No Nonsense Literacy Strategies for Test Taking, The Classroom, and Beyond: Teacher Manual

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No Nonsense Literacy Strategies for Test Taking, The Classroom, and Beyond: Teacher Manual

No Nonsense Literacy Strategies for Test Taking, The Classroom, and Beyond: Teacher Manual

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These tiles are useful in the home or in pre-school, nursery and kindergarten settings. Use for early letter recognition, letter matching and phonics activities of reading and spelling simple words. They can be used alongside Debbie’s two Phonics and Talk Time books.

We started with the concept that we wanted to fix two sequences per term, one fiction and one non-fiction. These 6 sequences will be a sort of spine to ensure minimum coverage and progression while still allowing teachers the opportunity to choose sequences to target the particular needs and interests of their class. Children are immersed in high quality fiction and non-fiction texts which form the basis of their writing In EYFS, children begin their writing journey and learn the foundations of written English. Through adult-led Talk For Writing sessions, children learn letter formations and the fundamental skills of writing. Within continuous provision areas, there are a varied range of engaging mark-making and writing opportunities provided for the children. Our children are encouraged to regularly engage with writing and all staff work incredibly hard to inspire a desire to write in all children.Many schools across Kent now use the No Nonsense Spelling programme from Years 2 to 6, and teachers report that they love the flexibility it offers. Children’s spelling is improving across the county, and Kent managed to equal National performance in the SPAG test in 2016 for the first time. The Local Authority identify improvements in spelling as being central to this rise in performance.” – Penny Bill, IA Literacy – School Improvement, Kent County Council

Very many thanks to all the Devon schools involved in our vocabulary projects - we couldn't have created these materials without you! These tiles include the letter/sound correspondences featured in the Phonics International programme (Units 1 – 6 of 12 Units) and the No Nonsense Phonics programme (NNPS Pupil Books 1 – 8). The medium-term plan lists the objectives from England’s national curriculum that are covered in the sequence. Age-related learning outcomes are detailed criteria about what the children will have used in their writing to help teachers make judgements about the writing. A former teacher, headteacher and special needs teacher, she is known to be a controversial and inspirational speaker and has spoken alongside Sir Jim Rose at literacy conferences. Debbie has written many challenging articles for educational magazines and for many years she has provided practical advice for parents, teaching professionals, teacher-trainers, politicians, publishers and manufacturers.

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Debbie promotes the use of Alphabetic Code Charts as high-profile visual aids as ‘giant’ main display charts and as ‘mini’ tabletop charts to support ‘two-pronged systematic and incidental phonics teaching and learning’ for mainstream and intervention as described here:

Here are some further suggestions that teachers in a school setting may wish to consider for their enrichment phonics provision: The writing tasks cover the grammar and punctuation aspects of the new statutory assessments; raising attainment for all children. In 2012, Debbie was awarded an MBE in the Queen’s New Years Honours List for services to education.The sessions are written primarily for small group guided reading. However, most are easily adaptable to whole class reading contexts. Additionally, all the plans can be adjusted to meet the needs of children. Each year group will focus on a weekly KIRF (Key Instant Recall Fact), which focuses on the curriculum objectives in SPaG to ensure that all skills are spiralised throughout the year and deepened with each re-visit. There has been a higher focus on teaching SPaG objectives and teaching the application of these skills during the writing process. Teachers will promote the application of our SPaG objectives in all curriculum lessons. Comprehensive: provides sufficient guidance to implement an effective spelling teaching programme from Year 2 to Year 6 This resource is a collection of reading plans based on high quality texts for teaching reading from Y1 to Y6. Although the texts are not included, many are well-known books that will be in school libraries and some are freely available online. Re-think Reading! is organised in phases of Y1, Y2, Y3/4 and Y5/6 with at least 12 sets of plans per phase. The purpose of this stage is to capture the children’s interest and help them get to know the text really well. This is through both ‘reading as a reader’– exploring and sharing personal responses to what they read – and through ‘reading as a writer’– recognising and investigating the features the writer uses to engage and manipulate the reader.

Our children in EYFS focus on learning the correct formation of lower-case and upper-case letters. This is absolutely crucial for children to then be able to progress onto a joined, legible and fluid handwriting style. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

No Nonsense Spelling: A Primary KS1/KS2 Teacher Resource Kit

This impact will be seen through work recorded in children’s books and work on display around school. Writing impact will also be measured in relation to end of key stage standards across school. There are statements for ‘expected’ and ‘greater depth’. They are expressed with the impact first and the device second, for example: These activities often contain some element of writing to record process, outcome or learning. Practising Writing In Years 2-6, children follow the No Nonsense Literacy Programme, which is a series of stimulating, hands-on learning activities based on high-quality texts that model effective and exciting writing to develop reading, writing, listening and grammar skills.

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