introduction to english
DESCRIPTION
Introduction to English. PGCE Full Time 2011-12 Tuesday September 27 th. 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 - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/1.jpg)
Introduction to English
PGCE Full Time2011-12Tuesday September 27th
![Page 2: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/2.jpg)
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
![Page 3: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/3.jpg)
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.
![Page 4: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/4.jpg)
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.
![Page 5: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/5.jpg)
Semester 1
![Page 6: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/6.jpg)
Semester 2
![Page 7: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/7.jpg)
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
![Page 8: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/8.jpg)
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.
![Page 9: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/9.jpg)
The National Curriculum for English
Speaking and
Listening
WritingReading
![Page 10: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/10.jpg)
Subdivisions of understanding in reading and writing
Word level
Sentence levelText level
![Page 11: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/11.jpg)
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
![Page 12: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/12.jpg)
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
![Page 13: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/13.jpg)
Challenges
![Page 14: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/14.jpg)
What was missing?2003
![Page 15: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/15.jpg)
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
![Page 16: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/16.jpg)
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
![Page 17: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/17.jpg)
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
![Page 18: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/18.jpg)
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
![Page 19: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/19.jpg)
Defining our subject• What do we mean by
literacy?• Is there a difference
between the teaching of English and the teaching of literacy?
![Page 20: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/20.jpg)
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?
![Page 21: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/21.jpg)
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
![Page 22: Introduction to English](https://reader034.vdocuments.us/reader034/viewer/2022050809/56816057550346895dcf8060/html5/thumbnails/22.jpg)
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