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InverClyde Literacy Framework

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instructions

This is an interactive tool. By using the self-evaluation tool practitioners can identify areas of practice they wish to develop. Key messages and professional learning is available to support most aspects of teaching learners to read. The framework has flashing interactive buttons that take you to other pages. Any blue writing also links to further information.

Introduction

Let's GEt started

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: Talking and Listening - Reading - WritingThese skills are interdependent:

• We use talking and listening skills to be able to read.
• We use talking, listening and reading skills to write.

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.

When and who should teach these skills?

Framework index with links to pages

Feedback

Reading

Talking & listening

Writing

1

2

3

P2

SElf-evaluation tool

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

P4

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index

Download

Feedback

3

1

Reading

2

Talking & listening

Writing

Self-evaluation

P3

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

Page 2 Introduction

Page 3 The Framework

Page 3 Self-evaluation tool

Feedback

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

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.

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.

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.

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

Primary & Secondary

Early years