Literacy Policy

Core Resources
Early/First Level- Longman Book Project/ ( Non- Fiction)
First- Third Level- Ginn 360/Group Novels/Tree Tops(Non- Fiction)
Support Resources
Link up/ Wellington Square/ Sparklers Levels 1-4
Enhanced Provision
Extension Resources
Magic Circle Books/ Story Chest books/ Poetry Parade

Time allocation
This should be age and stage appropriate, where pupils are given the opportunity to read and discuss a variety of materials not only core materials, throughout the week. Activities where appropriate should be pupil led i.e. literature circles/ book detectives.

Good Practice
· P1 pupils will follow an accelerated phonics programme (Jolly Phonics handbook), to give word building and decoding skills. A basic “Look- Say” vocabulary will also be taught which will include environmental print, including tricky words.
· Active Learning and Active Literacy should be evident within P1 and the early years.
· Pupils will be made aware of the conventions of print.
· In P1 word recognition should be consolidated by using games, which also made be used as homework with the magnetic board.
· The revised Longmans Handbook should be used for procedures for the initial teaching approach to reading.
· Reading should be prepared in school before sending it home with the child.
· The teacher should read the new text aloud drawing attention to the new vocabulary, conventions of speech and content of the passage. These should be discussed during the preparations of reading.
· P1- Jolly Phonics, Tricky Words, Active Learning, Active Literacy, Magnetic boards to support homework.
· P4-7- Book Detectives/ Literature Circles using a range of Novels, Plays, Poetry- See resource list.
· Pupils should be encouraged to read with fluency and expression following the example set by the teacher
· A Variety of texts should be used giving the opportunity to experience a wide range of Fiction and Non- Fiction (See attached resource list).
· read with fluency and expression following the example set by the teacher

· We also have a variety of focus activities related to reading throughout the school.
P1- Book Bags
P2- Paired Reading
P3- Weekly visit to Stenhousemuir Library
P6- Paired Reading
P7- Literature Circles

Whole School
Bairns into Books , Book Fair, World book Day, Drop, Stop and Read.

Throughout session 09-10 we hope to develop these activities to ensure that all stages participate.

P1- Homework should be consolidation of previous learning and the use of the magnetic boards.
P2-7- Homework should encourage reading for enjoyment and extend comprehension skills using a variety of texts.
· At P1 each teacher will communicate to parents about reading homework and parents can respond using the markers.
· P2-5 -Pupils will use a reading diary to record their homework tasks.
· P6-7- Pupils will use a Homework Diary.
A balance of Formative and Summative Assessment strategies should be used throughout, in order to determine next steps.
Within the assessment folder for each class, teachers should keep up to date records of progress with regards to reading.

In session 09/10, there will be new developments within reading:
· Looking at an appropriate new resource for reading
· Continuing to develop new approaches to the teaching of reading.
· Addressing the increased gender gap.
Within the Early Years, the philosophy behind the teaching of writing is Colourful Semantics. At P1 and P2 this approach should be developed until the core writing skills are achieved. From P2 onwards pupils should be given the opportunity to then develop these core writing skills across all curricular areas through a variety of real purposes. There should be a close link between Reading and Writing and some activities may cover both areas.
Core Resources
P1- Jolly Phonics and Tricky Words
P2-Jolly Phonics and S.W.S.T material
P3-P7- S.W.S.T material supplemented by High Frequency Words and Nelsons Spelling

Resources for Assessment
Vernon Spelling Test

Good Practice
· A multi-sensory approach should be used. Pupils may use a variety of strategies- phonological, visual and kinaesthetic. Mnemonics may be used to help with tricky words.
· Ideally the class should be split into no more than three spelling groups, however this might not be possible in all cases as we must meet the needs of all the class.
· Word List should be displayed each week for the four days the words are being taught.
· Each week the spelling rule being taught should be highlighted in each word on the list.
· When teaching spelling to each group, pupils should be actively employed listening to, saying and writing the words being discussed.
· The “Look, Cover, Write and Spell” method should be developed.
· Within spelling there should be games and activities related to age and stage.

· Weekly test should be carried out to test short term memory.
· Short dictations should be carried out weekly testing a selection of words.
· A selection of words taught throughout the block should be tested at the end of each block to assess long term memory.
· At the start of the session the Vernon Test should be carried out.
· Records of all testing should be evidenced within the assessment folder.

Talking and Listening
The Hearsay Document should be used to plan and assess these skills as well as many valuable cross-curricular opportunities.