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National Literacy Strategy

Discussion in 'English' started by LoopyFluff, Jun 10, 2011.

  1. Hi there missenglish
    It's great to find someone in the same position - I'm also planning literacy classes for year 7 and 8 for next year. If you would like to share resources and ideas, please post back and I'll message you my email address. I've got a few docs I'd be happy to share, depending on what your school already has in place :)
    Loopy xxx
  2. The main literacy problems in Yrs 7 and 8 tend to be spelling ones. These vary greatly from pupil to pupil, depending on the strength of their visual memory. So having a general literacy policy is tricky. It really has to be matched to pupils’ abilities.

    At a national level, around 1in 4 secondary pupils still have some reading difficulties as well. Their comprehension skills will be improved in English lessons, but some pupils may still have more basic reading difficulties. I have identified the main sources of reading difficulties and discussed those on some of my blogs too:
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/10/main-reading-problems.html</font> <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/10/o-reading-problems.html</font><font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/10/e-ea-ei-ie-and-reading-problems.html</font> The worst irregularities of English spelling:
    </font><font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/06/worst-irregularities-of-english.html</font>

    Consonant doubling difficulties explained:
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/06/consonant-doubling-difficulties.html</font><font size="3"> </font>
    <font size="3">
    Word lists of regular and irregular doublings:
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/06/double-trouble.html</font><font size="3">
    </font>Long and short vowels explained:
    </font><font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/06/long-and-short-vowels.html</font><font size="3">

    Other main spelling problems in alphabetic order:
    Irregular a-e and i-e:
    </font><font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/08/irregular-e-and-i-e.html</font>

    Air and Au
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/09/air-and-au.html</font>

    Irregulalry spelt short e:
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/07/short-e-problems.html</font>

    Surplus &ndash;e endings:
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/08/surplus-e-endings.html</font>

    Ee-sound spellings:
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/09/ee-sound-spellings.html</font>

    O-e / oa / ol / o /ow /ou ...:
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/08/o-e-oa-ol-o-ow-ou.html</font>

    Irregular long &ndash;o endings:
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/08/irregular-long-o-endings.html</font>

    OO spellings and exceptions:
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/09/oo-spellings-and-exceptions.html</font>

    Irregularly spelt short u:
    <font size="3" color="#0000ff">http://improvingenglishspelling.blogspot.com/2010/07/irregular-short-u.html</font>

    One major source of errors which cuts across the different spelling patterns are heterographs (different spellings for identically sounding words), such as 'there/their, it's/its, too/two/to'. In my book I've got a listing of 253 of them. I have not put them all as a group on any of my blogs yet, but could paste them into a post here.
    Most English homophones (words with different meanings but the same sound) have just one spelling: sound, found, ground, bound, mean, lean, post, set.....
  3. Thanks for your resposes everyone, I've certainly got a starting point now.
    Masha, I think your blog is going to be really useful so thanks for posting all your links.
    Loopy, I'd love to share any ideas (I definately need them!) so if you want to e-mail me on this e-mail adress - lindseypawinski@hotmail.co.uk - we can certainly swap resources etc.

  4. Agreed :) Thanks so much Masha, I will use and refer to this in CPD as not all of our literacy teachers are English teachers - I think they find some of it daunting, as do I!

    missenglish, I'm working on two schemes at the moment - a generic one for year 7 re-capping writing skills and common difficulties. I'm also doing one for year 8 based on The Apprentice and applying for jobs - they're going to write a personal statement and discuss their qualities as an employee in groups. I'm thinking of including some application form filling in as I have discovered that year 10 can't do it at all!
    Loopy xxx
  5. ' not all of our teachers are literacy teachers'
    aren't ALL teachers teachers of literacy? 'literacy' is the foundation of all learning.
    the problem is calling it literacy. say the word and teachers immediately think English teachers should do it all!
  6. Hello, if you're planning your literacy/spelling classes, try the free resources on www.spellathon.net. The spelling games are a fun way to get the children and young people learning and improving their spelling skills without even realising!

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