News

Learning to Read- Reading to Learn

Participants attending the course on Wednesday July 2nd can find resources by visiting the Basic Skills section of English.

http://www.amdro.org.uk/eng/Learning/Subjects/English/TeachLearn/Basic_Skills/

www.basic-skills-wales.org/

Read the National Literacy Trust -Phonics: Reports, reviews,etc.

www.literacytrust.org.uk/Research/phonicsreviews.html

Give a Book Week 7.7.08-12.7.08

People all over Wales will be giving books to family, friends and colleagues as part of Wales' first national Give A Book Week.

www.yearofreadingwales.org.uk/giveabookweek

Fun with Basic Skills through ICT and Literacy

Click here to visit our Basic Skills page.

Curriculum 2008 English

Exemplar material for Key Stage 2 and 3 is now available on-line.

Read All About It!

Remarkable gains achieved using 'The Catch Up Programme' for reading(Oxford Brookes)

Schools who have been involved in 'The Catch Up Programme' have reported average gains of up to 26 months in pupils' reading ages over a 9 month period and in one case a gain of 54 months!

Details of Catch Up training will be available in Carmarthenshire's Inset Programme 2008/9 or contact Christine Ashcroft

CAshcroft@carmarthenshire.gov.uk

Tell It: a practical guide to storytelling with children across the Primary age-range by Mary Medlicott

Would you like to create a sense of magic in your classroom?

Read Mary's guide to all the essential steps for storytelling without the book.

Available from Mary Medlicott, 9 Winterwell Road, London SW2 5JB

Price £5:75 inc.p&p

mary.medlicott@storyworks.org.uk

Phonics for Families and Teachers Guide

Read about this useful resource to support phonics on the Basic Skills website.

Estyn News Release

Phonics teaching needs more structure to aid early reading skills 22/06/07

Have you visited the English Links page recently for Literacy related resources?

Click here to visit the Links Page

Visit the Estyn website for the latest publication on reading

Improving the learning and teaching of early reading skills June 2007

STEPS

NEW: STEPS Professional Development Website

Proposed key changes to the subject Orders

The following sections set out the proposed key changes to each of the national curriculum subject Orders.

English

Greater consistency has been achieved between the Welsh and English Orders.
Across Key Stages 2 and 3 a corresponding numbering of both Skills and Range has been used. The same numbering system broadly applies to Key Stage 4, though some aspects of the skills have not been repeated as there is an assumption that they will have been established at Key Stages 2 and 3.
In all three attainment targets, content of the Language Development section has been subsumed within either the Skills or Range sections.
With reference to the use of standard English, emphasis has been placed on a developing understanding of the appropriateness of the formal register in particular situations.
References to media, drama and moving image have been strengthened where possible as key features for learning in the twenty-first century, increasing relevance and enhancing learners' motivation.
Audience, range and forms are identified as being wide and flexible to accommodate the needs of the twenty-first century.
At Key Stage 4 consistency with the Key Skill of Communication and with current definitions of Functional Skills has been achieved.

Oracy

More explicit references to the importance of providing opportunities to listen and engage with/respond to a variety of situations have been included.
In the Key Stage 2 Programme of Study reference is made to 'evaluate...' and 'develop understanding of how to improve...' Similar requirements appear at Key Stages 3 and 4. These skills are reflected implicitly through the level descriptions.
In the level descriptions, standard English is first referred to at Level 4 (current Order Level 3).

Reading

Reference to punctuation has been added to signal the importance of understanding how punctuation clarifies meaning for a reader.
In the Skills section, talking and writing are identified explicitly as response modes in order to promote both oral and written responses to reading.
Opportunities to read collaboratively are signalled and confirm the importance of guided and shared reading strategies.
Use of ICT packages to promote information retrieval strategies and the collation of information is identified.
In both key stages the Range section now identifies texts, 'that reflect the diversity of society in the twenty-first century.'
In the level descriptions at Levels 6 and 7, explicit reference has been made to, 'non-literary texts' in order to strengthen awareness of this genre in the Reading Programme of Study.
At Level 8 the phrase, 'select, analyse and synthesise information and ideas...' makes explicit the level of achievement anticipated.

Writing

In all key stages the sections addressing handwriting and presentation now contain explicit reference to keyboard skills and the use of ICT presentational devices.
The Range sections are deliberately common to all key stages.
In order to align assessment criteria more closely across the language Orders, the reference to 'organising writing into paragraphs,' appears at Level 4 as it does in the Welsh level descriptions (currently Level 5 in the English level descriptions).
Reference to 'joined writing' is now omitted. The phrase, 'work is legible and well presented,' appears from Level 5 onwards.
From Level 5 onwards references to punctuation use are not itemised.

Click here for further details.

Welsh Books Council

WELSH BOOKS COUNCIL ~ CYNGOR LLYFRAU CYMRU

In association with Carmarthenshire County Council

BOOKS COMPETITION 2008 (English)

A booklet containing details of this competition is available. Schools interested in entering should contact Christine Ashcroft as soon as possible.

Heinemann, Rigby, Ginn

Have you seen the latest Literacy resources from Heinemann, Rigby, Ginn?

www.myprimary.co.uk

New Rapid - a fresh approach to Special Needs reading at KS2
New Interactive Literacy:Multimedia Reading - electronic reading texts for NC Levels 1-5
New Rigby Dimensions - thematic teaching at KS2
New Fast Phonics First - proven to raise reading standards

Hodder Reading Project

Hodder Reading Project
by Sue Hackman

An intensive catch-up reading scheme designed to break through
barriers to progress in reading.

A brand new reading scheme for pupils working at NC Levels 2-3,
3-4 and 4-5. The scheme provides an intensive, catch-up programme
that focuses on skills and strategies lower attaining pupils need to
accelerate their progress in reading.

Naomi Webb Tel: 020 7873 6272 Email:Naomi.webb@hodder.co.uk

Reading Connects

Read Connects

department for
education and skills

An invitation to join Reading Connects
and build a school community that reads.

Connects

www.readingconnects.org.uk

OXFORD Trackers

Trackers

"Giving your struggling readers a reason to pick up a book"

"I don't like normal books but this one is good" Lee, Year 5

'Excellent materials that will interest and inspire less able readers - a focus for developing thinking skills as well as directed speaking and listening' Sue Palmer