Workshop 1 Literacy is “the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language, and the range of texts which society values and finds useful. ‘Being literate’ looks different at different ages in life. In your group, consider what it means to be literate at ages 0-2. • • • • • • • • • •
Be aware of books – share, read to. Immersion in language to develop Language development – imitation, facial expression Actions important and interactions – ‘Knee bouncing’ Repetition – become aware of illustrations, words, marks Imitates sounds and actions Book skills – pointing, start at front Uses sound to communicate a need – social interaction, ‘eye contact’ Enjoys being sung to – ‘joins in’ Children use social skills to develop relationships – make adults laugh
Ages 3-5. • • • • • • • • • • • • • • • • •
Want to start to write name/ask adults to write name on drawings etc. Building vocabulary Telling stories through games Modelling and role play Express opinions – book choices Engaging with stories and reading – Facilitate learning Motivation – pick up words that really matter to them e.g. Using computer ‘go’, ‘print’, ‘back’. Children absorb sounds – need for adults to facilitate learning Not afraid to ‘try’ – reading, writing Participation in listening – beginning to develop skills Knowing print means something Desire/enthusiasm to read/form words – Decoding Personal interests reflect gender differences ‘Shorter attention span’ – actively engaged required Interpreting illustrations Emergent writing for different purposes ‘Reading back’ in their fashion
Ages 6-8. • • • • •
Listen for information, importance of listening to others Reading to inform themselves Aware of different audiences Take risks – be confident to ‘have a go’ Recognise main ideas and supporting ideas
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Skim/scam Transfer skills Learn to read specialist vocabulary Keen to share ideas Tell story from pictures – own stories Early prediction skills Summarise To read pictures Sequence Keen to try other books From pictures, tell ‘story’ from fact Listening and following instructions Aware of own strengths and next steps in literacy Making links between reading/listening/writing Be able to talk about life experiences Empathy for others Coherent, sequences writing Feel valued Ability to reflect on own/others work Inference Aware that print has a meaning- “writing” Transfer skills Read/write for enjoyment Structure/organisation/punctuation Read/understand body language Express emotions Appreciation of vocabulary Ideas – where to ‘find out’ Ideas about print Decode Awareness of sounds/phonics Recognise rhymes Enjoyment of a range of texts and in a range of contexts Have an emerging understanding of how language works i.e. sentence structure Holding words in memory in order to understand what is heard and process the information Individuals understanding of emotions and feelings and of that of others Different uses of language – speech bubbles, road signs Ability to read texts: direction, punctuation, patterns/rhyming Literacy/life experiences: exposure to variety of experiences – stories being read to children, children reading independently Begin to understand and use the vocabulary of language Ability to listen and concentrate on a story – not just illustrations Liking words and using them in a fun way Awareness of meaning of words – not just de-coding Wide range of abilities within this age – group Be able to hold a conversation
Ages 9-12 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Allows you the confidence to make decisions and express viewpoints Allows you to be creative Allows you to communicate Being able to communicate in writing Interpreting non – textual clues Talk with understanding Read to understand: putting text into own words Skimming and scanning Independence Quality of resources impacts on literacy To form a critique Achieve a level of literacy is allowing people to read a newspaper (media) Not a chore – something fun Listen Express themselves Converse Ability to read without too much difficulty Allows you to be part of a group/society Being literate allows you to challenge yourself Allows you to make choices – age-linked as provides tools for development Knowing why people write Not restricted by any inability to read Read to learn/learn to read Interpret quality of information Awareness of different genres Engage/enjoy listening and reading stories Able to ‘filter’ useful information Be confident about contributing to discussions Ask informed questions What we do for life, not what we do for an exam Use what they know in reading to write Spelling strategies Write for different purposes Communication through continuous and non-continuous prose Differentiate between fact and fiction Connecting and making links – text connections Relevance and motivation Identify basic elements – i.e. setting Character development – basic plot – in fiction Beginning to form opinions on what they like Reading, listening, talking, writing = confidence Expressing opinions Reading is more than a technical skill
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Extracting meaning from a variety of text – for information, opinions, feelings, pleasure… Tools: - core vocabulary/word recognition - syntax - language of print - semantics - phoneme – grapheme correspondence - fluency - phonics - phonological awareness
Ages 13-16. • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Interpersonal skills Ability to communicate in all ways Technical literacy Emotional literacy Processing language Linked to Numerical skills Having the confidence to speak in own language Need skills in spelling, grammar etc – open up world of work Debating skills Comprehension Negotiation Understanding/recognising bias and propaganda Constructing arguments Ability to express themselves and have confidence Ability to listen and how to listen Realising different levels of processing language Making links in thinking Same skills required by pupils of all abilities Appropriate use of IT To be able to access the curriculum Not just reading Imaginative Use and understand the dangers of internet chat-rooms Functional Being able to access/use ICT Being able to de-code words/pictures Social – mental health, attainment, behaviour It means having a fast reading skill based upon mature eye movements and predictive insights