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Modelling early literacy

Kirsten Snook is a Teaching and Learning Adviser for English at Herts for Learning

We tend to think that children are intrinsically motivated to write much later than they are to read. But why? It has, however, been suggested that very young children are more motivated by a shared writing episode than a shared reading one, due to an emerging sense of self and place in the world.

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As Easy as A B FluenCy!

Penny Slater, Deputy Lead Adviser for Primary English shares some class-based exploration of reading fluency.

There is definitely a buzz in the air about fluency at the moment! And quite rightly so…

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Reading on the Rise -Raising Standards conference 27th March

We are extremely pleased to be able to provide schools with an opportunity to hear from Sarah Hubbard  – Ofsted’s National Lead for English – who will be leading a session on ‘Reading, assessment and curriculum development’. Places are limited so early booking is advised.

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HfL Primary English newsletter Spring 2017

Here we are again.   A new term.  A new year.  We hope that you have had a lovely Christmas break and that the new term has begun as smoothly as possible for you all.   With this in mind, we thought we’d share our latest-hfl-primary-english-newsletter-spring-2017as swiftly as possible, especially as it is such a short half term.

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Take One Book: Ready for action with Traction Man

Penny Slater is Deputy Lead Adviser on the Primary English team at Herts for Learning.

If you haven’t yet found your passion for children’s literature, then Traction Man is the text that will set you on the road to discovering what all the fuss is about. Put simply, Traction Man is one of those books that prove just how exciting children’s literature can be.

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A book (is) for life (not just for Christmas): Back to Marianne Dreams

Following on from our recent blog on books that trigger emotional responses, Alison Dawkins offers some reflections on one such book that has left a lingering trace.

A few weeks ago, my chum Martin  wrote about the importance of reading scary and sad books , as adults and as children, and as usual, got me thinking. Specifically, thinking again about Marianne Dreams by Catherine Storr .

He’s quite right, when he mentioned the book back in the summer, I visibly shuddered with a ‘oh, that book’s so scary’, (although I have to say there was already a set of six copies in the guided reading choices for Y6 in my old school, ready and waiting to scare them each year) and agreed to re-read. Oddly, I found that I’d misremembered the ending, and then in fact, realised I’d misremembered it before. A deliberate trick of my subconscious because I still find it quite unsettling for all its apparently happy tying up of ends? I wonder.

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The Beauty of Simplicity

Penny Slater follows up her earlier blog on the value of simple sentences in Year 6 writing.

Following on from my last blog, where I unpicked the clause structures used by Morgan in his Working at ARE writing portfolio, I felt the urge to spend a little more time lingering on the beauty of the simple (or single-clause – depending on your definition preference) sentence, and how we can secure it in our children’s writing.

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How does it feel to feel?

Martin Galway thinks some books are  scarier, sadder, and funnier than others and isn’t afraid to use them.

 

What book has had the biggest emotional impact on you?

And now that I ask that, what emotion was it?

Over the summer and across the autumn, I’ve had plenty of reason to reflect on this question.

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Book review: ‘I Yam a Donkey’ Story, pictures, and bad grammar by Cece

Jane Andrews is a Teaching and Learning Adviser for English at Herts for Learning

Don’t worry you is reading it correctly; it isn’t a typo.  It’s the title of a book that Marylyn Brocklehurst of the Norfolk Children’s Book Centre introduced me to and, I yam delighted.

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