Literacy at Foundation Stage and Key Stage 1

d. Handwriting

Handwriting is also important. The ability to write smoothly, legibly and speedily, is not only a desirable end in itself, but is also associated with improved content (Medwell and Wray, 2007). A lack of handwriting automaticity interferes with the ability to compose. Training in handwriting should not be neglected in initial teacher education. Student teachers should also be trained to identify children experiencing handwriting difficulties (these are more likely to be boys than girls), and how to support them.

Contents

Literacy
a. Introduction
b. Definitions:
Foundation Stage
and Key Stage 1
c. Definitions: Literacy
d. Context and controversial issues
Speaking and Listening –
Key issues
a. The importance of Speaking and Listening
b. Home language
c. Standard English
d. English as an Additional Language (EAL)
e. Drama and role play
References
Reading - Key issues
a. Defining reading
b. Phonics
c. Word identification
d. Texts and making them accessible
e. Reading for pleasure
f. Non-fiction text
g. Reading schemes
h. Non-print media
References
Writing – Key issues
a. Defining writing
b. Writing for different purposes and audiences, using different text types
c. Learning to spell
d. Handwriting
e. Balance in teaching writing
f. Creating a writing environment
g. ICT and writing
h. Gender and writing
References

Further ideas and suggested activities

Speaking and Listening
a. Exploring student teachers’ linguistic diversity
b. English as an Additional Language
c. Storytelling, drama and role play
Reading
a. Engaging children with text
b. Going more deeply into text
c. Guided reading
d. Phonics – developing a sense of progression in children’s phonic learning
e. Phonics – planning to use resources for phonics
Writing
a. Developmental writing and creating a writing environment
b. Writing workshops
c. Non-fiction writing
d. Phonics and spelling
Assignments for students