InverClyde Literacy Framework
index
Enter
instructions
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
Feedback
Talking & listening
Let's GEt started
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.
Feedback
Let's GEt started
Framework index with links to pages
P4
SElf-evaluation tool
Feedback
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
Download
index
next
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
Inverclyde literacy framework
Inverclyde Attainmen
Created on December 19, 2022
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Transcript
InverClyde Literacy Framework
index
Enter
instructions
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
Feedback
Talking & listening
Let's GEt started
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.
Feedback
Let's GEt started
Framework index with links to pages
P4
SElf-evaluation tool
Feedback
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
Download
index
next
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