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Literacy at Foundation Stage and Key Stage 1

Elizabeth Grugeon

Visiting Lecturer
The University of Bedfordshire
Liz Grugeon retired from De Montfort University in 2005 after 17 years as Senior Lecturer in Primary English in Education. She is now working part-time as a Visiting Lecturer at the University of Bedfordshire (formerly De Montfort University) where she continues to teach an MA Children's Literature and Culture. She has written several books and articles on speaking and listening, storytelling and children's oral culture.

Lorraine Hubbard

Lorraine Hubbard has been a senior lecturer in Primary English in Education for 18 years at the University of Bedfordshire, (formerly De Montfort University and Bedford College of Higher Education). She is interested in all aspects of children's language development. For the last three years of her career she has been involved in modern language in the primary School, especially in French and Italian.

Indroduction

Introducing student teachers to literacy in these two key stages will involve covering a wide range of topics and related documentation. In the time available, you may feel that you have to skate over the surface. We have suggested some  topics or issues that seem useful starting points. We also offer ideas and activities based on these issues:

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Contents

  1. Literacy
    a. Introduction
    b. Definitions:
    Foundation Stage
    and Key Stage 1
    c. Definitions: Literacy
    d. Context and controversial issues
  2. 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
  3. 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
  4. 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
    5. Further ideas and suggested activities
  5. Speaking and Listening
    a. Exploring student teachers’ linguistic diversity
    b. English as an Additional Language
    c. Storytelling, drama and role play
  6. 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
  7. Writing
    a. Developmental writing and creating a writing environment
    b. Writing workshops
    c. Non-fiction writing
    d. Phonics and spelling
  8. Assignments for students
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