Introduction to English
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Transcript of Introduction to English
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Introduction to English
PGCE Full Time2011-12Tuesday September 27th
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In this lecture we will…• Look at the content of the
module and directed tasks• Explore, in outline, the
documentation currently supporting the teaching of English
• Reflect on effective teachers of English
• Consider ourselves as teachers of English
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Module content• Handbook of guidance outlines basic
session content and guides in you in additional activities to support your preparation for taught sessions and your independent learning.
• Speaking and Listening, Reading and Writing are explicit themes which are interwoven
• Grammar is presented largely through self-managed learning and an on-line audit
• The QTS skills test • http://www.tda.gov.uk/skillstests.aspx• Learning Matters test practice books• LN Forums for discussion will allow you
to reflect further on issues raised in the taught sessions; for example discussion of the current reading debate, exploring planning for writing etc.
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Directed tasks and independent learning
• Book log • School based tasks for SE 1• Morris Gleitzman’s Once (for
week semester 2 discussion forum)
• Writing journal (sem 2)• Audits (sem 1 and 2)• Early Reading Portfolio (SE1 & 2)• The reading pack supports
understanding of the seminars and the writing of assignments. Tutors will assume that you have read those indicated prior to each session.
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Semester 1
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Semester 2
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The National Curriculum for EnglishThere are three attainment
targets:AT 1: Speaking and ListeningAT 2: ReadingAT 3: Writing
Each attainment target issupported by a programmeof study (PoS) for each Key
Stage.http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/english/index.aspx
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For example…• EN 1 Speaking and Listening (AT 1)• Programme of Study (PoS) for KS 1• Speaking1. To speak clearly, fluently and
confidently to different people, pupils should be taught to:
• speak with clear diction and appropriate intonation
• choose words with precision• organise what they say• focus on the main point(s)• include relevant detail• take into account the needs of their
listeners.
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The National Curriculum for English
Speaking and
Listening
WritingReading
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Subdivisions of understanding in reading and writing
Word level
Sentence levelText level
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The PNS framework for literacy• Divides children’s learning in
to 12 strands which cover speaking and listening, reading and writing
• Objectives are wide and may relate to several different units of work across a year
• http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryframework/literacyframework
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What you might have heard about…• National Literacy Strategy
or NLS (1998)• Introduced explicit
learning objectives at word, text and sentence level
• Criticisms levelled at: coverage, clock, pace, extracts, organisation
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Challenges
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What was missing?2003
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What now?• The Primary National
Strategies – a Framework for Literacy
• Sometimes called the PNS or Framework for Literacy but NEVER the NLS or the Literacy Hour
2006
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The PNS Framework for Literacy
Strands 1 - 4
Speaking
Listening and responding
Group discussion and interaction
Drama
Strands 5 - 8
Word recognition
Word structure and spelling
Understanding and interpreting texts
Engaging and responding to texts
Strands 9 - 12
Creating and shaping texts
Text structure and organisation
Sentence structure and punctuation
Presentation
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For example…• Strand 1 (Speaking), Year
1• Retell stories, ordering events
using story language • Interpret a text by reading
aloud with some variety in pace and emphasis
• Experiment with and build new stores of words to communicate in different contexts
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Resources on the PNS website• Units by year group – follow links
through to detailed units of work that identify teaching sequences
• Literacy Resource Library will take you to a wealth of documentation showing you the rationale for the PNS and to many resources for teachers
• Early Reading - Find the related CLLD website for resources relating to early reading and phonics teaching.
http://webarchive.nationalarchives.gov.uk/20110809091832/http://teachingandlearningresources.org.uk/collection/7618/node/7621
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Defining our subject• What do we mean by
literacy?• Is there a difference
between the teaching of English and the teaching of literacy?
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Defining our role:effective teachers of literacy• Do you have positive
memories of English lessons from childhood; to what are they related?
• Consider good English teaching that you have observed recently; what made it good?
• What are your priorities, at this point in your training, for yourself as a teacher of English?
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OfSTED (2009) English at the Crossroads
• A focus on the curriculum
• Engagement• Choice• Independence• Meaningful• Purposeful• Creative • Practical• Stimulating• Flexibly
responding to children in your class
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Successful Students of English teaching do the following:• Read beyond the directed readings• Audit their own subject knowledge
early and systematically address areas of lower confidence (eg. knowing phonemes; grammar)
• Get to know the NC and PNS quickly• Think about creating meaningful
literacy experiences that rest on their theoretical understanding of how children become literate