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Teachers - Primary - English and Literacy
Sharing Good Practice
The aim of this section will be to share additional projects and work going on in Hackney schools.
1.) Differentation - different forms of differentiation which can be used and ways of recording this on your planning, in note form.
Differentiation explained | Recording differentiation | "Egg Sucking" |
2.) Resource Room
| Schools will set up resource rooms in different ways depending on: space, the size of the room, equipment (shelving etc) and the resources they have available.
The Lead English Co-ordinators have shared their views on the features of effective resource rooms and have identified useful resources to support schools.
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Key features of effective literacy resource rooms.
- Clear labels on books, shelves and in the room which indicate: where books are stored, how they are organised and levelledhow teachers borrow and return books
- Simple and methodical systems for borrowing and returning books (see examples below)
- Catalogue of resources available in the resource room indicating which books are available in each term and each text type (click here to view an example) and a list of guided reading texts.
- Big books need to be easy to browse. The text type and Key Stage should be clearly indicated on the bag and/or the book.
- Guided reading books are clearly levelled and labelled and the levelling system is displayed and shared with staff.
- Books for independent reading are available, and preferably levelled.
Click on the name of the school to read a description of how the literacy resources are organised and to see a photo.
Baden Powell | Grasmere | Millfields |
3.) Displays - the lead english co-ordinators have spent time discussing the key features of successful displays and collecting examples from their schools.
What is the purpose of displays?
- create a positive, attractive and stimulating working environment
- celebrate children’s work and achievements
- teach children new information
- to remind them of key points/ strategies (alphabet cards, key words, key features of different text types, editing codes etc)
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What makes a successful display?
- clear labelling - names of children and information about the display - what is the focus of the activity?
- mainly displaying children’s work rather than poster and other resources
- represents the class - uses different languages, reflects work that is relevant and interesting to the children, all children’s work is displayed at different times (not just the more able)
- clearly linked to learning intentions and class/group targets
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Useful tips
- Encourage children to read displays - a reading activity could be to ‘read around the room’ with a partner using a ruler or pointer, set children a challenge, e.g. find a piece of information in a display
- Pre-prepare a laminated set of name cards. You can then use theses to label children’s work. The names left in the box are a reminder of whose work isn’t on display
- Pre-prepare strips of card for questions and labels
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4.) Assessment for learning - .ppt to come
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