Primary English : extending knowledge in practice PDF
Preview Primary English : extending knowledge in practice
Extending Knowledge in Practice Primary English Extending Knowledge in Practice Primary English David Wray Jane Medwell Firstpublishedin2008byLearningMattersLtd. Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrieval system,ortransmittedinanyformorbyanymeans,electronic,mechanical,photocopying, recording,orotherwise,withoutpriorpermissioninwritingfromLearningMatters. (cid:1) 2008DavidWrayandJaneMedwell BritishLibraryCataloguinginPublicationData ACIPrecordforthisbookisavailablefromtheBritishLibrary. ISBN:9781844451043 TherightsofDavidWrayandJaneMedwelltobeidentifiedastheAuthorsofthisWorkhas beenassertedbytheminaccordancewiththeCopyright,DesignsandPatentsAct1988. CoverdesignbyTopics–theCreativePartnership TextdesignbyCode5DesignAssociatesLtd ProjectmanagementbyDeerParkProductions,Tavistock TypesetbyPDQTypesettingLtd,NewcastleunderLyme PrintedandboundinGreatBritainbyBell&BainLtd,Glasgow LearningMatters 33SouthernhayEast ExeterEX11NX Tel:01392215560 [email protected] www.learningmatters.co.uk 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
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