Literacy

Teaching reading
As teachers of reading we see learning to read as learning to make sense of print. The stress is on meaning.
Our task is to help the young reader search for meaning using a variety of clues, to keep the flow of meaning going and to know what to do when meaning breaks down.

Children are able to make sense of written text when they can:

• draw on their experience of the topic and the flow of language to predict the meaning of new words

• call on their memory of the shapes of words or parts of words

• apply their knowledge of the 'sounds' of letters or combinations of letters

We also know that the more children read for sheer enjoyment, the more competent readers they will become. So the encouragement of reading for its own sake is one of the most important strategies of any teacher of reading.

Teaching writing
From the beginning of school, children are helped to think about their ideas before drafting them. They may then discuss their drafts in 'conferences' with their classmates and/or teacher and revise them. They are also encouraged to 'publish' some of their writing for others to read. The skills of spelling and grammar are taught in the context of the writing process, rather than being drilled separately.

There are many forms that written texts may take (often called 'genres'). Children are led to understand that the form of writing depends very much on the author's purpose and situation. They still write imaginatively (e.g. stories and poetry), but also learn how to use writing for a variety of other purposes (e.g. to provide instructions, report facts, recount past events, explain a process or argue a position).

How parents can help with literacy
Here are some of the things you can do to support your child(ren)'s experience of English at school:

• encourage family conversation, tell stories, invite your child(ren) to express ideas and feelings, play games together.

• read to your child(ren) from the earliest age. Later encourage them to read to you, but continue bedtime reading for as long as they wish you to.

• take your child(ren) to libraries, give books as presents, buy bed-lamps and encourage reading before lights-out.

• be seen as a reader yourself. After all, why should your child(ren) value reading if you don't?

• talk about what your children have written and praise their achievement. Ask about anything that puzzles you and perhaps suggest that they rethink a sentence.

• display everyday writing at home, get a kitchen notice board for lists of things to do, invitations and so on.

• avoid negative comments about your child(ren)'s spelling. Instead encourage them to read over their written work looking for possible errors and, when in doubt, to use a dictionary or ask someone else.

• remember that spelling belongs to writing and so spelling is best written down. You might try the          look-cover-write-check method of learning new words. LOOK at the word and say it to yourself, COVER the word, close your eyes and 'see' it, WRITE the word down, CHECK to see you are correct.

Additional resources
www.spellingcity.com