Phonics: Read Write Inc. Ruth Miskin explains how the programme helps children learn to read and to write quickly. Ruthmiskinliteracy is ranked 2,130,628 in the United States. This award will be in recognition of the work carried out delivering the RML phonics programme, Ruth Miskin Literacy, on how to teach children to read and write. Progress is built on a strong synthetic phonics structure. Phonics is used by over a quarter of the UK’s primary schools. It is a comprehensive literacy programme, weaving decoding, comprehension, writing and spelling together seamlessly. Ruth Miskin developed the. Ruth Miskin’s literacy programme facilitates your child with the tools to develop their reading level, by improving reading comprehension, creative writing skills and self-esteem. Sessions will be based on. Literacy and Language, publishing in May 2013, is a new programme* that will cover your literacy and language teaching from years 2-6/P3-7. The programme inspires a love of literature through the. Each faculty has contributed to the drive to improve literacy standards across the College and we recognise that literacy skills are crucial to pupils’ learning in all subjects. Ideas and initiatives have been spearheaded by the English faculty. A termly cross- curricular literacy meeting has helped to share good practice and establish a range of materials to help support faculties. We recognise the important role that faculties play in supporting students’ language development. From 2. 01. 3 Strategic aim 1, Raise the standards of literacy, is part of our whole College development plan. Literacy buddies from English support each faculty in their work on literacy. Cross curricular links are made and good practice shared. There is a half termly literacy theme and these are displayed prominently in every classroom and the library, along with key words and subject specific terminology. Literacy mats are used to improve students’ skills. Teachers and support staff receive regular updates via briefings, the Learning Forum newsletter, literacy meetings and staff training. Faculty spelling lists, using fruit machine software, also help support students with spellings. The English faculty organise workshops for staff on key literacy issues faced by students. Students are set a literacy target each term and they use a spelling log book for noting down words and extending their vocabulary. Staff literacy development. Teachers understand the literacy requirements of their own subject in order to be able to teach effectively. Staff training from the English faculty has helped to identify a common literacy language and explore issues faced by students. A staff training session on key aspects of literacy and identifying needs means that they are more aware of their own skill level and are supported to improve. Specific guidance has been given on how to write reports in order to improve the consistency and quality of them. Literacy and transition. We host a Literacy Lunch with our town primary schools to help share good practice and assist in the transition of Year 6 students to Launceston College. This has grown to include other feeder primary schools. We have been able to observe the teaching of handwriting, reading and writing in primary schools. Heidi Barber, English KS 3 leader, has developed a transition scheme of learning in conjunction with Primary schools. All Year 6 students will enter Year 7 having given us an excellent example of their written work. This is available to all staff via SIMs so that they can cross reference the quality of work being produced by that student in their lessons and thus continue to stress our high expectations. English forms part of our Summer School for Year 6 students. INTERVENTIONSRead Write Inc. Launceston College use a literacy programme devised by Ruth Miskin, called Read Write Inc. The scheme is in line with Ofsted’s views on the importance of phonics and cross curricular literacy and is based on six principles: pace, praise, purpose, participation, passion and perseverance. The scheme is aimed at students with a reading level less than 3a. The aim is to raise students reading to a level 4a through intensive work. The Year 7 students are chosen based on their KS2 English data, CAT scores and NFER reading ages. They are then put into small groups of up to eight students and attend daily, hour long sessions. Their progress is closely monitored through regular testing. The programme is organised into 3. Students learn that words are made from letters or a group of letters (graphemes) which correspond to the sounds that are heard (phonemes). Regular daily sessions ensure that the student becomes familiar with the words (reading, spelling and comprehension) in a particular module. This in turn increases knowledge and skills, building students’ confidence in all aspects of literacy. Guided Reading. The guided reading intervention supports Year 8 students, who have a reading age 3 years below their chronological age, with spelling, reading and writing. It follows the English programme of study and focuses on descriptive, persuasive and informative writing, with students producing a project based on these areas. The main structure of the lesson incorporates games and fun activities to cover the following areas: – Spelling (phonics)– Handwriting– Reading (individual and group)– Comprehension. Reading Mentors. This scheme supports students in Year 7 and 8 with a reading age of below 8 years. Trained Year 1. 0 mentors are carefully paired with a reader. Mentoring is done during tutor time and is informal. The mentors listen to students read aloud, helping them build confidence in their reading and develop relationships with older role models. At the end of the year there is a group read to further develop confidence in reading. A student’s reading age is assessed at the start of the year and again at the end. Year 7 & 8 students are also extracted from English lessons to work on targeted Literacy Progress Units. The Reading for Comprehension and the Reading Laboratory scheme are also employed with targeted students in English. Marking. Teachers formally mark and assess work at least twice per half- term. They use the College literacy marking policy to provide a consistent approach to their marking of students’ literacy. Green highlighted areas mean . Pink highlighting means the student needs to . Students write in black or blue ink. Time is given to allow students to complete written work to a high standard. In years 7, 8 and 9 students model their handwriting on the Jarman font. The expectation is that students write in a fluent, neat, joined style of handwriting. As students mature we would expect them to develop a style which has more individual qualities but that is still legible and appropriate for a professional environment. They are given the skills and knowledge to be able to access this resource base both in and outside of lessons (information literacy). Students can use this area for research and take out books both for pleasure and for study. An award scheme helps to promote reading, particularly for younger readers. All KS 3 students are required to have a reading book with them at all times. See below for the library’s role in Accelerated Reader. Accelerated Reader proposal. Accelerated Reader is a software assessment tool. It assesses a student’s reading level via a STAR test and then it recommends a series of books at that student’s level. An on- line quiz, that is completed as soon as the book has been finished by the student, tests whether they have read and understood the book. Students then print their TOPS report. This is used as a basis for discussion between the teacher and student about their reading experience and how they can improve. It provides a means to carefully track a student’s progress and set targets. We believe that using Accelerated Reader will help develop a culture of reading across all year groups. It is particularly successful in encouraging lower end students to read. Students thrive on the competitive element and the immediate feedback from their teacher. Student’s behaviour is also positively affected by the programme, with other schools noting that pupils’ resilience increased. The Accelerated Reader programme will support progress across KS 3 and 4, allowing us to track discreet groups and target support where necessary. It will also provide a natural follow on programme for all those students who have been part of Read Write Inc. We can easily link it to our House competition and praise system, thus creating more opportunities to promote reading and celebrate the success of students. Parents can also see what their child is reading and how they are progressing, increasing opportunities for parents to be involved in their child’s learning. The plan. The English faculty and Library would be at the fore front of this scheme. Accelerated Reader will be used with Year 7 from 2. One English lesson per week would be divided into two sections with students spending half of the lesson in the library reading and completing quizzes and the other half reading in their English lesson. Once they have completed a quiz the teacher and/or librarian will talk to the student and look at their scores. A target will be set. One tutor time per week will also be spent reading. The library would need to reorganize their layout in order to create space. We would like to develop a sofa area for students. We would need to consider installing more computers in the library in order to allow students to complete the quizzes. Funding will need to be available for new books that will need to be ordered for the library. Books will need to be labelled and reorganized into levels. This will be a large undertaking for the library staff and will take several weeks. A timetable for the lessons would need to be created. Training for the English staff and the librarians will need to be arranged. Louise Rash. June 2.
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