Primary English: Teaching Theory and Practice, 4th Edition (Achieving Qts) PDF
Preview Primary English: Teaching Theory and Practice, 4th Edition (Achieving Qts)
Achieving QTS Meeting the Professional Standards Framework Primary English Teaching Theory and Practice Fourth edition Achieving QTS Meeting the Professional Standards Framework Primary English Teaching Theory and Practice Fourth edition Jane Medwell . David Wray . Hilary Minns Vivienne Griffiths . Elizabeth Coates www.learningmatters.co.uk Acknowledgement Chapter 8: extract from The Hodgeheg by Dick King-Smith (Hamish Hamilton, 1987) copyright (cid:1)Dick King-Smith, 1987. Reproduced by permission of Penguin Books Ltd. Firstpublishedin2001byLearningMattersLtd. Secondeditionpublishedin2002. Reprintedin2002,2003,2004(twice),2005and2006. Thirdeditionpublishedin2007. Reprintedin2007. Reprintedin2008. Fourtheditionpublishedin2009. Allrightsreserved.Nopartofthispublicationmaybereproduced,storedina retrievalsystem,ortransmittedinanyformorbyanymeans,electronic, mechanical,photocopying,recording,orotherwise,withoutpriorpermissioninwriting fromLearningMatters. (cid:1)2009JaneMedwell,DavidWray,HilaryMinns,VivienneGriffiths,ElizabethCoates BritishLibraryCataloguinginPublicationData ACIPrecordforthisbookisavailablefromtheBritishLibrary. ISBN9781844452750 TherightofJaneMedwell,DavidWray,HilaryMinns,VivienneGriffithsandElizabethCoates tobeidentifiedastheAuthorsofthisWorkhasbeenassertedbytheminaccordancewith theCopyright,DesignsandPatentsAct1988. CoverdesignbyToucan TextdesignbyBobRowinskiatCode5Designs ProjectManagementbyDeerParkProductions TypesetbyPDQTypesetting,NewcastleunderLyme PrintedandboundinGreatBritainbyCromwellPressGroupLtd,Trowbridge,Wiltshire LearningMattersLtd 33SouthernhayEast ExeterEX11NX Tel:01392215560 [email protected] www.learningmatters.co.uk Contents 1 Introduction 1 2 Learning English 5 3 Effective English teaching 17 4 Speaking and listening: developing talk in the primary classroom 26 5 Teaching reading at Key Stage 1 41 6 The teaching and learning of phonics and phonologicalawareness 52 7 Teaching early writing 69 8 Teaching handwriting and spelling 79 9 Developing reading at Key Stage 2 90 10 Teaching writing at Key Stage 2 112 11 Teaching with electronic texts 128 12 Including all children 142 13 Organising and resourcing English at Key Stages 1 and 2 148 14 Assessing English 167 Glossary 187 References 190 Index 193 1 Introduction About this book Thisbookhasbeenwrittentocaterfortheneedsoftraineesonallcoursesofprimaryinitial teachertraininginEnglandandotherpartsoftheUK.Bytheendoftheircourse,traineesare requiredtohavedevelopedadefinedsetofprofessionalattributes,professionalknowledge andunderstandingandprofessionalskills.Suchteachingskillsarerequiredfortheawardof Qualified Teacher Status (QTS) or its equivalent. The book will also be useful to Newly QualifiedTeachers(NQTs)andotherprofessionalsworkingineducationwhohaveidentified aspectsof theirEnglishteaching whichrequireattention. ThisbookhasbeenwrittenwiththerequirementsoftheProfessionalStandardsforQualified Teacher Status firmly at its core. Section 3 of these Standards describes the professional skills essential for those to be awarded QTS. Specifically, these skills include the ability to planappropriatelyfortheEnglishworkofaspecifiedgroupofpupils,tomonitor,assessand recordpupils’progressinthevariousaspectsofEnglish,andtoteacheffectivelythematerial specified in theNationalCurriculum and thePrimaryFrameworkfor literacy teaching.This bookaimstoaddresstheessentialskillsofEnglishteachingasspeltoutinthesedocuments. Features ofeachchapterofthisbook include: . clearlinkswiththeProfessionalStandardsforQualifiedTeacherStatus; . linkstotheEnglishNationalCurriculumforEngland(DfEE/QCA,1999); . linkstotheEarlyYearsFoundationStage(DCSF,2008); . linkstothePrimaryFrameworkforliteracyandmathematics(DfES,2006); . Englishknowledgeandunderstanding; . classroomstoriestoillustrateimportantpoints; . researchboxes; . practicalactivities; . reflectivetasks; . movingonsectionssuggestingideasforfurtherdevelopment; . furtherreading; . aglossaryofimportantterms. Each chapter of this book addresses the teaching of particular areas of English, such as readingandwriting.Thesubjectknowledgethatprimaryteachersneedinordertobecome effective teachers of English and literacy is addressed in the companion volume, Primary English: Knowledgeand Understanding(Learning Matters, 2009). However, the authors of thepresentbookhavealsoattemptedtomakecleartheknowledgeyouwillneedinorderto carry out successful Englishteaching. What is primary English? There is a good deal of consensus about what we want children to achieve in primary English,butitcanstillbedifficulttodefineprimaryEnglishasasubject.Forthepurposes 1 Introduction of this book we feel that primary English is about acquiring the skills, knowledge and attitudestobecomeanempoweredreader,writer,speakerandlistener. Teaching primary English involves ensuring children learn the skills and processes of literacy and oracy, but these are not always defined simply. Literacy can be construed as havingtheskillsnecessaryforeffectivereadingandwriting,butthisraisesmanyquestions. Forinstance:whatdegreeofexpertisemustoneachievetobe‘literate’?Aresomepeople more literate than others, and what do we mean by this? Does literacy involve reading certaintextsandnotothers?Whataboutmedialiteracy–theabilityto‘read’andbecritical aboutmedia suchas TVandthe internet? TheNationalCurriculumlooksverybroadlyatliteracy,aimingforallchildrentobeableto readandwriteafullrangeoftexts.Theyshouldlearnnotonlytodecodeandencodewritten English,butalsotobecriticalaboutwhattheyreadsothattheycanidentifythestanceofthe authorandtheintendedeffectsonthereader.TheNationalCurriculumaimsforchildrento readawiderangeoftexts,includingelectronictexts.Inwriting,too,theaimsoftheNational Curriculumarenotonlyforchildrentobeabletowriteinatechnicalsense,butalsoforthem to beableto writeto express themselves and achievetheirpurposes forwriting. Inoracyitisalsoimportanttorecognisethatchildrenneedtobeabletolistennotonlytothe literalsenseofwhatissaid,butalsotolistencriticallyandevaluatetheveracity,relevance andintentofwhattheyhear–tobecomecriticallisteners.TheNationalCurriculumaimsto empower children to become critical speakers, too, so that they are able to speak appro- priatelyandeffectivelyinawholerangeofsituations,whateverthepurposeoftheirspeech. To use reading, writing, speaking and listening skills, children need a great deal of knowl- edge. They need to know about the technical aspects of speaking, listening, reading and writingiftheyaretobeabletousethemeffectively.These‘technicalaspects’includeavast rangeofspecialisedknowledge,forinstanceknowingthesoundsofEnglish,knowingabout word order in sentences, knowing how to listen for the key points from a text. The most importantandcomplexknowledgechildrenmustgainisknowledgeabouthowtoorches- tratetheirskillsandunderstandingsaboutreading,writing,speakingandlisteningeffectively. Todothis,childrenneedtoknowaboutsuccessfultexts–thesecanbewrittenexamplesof literature or non-fiction, spoken discussions or reports. If children have clear, effective modelstheycananalysewhytheseareeffectiveandbegintomaketheirowntextseffective. Allthis knowledgeis part ofprimaryEnglish. In addition to skills and knowledge, primary English also involves attitudes. We aim for children to find reading fiction an enjoyable experience, so that they will be motivated to domore.Weaimforchildrentofindnon-fictionpersuasive,interestingoruseful.Weaimfor childrentolearnfromlisteningandtospeakpowerfully.Theseareonlyafewoftheattitudes towardsliteracyandoracythatweaimforchildrentodevelop.Thetextsbythemselveswill not develop useful attitudes in children. It isthe way the texts are treated byteachers and childrenthatdevelops attitudes. PrimaryEnglishisaboutempoweringchildrenwitharangeofskills,knowledgeandattitudes for schooling and life. Primary English involves studying and creating spoken and written texts.Englishtextsandlanguageareworthstudyingforthemselvesandalsoasagatewayto every othersubject inthecurriculum. 2 Introduction The Professional Standards for Qualified Teacher Status TheProfessional Standardsfor Qualified TeacherStatus includethreeareas. 1. Professional Attributes – defined as the attitudes and commitment to be expected of anyonequalifyingtobeateacher. 2. ProfessionalKnowledgeandUnderstanding–definedasanauthoritativeknowledgeof thesubjectbeingtaughtandanunderstandingofpupils’progresswithinthatsubject. 3. Professional Skills – definedasthe skills needed toplan, manage, monitorand assess pupils’learning. TheGuidanceaccompanyingthestatementofProfessionalStandardsclarifiestheserequire- mentsandgivesseveralexamplesoftheminaction,aswellasofthekindsofevidencethat a traineeteachercoulduseto demonstrate achievementof theStandards. Inthisbookwearefocusingmainlyonthethirdoftheabovethreeareas,theskillsneededto plan,manage, monitorandassesslearning inEnglish,includingliteracy. English in the National Curriculum EnglishintheNationalCurriculumisorganisedonthebasisoffourKeyStages.KeyStage1 for5to7yearolds(Years1and2)andKeyStage2for7to11yearolds(Years3to6)cover theprimaryrange.ThecomponentsofeachKeyStageincludeProgrammesofStudywhich set out the English that children should be taught: Attainment Targets which set out the English knowledge, skills and understanding that children should attain, and Level Descriptions which describe the types and range of performance that children working at aparticularlevelshouldbeabletodemonstratewithineachAttainmentTarget.Englishinthe NationalCurriculumisaminimumstatutoryrequirement.Sinceitsintroductionin1989ithas been significantly revised three times. The Programmes of Study for English currently include: . En1SpeakingandListening; . En2Reading; . En3Writing. English in the National Curriculum also emphasises links with other subjects, and sugges- tionsfortheuseofICT.AlthoughEnglishwillbethespecificfocusofEnglishlessonsitisalso apartofmostoftheothersubjectsyouwillteachintheprimaryyears.Thisoffersvaluable opportunities to work across the primary curriculum so that children not only gain extra practiceinEnglishskills,butusetheirliteracyororacyinwayswhichmakeitmoremean- ingful ordevelop flexibilityandfocus. The Early Years Foundation Stage TheEarlyYearsFoundationStage,includingtheEarlyLearningGoals,describeswhatmost childrenshouldachievebytheendoftheirreceptionyearandoffersastructureforplanning 3
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