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

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Each set of session plans focuses on objectives from the National Curriculum for reading for the relevant year group or phase. The plans are independent of one another and there is no particular pathway or progression through them as this will be determined based on the developing needs of the children. Here are some further suggestions that teachers in a school setting may wish to consider for their enrichment phonics provision: For a range of Alphabet Posters, free guidance (patter) for print and fully joined handwriting and free video guidance for teaching fully joined handwriting, go to Based on the same phonics routines as described on the posters above, this document provides more detailed guidance and raises awareness of some common misunderstandings about the phonics routines.

The Potential of Alphabetic Code Charts and the Two-Pronged Approach to Synthetic Phonics Teaching: Systematic and Incidental” The Simple View of Reading and the Simple View of Writing Diagrams Debbie Hepplewhite’s Model of the three phonics core skills and their sub-skills Dictation – say some of the words in simple spoken sentences, hold them in memory and write them in sentences on writing lines – include punctuation. It consists of samples of writing from Year 1 to Year 6, all of which have been assessed and annotated to show what the assessment criteria look like in children's writing. Alongside the annotated examples of writing are unannotated versions which makes this a very flexible resource. A flexible and easy to use resource that is designed to meet the needs of the 2014 National Curriculum and covers Years 2 to 6.These flash/matching cards are useful to support the teaching of different letter styles. Suggestions for several activities can be found on the final sheet. The teaching sequences follow a three-part plan: Learning about the text, practising writing and independent writing. Each sequence is based on quality children's literature and has reading activities and grammar taught in context included. There are over 200 sequences, all of which are available in Word format, so that teachers can make their own adaptations to suit their class. These sequences are a core element in raising standards in writing. See further information about teaching sequences here and the texts we have written the sequences around. 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. Debbie is known to be a controversial and inspirational speaker and has spoken alongside Sir Jim Rose at literacy conferences and at several researchED conferences.

Select the point in the lists you are teaching and children are learning. As the lists are in a pdf format, they can be projected onto a screen in a class context, or shown on small screens in a home context or when schools have multiple computers or ipads, to provide additional word-blending practice for reading purposes.These activities often contain some element of writing to record process, outcome or learning. Practising Writing Years 2-6 take part in No nonsense spelling, which is a spelling programme designed to teach children a variety of different strategies to learn their spellings. For 20 minutes a day, children will be taught spelling knowledge and conventions, patterns and rules, which they will then apply to their writing. They will focus on learning their year group’s statutory words, common exception words and personal spellings in a fun and engaging way. The texts can be used and adapted for different year groups, so they are exposed to a wider range of texts 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.

Note the ‘homophones’ – words pronounced in the same way but differing in meaning or spelling or both (e.g. a tap, to tap; hair, hare). The children in KS1 and KS2 follow the ‘Letter-join’ scheme. Teachers use this scheme to help children learn a cursive, joined handwriting style. Children learn when to join and when not to join letters as well as the formation of all letters in a cursive style. Letter-join is an interactive approach to handwriting, incorporating the opportunities to practise on the interactive whiteboards, on iPads and in their books. Pupils are taught the different handwriting letter families to support them with their formation.National Curriculum objectives that are a focus in the sessions and how these are contextualised in the plans

national curriculum age-related structures (text and grammatical) that can be replicated to inspire pupils' original compositions. Earlier texts tend to be more suitable for the beginning of the year while those towards the end of the lists are increasingly complex in either language or concepts, and therefore could be more appropriate towards the end of the year. Texts noted as good for a particular year are especially useful for teaching specific grammar objectives for that year group. Please note, however, that all the sequences have been written to suit two years of the English curriculum (KS1, Year 3/4 or Year 5/6) and are not intended to be taught in a set sequence. In 2012, Debbie was awarded an MBE in the Queen’s New Years Honours List for services to education.Very many thanks to all the Devon schools involved in our vocabulary projects - we couldn't have created these materials without you! As part of the writing sequence, children learn how to plan their ideas, draft their writing, review their own work and the work of their peers and make consequential edits and redrafts. On some occasions, our pupils are then able to publish their pieces of work and will be given further opportunities to apply the specific writing skills learned in the different writing genres. There are statements for ‘expected’ and ‘greater depth’. They are expressed with the impact first and the device second, for example: During this stage, children need to try out the elements of writing they are less sure of so that they can use this experience when writing independently. This means they need opportunities to play around with the language and structures they’ve been learning about and will be supported by their teacher(s).