Table Of ContentExtending
Knowledge in Practice
Primary
English
Extending
Knowledge in Practice
Primary
English
David Wray
Jane Medwell
Firstpublishedin2008byLearningMattersLtd.
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Contents
Introduction 1
1
Phonological awareness, language comprehension and knowledge
about print 4
2
Teaching phonics 14
3
English vocabulary and the development of language 27
4
Looking closely at spelling 40
5
Working with punctuation 52
6
Handwriting 61
7
Looking closely at reading comprehension 72
8
Approaches to developing comprehension 81
9
New texts: new literacies 98
Index 109
v
Introduction
This book builds upon and extends our existing Learning Matters volume (Medwell, J.,
Moore, G., Wray, D. and Griffiths, V. (2007) 3rd edition, Primary English: knowledge and
understanding. Exeter: Learning Matters). Its main aim is to provide you (as a trainee or
newlyqualifiedteacher)withameanstoextendanddeepenyourcommandofthesubject
knowledgerelevanttotheteachingofEnglishinprimaryschools,butinamannerwhichis
designedtoassistyoutousesuchknowledgemoreactivelyinplanningandimplementing
Englishlessons.
The context of the work
SincethepublicationandimplementationofCircular14/98,whichlaiddownasetofnational
requirements for the training of teachers, there has been a demand for books expressly
aimed at covering theserequirements.Therehavebeen several phases inthis demand.
Initially the concern was that the then National Curriculum for Initial Teacher Training deli-
neated a list of key elements of subject knowledge in the core subjects which training
institutions had to guarantee their trainees would be taught and, eventually,be competent
in. Training providers were required to audit trainee subject knowledge and to provide
opportunities for those trainees judged lacking in aspects of this knowledge to acquire it.
To meet the demand for assistance with this aspect of primary teacher training, we
produced, in 1997, English for primary teachers: an audit and self-study guide for Letts
Educational. This was very much a ‘quick and dirty’ solution to the problem of trainee
teacher subject knowledge – a problem which itself has changed significantly over the
pasttenyears.
English for primaryteachers allowed trainees to check their own knowledgeof aspects of
Englishandidentifytheareastheyneededtoworkoniftheyweretomeettherequirements
for Qualified Teacher Status. It included a brief section on extending their knowledge but
reallythiswasquite limited.
Inapartialattempttoremedythelatterdeficiencyofthisbook,in2001weproducedthefirst
edition of Primary English: knowledge and understanding for Learning Matters (the 3rd
edition of this book, much updated, with several completely new chapters, was published
in2007tocoincidewiththeintroductionofthenewStandardsforQTS).Thisbookwasand
is a much fuller treatment of English subject knowledge and is intended to be used as a
major textbook for courses of teacher training, a role it has fulfilled very successfully. It
attempts to relate subject knowledge to classroom practice in teaching English in a much
moreextensivewaythandiditspredecessorandmanytraineeshavecommentedonhow
usefulthey havefoundthis volume.
A new approach
However,theworldmovesonand,in2008,weseetheneedforaratherdifferentapproach
to developing the subject knowledge of trainee and newly qualified teachers. Both the
previous volumes we have produced have been deliberately aimed at enhancing your
1
Introduction
substantive knowledge of aspects of English. Both have claimed to focus on knowledge
whichwasdirectlyrelevanttoclassroompracticeinteachingEnglish,butinrealitythiswas
forbothbooksasecondaryconsideration.Theneednow,asweseeit,istotargetabook
directly at classroom practice in teaching English and, in the course of this, introduce and
explain the subjectknowledge youwillneedto teacheffectively thematerial wesuggest.
Theaimofthisnewbookis,therefore,tofocusonteachingpractice,includingontheway
severalsuggestionsforteachingactivitiesandsequencesinprimaryEnglishwork.Foreach
activity wesuggestwe haveunpickedsomeofthesubjectknowledgewithwhich youwill
needto befamiliarinorder toteachthis activity successfully.
As well as this more practical approach, we have also aimed to make the new volume
eminently readable. We are of the firm belief that good teachers of English, at whatever
level but perhaps especially in primary schools, are those who are enthusiastic as well as
knowledgeable about the subject. We hope in this volume to convey some of our own
enthusiasm forEnglish,its history and structure, toreadersand,in turn, toyou.
Book structure
Thebookconsistsofnine majorchapters. In eachchapteryouwill find:
. suggestionsforseverallessonsorteachingactivitiesinEnglish;
. someexplorationofthesubjectknowledgebackgroundnecessarytoteachtheselessonsor
activitiessuccessfully;
. arangeofanecdotesandillustrationsaboutEnglishliteratureandlanguage.
The book does not attempt to be comprehensive in its treatment of subject knowledge in
English. There are some aspects of this where, we would argue, there has already been
rathertoomuchadvicegiven(teachinggrammarcomesintothiscategory,wethink).Rather,
it takes an eclectic view of subject knowledge, choosing to focus on material which fasci-
nates (and inmany casesamuses) us.
Thechapterscoverthefollowing material.
Chapter 1: Phonological awareness, language comprehension and knowledge about print.
TheteachingofearlyreadinghaschangedsignificantlyintheUKinthelasttwoyears,with
muchmoreemphasisbeinggiventotheteachingofphonics.Youcannot,however,teach
phonicswithoutcertainprerequisiteknowledgeinthechildrenyouteach,andinthischapter
weexplorethis knowledgeand how youmight develop and assessit.
Chapter2:Teachingphonics.Thereareanumberofapproachestotheteachingofphonics,
withwhatisknownas‘synthetic’phonicscurrentlybeingtheofficiallypreferredmethod.In
this chapter we explore approaches to teaching phonics and develop some of the under-
standing youwillneedinorderto usetheseeffectively.
Chapter 3: English vocabulary and the development of language. The English language:
wherehasitcomefromandwhereisitgoing?ModernEnglishcannotproperlybeunder-
stood without some understanding of its historical roots. How might an exploration of the
history ofEnglish translateinto usefulclassroom work?
2
Introduction
Chapter 4: Looking closely at spelling. English spelling and English words can appear
perverse yet an understanding of where these words derive from can make things a
wholelotclearerbothforteachersandforlearners.Inthischapterwewilltakeahistorical
perspectiveonthedevelopmentofEnglishwordsandsuggestwaysinwhichprimarypupils
might investigateworddevelopment.
Chapter 5: Working with punctuation. Punctuation is often perceived as a set of rules that
writershavetoadhereto.Inthischapterwewilltakeadifferentapproach,lookingcloselyat
a number of texts in which punctuation is used in waysthat break some of our traditional
‘rules’. Thesetexts will beusedasa starting point forteaching suggestions.
Chapter6:Handwriting.Handwritinghasdefinitelybeentheneglectedpartofliteracyfora
number of years. However, important new research has suggested that fluent and rapid
handwritingcanplayamajorroleinthedevelopmentofwriting.Inthischapterweexplore
whatis currently knownabout handwriting andits teaching.
Chapter 7: Looking closely at reading comprehension. What do we do when we compre-
hend?Inthischapterweexploresomeofthecomplexprocesseswhicharegoingonwhen
readerstrytounderstandwhattheyarereading.Knowingwhatunderstandinginvolvesisan
importantfirst steptowardshelpingdevelop it.
Chapter 8: Approaches to developing comprehension. In this second, linked chapter, we
exploresometeaching strategiesfocused onthedevelopment ofreading comprehension.
Chapter 9: New texts: new literacies. Texts are not what they were, and so reading and
writingarealso,therefore,notquitewhattheywere.TeachersofEnglishneedtounderstand
the nature and impact of textual variation in order to decide what they will teach to their
pupilsand howthey mightgoabout it.
3
1
Phonological awareness, language
comprehension and knowledge about print
Chapter objectives
By the end of this chapter you should have developed your understanding of:
. theimportanceoflanguagecomprehensionandvocabularydevelopment;
. theroleandimportanceofphonologicalawareness;
. theimportanceofpractitionerdiagnosisandmonitoring,aswellasteaching.
Professional Standards for QTS
Q14
Introduction
The simple view of reading (DfES, 2006) identifies language comprehension and word
recognitionasthetwoprincipaldimensionsofreadingdevelopment.Eachofthesedimen-
sionsofthereadingprocesshasitsrootsinthelanguageexperienceofchildrenbeforethey
beginformal phonicsteaching and, often,beforetheybeginschool.
This chapter addresses what the Rose review (DfES, 2006) termed ‘pre-reading’ skills: the
languagecomprehension,vocabularygrowthandphonologicalawarenesswhichunderpin
reading and phonics. These are the developmental outcomes of the ‘broad and rich’
language curriculum recommended by this review and, as such, are not just ‘pre’ reading
–theyarevitaldevelopmentalstepstowardsliteracy.PractitionersintheFoundationStage
needtounderstandtheimportanceofthisspeakingandlisteningactivity.Itisthebasisofnot
only language, but also future literacy development. Practitioners need to know what to
observeandhowtointervenetoensurechildrendevelopthephonologicalawarenessand
languagecomprehensionwhichwill carry them forward to become successful readers.
Learning about language in Early Years
settings
Children coming into Early Years settings undergo a huge change in their experience of
language use, new language variants and vocabulary and are asked to use their existing
languageinnewways.
Children coming into early childhood settings also experience different social uses of
languagefromthosetheyareusedtoathome.Inthehome,childrentalktoaverylimited
numberofknownadultswhohelpthemtomakemeaning.Byknowingthechildverywell
and being able to understand, interpret and extend utterances which would probably be
unintelligibletoan‘outsider’,caregiverssupportyoungchildrenlearningtospeakandlisten.
Thisissomethingofacontrasttothemuchlessintimaterelationshipstheywillexperiencein
4
