Inverclyde literacy framework

InverClyde Literacy Framework

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P2

Introduction

Writing

Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. The skills for literacy are organised under 3 headings: They are interconnected to support communication, learning, and critical thinking. These skills are mutually reinforcing, with each one helping to develop and enhance the others. The integration of these skills is essential not only for literacy and education but also for effective participation in social, cultural, and professional life.

When and who should teach these skills?

Reading

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Talking & listening

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Framework index with links to pages

P2

Literacy links

We use talking and listening skills to be able to read. We internalise language patterns, vocabulary, and ideas that they later apply to reading and writing. Reading involves decoding written text to understand meaning, while writing involves encoding thoughts into written form. These skills reinforce one another; for example, reading exposes us to different writing genre, vocabulary, and structures, which in turn improve our writing abilities. Similarly, writing helps us better understand the structure and function of language, which enhances our reading comprehension. Development of literacy skills, with lots of opportunities to explore, should take place within a literacy rich environment. This resource will support your understanding of how to develop each of these skills. At times, it is appropriate to teach these skills discretely while always remembering their interdependency.

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Framework index with links to pages

P4

SElf-evaluation tool

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Step 1: Download the handy tool Step 2: Practitioner completes the evaluation Step 3: (whole school) Collate evaluations and identify professional learning needs as a staff Step 4: (individual) identify professional learning needs Step 5: Use the index page to take you straight to the professional learning you need

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P4

Start Here

Self-evaluation

listening & Talking

Reading

Writing

Index - Click on page to take you strAight to the page

Page 2 Introduction

Page 3 Literacy Links

Page 4 Self-evaluation tool

Page 5 The Framework

Feedback

It is the 'responsiblity of all' to develop literacy skills.

As a geography teacher I spend a lot of time supporting pupils to effectively use reading to learn skills. I also still need to use learning to read skills for example when introducing specialised vocabulary or challenging texts. I also support individual learners who are still developing their reading to learn skills by providing support and scaffolding. I still need to develop talking and listening skills. While writing skill are now about my discipline there are still pupils who need support to develop thier learning to write skills

As an EYECO, I spend a lot of time developing talking and listening skills that support learning to read skills. I still spend time on reading to learn as we discuss stories and other texts. I am also help children to learn to write by building motor skills and also develop sequencing skills that are needed to create texts.

As a P4 teacher, I still spend a lot of time teaching learning to read skills. I spend about the same amount of time building reading to learn skills as we develop our comprehension. I still need to develop talk and listening skills as this will support idea when planning writing pieces.

Reading: The shift from learning to read and reading to learn isn’t always linear, when leaners encounter new or challenging texts they will need to draw upon the learning to read skills.

* Adapted from Highland Literacy Resource

Early years

Primary & Secondary

This framework is a self-evaluation tool for practioners to evaluate their knowledge, then develop their understanding of how to effectively teach reading (please note reading builds on talking and listening and leads to writing skills). As the full framework is developed, the links across the organisers will be explictly identified. Practitioners should use the self-evaluation tool to identify areas they may wish to develop. They can then use the framework to build or secure their understanding. Throughout the framework readers are directed to:

• Key Messages - extracted from current research
• Professional Learning - reading, research, videos or CMO sessions
• Effective Reading Instruction - examples of practice that research has indicated may be effective (these are not exhaustive lists)

Technical language has been used intentionally throughout the framework. Any words indicated in blue can be opened to reveal what the language means. Anything that flashes will either direct you to another page or open an information window. Spotlights include more detailed guidance for the areas: Equity - Assessment - Motivation - Play Pedagogy - Support Staff - English as an Additional Language - Family Learning -Dyslexia