

Into writing

The Reader in the Writer:



Building writing stamina


From dependence…

to independence.

A thorough understanding of progression in reading and writing

Hig

h Q

ual

ity

Text

s Meaningful units of work

Supporting specific groups

Engaging individuals

Involving the wider reading community

Developing Teachers as Readers

Qu

alit

y Fi

rst

Teac

hin

g A breadth of reading experience

The relationship between reading, talk and writing

Teaching sequences to exemplify practice

Creative approaches to teaching

Cross curricular links

Embedded teaching of phonics, spelling, punctuation and grammar

Mo

nit

ori

ng

and

Eva

luat

ing Of the vision and its

effectiveness

Of teacher subject knowledge

Of provision and practice in the school and classrooms

Of pupils engagement and attainment in reading and writing

A clearly communicated vision for high quality literacy provision and practice, in a culture that reflects on pedagogy and supports change

A clear and consistent approach:


Keep in touch:

Website www.clpe.org.uk

Email [email protected]

Phone 020 7401 3382/3

Twitter @clpe1

http://www.clpe.org.uk/

mailto:[email protected]

Documents

Building a quality literacy curriculum for all learners · Encouraging Book Talk: Response to and Reflection on Reading Aidan Chambers: Tell Me: Children, Reading & Talk with The