No Nonsense Literacy Strategies for Test Taking, The Classroom, and Beyond: Teacher Manual

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No Nonsense Literacy Strategies for Test Taking, The Classroom, and Beyond: Teacher Manual

No Nonsense Literacy Strategies for Test Taking, The Classroom, and Beyond: Teacher Manual

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Price: £3.975
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Description

The writing is compared with the elicitation task to identify where progress has been made so that it is clear to the child. We started with the concept that we wanted to fix two sequences per term, one fiction and one non-fiction. These 6 sequences will be a sort of spine to ensure minimum coverage and progression while still allowing teachers the opportunity to choose sequences to target the particular needs and interests of their class.

The Potential of Alphabetic Code Charts and the Two-Pronged Approach to Synthetic Phonics Teaching: Systematic and Incidental” These posters below provide examples of how you can make your own posters (simply use felt pens) consisting of words with unusual spellings – note the focus ‘sound’ in slash marks top left of the posters, the focus grapheme (letter or letter group) top right – and, where possible, list other words with the same code as that actually provides a ‘spelling word bank’ to learn:Familiarity with the full potential of a text means teachers can better focus on elements that will have the biggest impact on their children’s learning. These flash/matching cards are useful to support the teaching of different letter styles. Suggestions for several activities can be found on the final sheet. Children choose their own content to write about and collect ideas. These can then be recorded on the text structure chart as one method of planning, but individual sequences may suggest a number of alternative ways to plan and organise a piece of writing. Teachers have found this resource invaluable when making accurate judgements through standardisation and moderation. Schools have also used the materials to support teachers who have moved year groups and to help those who are using our teaching sequences to show the quality of work and progress that can be expected from the children.

Comprehensive: provides sufficient guidance to implement an effective spelling teaching programme from Year 2 to Year 6 Lastly, there is a third section that looks closely at pupil progress through a sequence of teaching from initial elicitation task to a final independent piece of writing. For each year group in the primary age range there are helpful notes and observations, written in a similar style to STA-produced statutory moderation commentaries.

Independent Writing

Our 'Texts That Teach' are the carefully selected books and other writings that we base our teaching sequences on. In 2012, Debbie was awarded an MBE in the Queen’s New Years Honours List for services to education. acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language It all begins with mark making! The children are encouraged to make marks in sand, water, on paper or even on the walls! Once we are confident in mark-making, we then progress to producing lines, circles and swirls which eventually develop into letters. Next, we focus on applying our phonics knowledge to form the correct letters to accompany each sound.



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