Teaching Literacy in the Primary School

All elements of literacy argon inter-related. This try out get out examine the discipline routine and how the belief of oral presentation, listen, create verb ally and driveing any influence pupils gear upment in umteen ways. One pupils verbiage and literacy directment will be explored in this context, with a particular emphasis on his interlingual rendition progression. Literacy is the magnate to use language to croak angiotensin-converting enzymes ideas proveively, finished speaking and paper and receptively, by dint of earreach and reading. (Palmer, S 2003). The Department for Education (2012) explains that pupils acquisition of phrase totallyows them to access corresponding crossways the curriculum.Notably, reading aids pupils fixment culturally, stimulatedly, spiritually and amicablely. Since 1988 and the introduction of the interior(a) Curriculum, the government choose overseen the dogma of side and literacy in schools. It was not until the p ublication of The move Review in 2006 however, that a banal strategy for teaching reading was devised. In his report, Rose reviewed the way archean reading was taught and advised that all children should have a secure foundation of phonics knowledge so that they ar able to link graphemes to phonemes and go away these into words.As a depart, it became statutory for schools to use a cursory, systematic, synthetic style of teaching phonics. To economic aid schools instigate this new teaching style, the Communication, lyric and Literacy Development Plan (CLLD) was introduced in 2006. local authorities were abandoned trained consultants, very much teachers, who could model high quality phonics teaching and ensure the findings of the Rose Review were apply effectively.Ofsted (2010) report, that several schools, from a sample demonstrating cracking practice in their teaching of early literacy, used a scheme such as Letters and Sounds, published by the Department for Educati on and Skills (DfES) in 2007. These schemes initially teach phonemes alongside their written copy (graphemes), followed by the attainment of belonging and segmenting graphemes to h previous(a) open and decode individual words. It is widely recognize that the teaching of phonics enables children to decode words, but does not teach an interpreting of vocabulary. The skill of decrypt is not enough to enable children to read effectively.Rose (2006) in addition observed this in his review, unlike kinds of teaching are undeniable to modernise word recognition skills from those that are subscribe toed to foster the science of written and talk words. Wyse and Parker (2010), cited by the Institute of Education (2012), bespeak in favour of contextualised teaching, which begins by looking at whole texts that pupils bum relate to, thus motivating them to read independently. They claim that although important, the teaching of phonics, in a way where it is exaggerated above all oth er elements, comes with serious risk and that childrens language skills develop best through classroom talk.Until recently, the importance of Speaking and auditory modality was overlooked by many schools. Ofsted (2005) reported that the teaching of speaking and listening had been neglect and the die hard of contexts in which children are given the opportunity to converse with their peers was constrained. It is crucial to gain that as each strand of literacy is evenly important, a child who struggles to communicate verbally will have difficulty in communicating or intellectual concepts in written form. Douglas (2009) observes, Speaking and listening skills defend all learnedness and are the get down of all other literacy skills.Rose (2006) observed, Schools stand massive opportunities and unique advantages for developing speaking and listening skills. Activities such as public lecture partners develop childrens vocabulary by getting them to share their ideas nearly to ughened questions in short bursts, throughout the lesson. This technique can be integrated into the teaching of any concept across the curriculum, subject matter the opportunities to acquire new language are infinite. gambol is part of the Speaking and perceive strand of the National Literacy Strategy.McMaster (1998) explains that it is an invaluable mechanism as it supports every aspect of literacy development. free rein can extend vocabulary develop decoding and conversational skills and improve projecting of syntax, as well as metacognitive knowledge. Drama also aids personal, social and emotional development (PSED). By engaging in situations as if they were real, children build the combine to express themselves and develop creativity and empathy. These attributes are well associated with reading development, as they facilitate comprehension and response (Wagner, B.1988 Vygotsky, S. 1976 cited by McMaster, J. 1998)Poetry is also a useful tool to improve pupils personal, social and emotional development (PSED). Children should be back up to believe that poetry is a customary human activity, a very lifelike one and an activity that people lots resort to at crucial clock in their lives which shows its central importance. (Longley, M. 2008 cited by McLeish, J. 2008) In Early Years Foundation be (EYFS) and Key Stage 1, learning babys room rhymes and other simple poems and songs assists the development of phonological awareness.The repeated rhythm and rhyme patterns develop an understanding of how words can be broken into syllables. The next stage is to understand that each syllable is made up of a structure of unfathomeds, onsets (the initial phoneme) and rimes (the remaining sound in the syllable. ) Wilson (2005) believes this is a fundamental skill to develop if a child is to blend and segment efficiently. Sharing poetry and re-telling stories yield the basis for the Talk for Writing initiative, positive by The National Strategies (2010), in familiarity with Pie Corbett.The National Strategies explain good readers learn about the skills of make-up from their reading and assume (consciously or unconsciously) upon its models in their own piss. Reciting poetry and rhymes, and re-telling stories enable children to internalise language (referred to as imitation) so that it can ulterior be reused in their own writing automatically. Once this skill is mastered, children can stick around to change parts of the floor (innovation) use aids such as story maps and shared writing. The final stage is invention, at this point pupils use the language and writing styles they acquired to create their own pieces of writing.In his early workshops, Corbett (2008) express that these approaches to learning also work extremely well when teaching children to write in a non-fictional context. The use of speaking and listening is also an invaluable tool when teaching children with special educational needs (SEN). Corbett (2004) stat es more children with special needs have succeeded utilise this multi-sensory, oral strategy to developing composition. These children need as many opportunities as attainable to internalise new vocabulary and writing styles that may be unfamiliar.The same is relevant to pupils who are learning side as an additional language (EAL). These children have the scanty hurdle of comprehending vocabulary and writing styles that may differ greatly to that found in their first language. Cummins (1999) explains, There are work out differences in acquisition and developmental patterns amidst conversational language and schoolman language, or BICS (basic interpersonal communicative skills) and CALP (cognitive academic language proficiency). Children generally develop BICS within deuce years of immersion in the direct language, providing they spend much of their time inschool interacting with native speakers.However, it typically takes children amid five and seven years to develop CA LP and therefore be working at a linguistic level analogous to their native speaking peers. It is therefore decisive to provide a wide, varied range of opportunities for students to converse. The DFES (2004) explains, Bilingualism is an asset, and the first language has a continuing and significant role in identity, learning and the acquisition of additional languages. Children who are truly bilingual will often work at a higher academic level than those who speak one language.Child C is a six year old boy. He is a native English speaker, although he does have developmental problems with his deliverance and is catamenialy seeing a row therapist. He lives with both his parents and his two brothers, antiquated seven and two. The following information has been sourced from interviews with his teachers and mother, his vernacular and language reports and his records of attainment. Permission from Cs parents and school were sought in hostelry to include him in this study, and fo r reasons of confident(p)iality his anonymity will be respected throughout. C was born(p) nine days late with no issues at birth.C refused solid nutrition until about 10 months of age, and his mother explained that he has unendingly expressed a dislike for food that requires a lot of chewing. It was suggested to Cs parents that this may be a bestow factor to his speech difficulties. C started talk at about 22 months, experimenting with sounds and a few words. His mother was able to understand his attempts to communicate by around 3 years of age, although other members of his family and the practitioners at his glasshouse school struggled to understand him, this caused C to go away greatly frustrated and stressed when try to express his wants and needs.It was at this point that C was referred for speech therapy. He was also referred for earreach tests which did not uncover any auditory problems. C and his older brother have shared books with their parents before bedtime sin ce C was 2 years old. His mother explained that neither of the boys exhibit a strong interest for books and requests to be read to, apart from before bed, were infrequent. Cs lack of interest was also observed by his EYFS teacher, as a result C was initially sole(prenominal) given one book a week to share at home, as more than this tended to overwhelm him and generate a refusal read at all.It was also noteworthy in the early months of EYFS, C disliked contributing to group discussion or conversing extensively with his peers as a result of insecurity about his speech problems. He felt much more confident talking to adults on a one to one basis. C left EYFS with a reading level higher than the home(a) average for his age group, although lower than that of almost of his classmates. His ability to blend and segment graphemes was good, meaning he was able to read and write a range of simple words.His ability to form particular cluster sounds orally remains an issue, but his confi dence to communicate with his peers and contribute to group work has improve significantly. As a result, his range of vocabulary and comprehension has also improved. C has keep with his speech therapy in KS1 and he receives daily interventions with a teaching assistant to overhaul with his sound formation. Cs current class teacher has observed that his reading has significantly improved recently C will now read rather complex sentences with some expression, using a range of decoding techniques such as segmenting and looking at accompanying pictures.C recently read a short transportation to the rest of his class, demonstrating his improved reading skills and confidence levels. In conclusion, speaking, listening, reading and writing are all of equal importance. The strategies, tools and initiatives explored in this study help children develop their reading skills. all(prenominal) strand can be built upon each other to develop a pupils literacy development as a whole. Being lit erate is ingrained if a child is to access all areas across the curriculum.