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A literacy rich environment promotes, supports and enriches listening, talking, reading and writing. It models high standards and sets high expectations for literacy.

If learners are to become successful and confident writers then writing has to be viewed as an essential part of the learning environment and across curriculum areas

Learners should have regular opportunities to write to develop and demonstrate knowledge and understanding and to make sense of their learning.

They should experience an environment which is rich in language and which sets high expectations for literacy and the use of language.

It is important writing tasks are engaging and relevant with an explicit focus on the skills and knowledge being developed.

Learners will make choices about the content and form of their work, taking account of the purpose of the writing and the intended audience.

Areas of concern Strategies, resources and links within the Addressing Dyslexia Toolkit and to external sites
Understanding what is ‘text?’ http://www.educationscotland.gov.uk/learningandteaching/learningacrossthecurriculum/responsibilityofall/literacy/principlesandpractice/index.asp
Support for all areas of early literacy in school and at home Home support - http://www.educationscotland.gov.uk/parentzone/learningathome/index.asp
Resources and approaches. http://highlandliteracy.com/writing-2/
CBeebies - http://www.bbc.co.uk/cbeebies/grownups/its-not-just-scribbling-its-mark-making
Does the learner have opportunities to use talking and listening in different environments? E.g. classroom, shop, restaurant etc. Children significantly increase their language comprehension and expression when listening to stories read aloud, either at home or at school. http://www.educationscotland.gov.uk/Images/POLAARLiteratureSummary_tcm4-832112.pdf
Does the learner have opportunities to take part in conversational role play? National Practice Guidance on Early Learning and Childcare. – ‘Building the Ambition’ http://www.educationscotland.gov.uk/learningandteaching/earlylearningandchildcare/buildingtheambition/index.asp
Does the leaner have regular opportunities to play using vocabulary e.g. cvc (consonant, vowel, and consonant) and rhyming games? CBeebies http://www.bbc.co.uk/cbeebies/grownups/learning-area/reading-and-writing#filter
Woodland Junior literacy zone http://resources.woodlands-junior.kent.sch.uk/literacy/
BBC Bitesize - http://www.bbc.co.uk/bitesize/firstlevel/literacy_and_english/
Are the learners sung to and do they sing back? Rhyme time clubs - http://www.bookstart.org.uk/events/bookstart-rhymetimes/
CBeebies Watch and Sing - http://www.bbc.co.uk/cbeebies/watch
Book bug - http://www.scottishbooktrust.com/bookbug
Singing using song websites e.g.
U tube film clips e.g. Jolly Jingles - https://www.youtube.com/watch?v=Djz82FBYiug
Is the learner regularly read to and is there a range of text types used? e.g- fiction, non-fiction, typed and handwritten. Building the Ambition Support Materials
Is the learning environment appropriately and consistently labelled with text and pictures?
Is the leaner exposed to a wide variety of environmental print?
POLAAR Early literacy environment assessment
Communication supporting Classroom Observation Tool - http://www.thecommunicationtrust.org.uk/resources/resources/resources-for-practitioners/communication-supporting-classroom-observation-tool.aspx
Do the expectations of the learning activity/interactions match the learner’s development stage? Appropriate differentiation insert CLPL routemap link when completed
“Write to the Top” resource
Understanding their ability – e.g. do not “push” through a scheme of learning. Make sure the sounds are understood before blending
Appropriate transition planning and continued use of information
Matching reading levels and reading comprehension levels
Daily 5 - https://www.thedailycafe.com/daily-5/work-on-writing
Café work shop - https://uk.pinterest.com/explore/daily-5-writing/
Development of reciprocal skills http://www.educationscotland.gov.uk/Images/ReciprocalReadingGuide_tcm4-812956.pdf
Does the learner have a love of books? Meet the author , BBC radio pod casts - sound games
Story telling in class, at home, libraries, online e.g. CBeebies Storytime app
Mr Tumble http://www.bbc.co.uk/cbeebies/shows/something-special
literacy shed - https://www.literacyshed.com/
Hearing other people talk about books
Making books - personal books – e.g. Book Creator App
Are there are opportunities for writing across the curriculum? Story sacks - http://www.literacytrust.org.uk/resources/practical_resources_info/1751_story_sack_guide
Are there opportunities for extended quality writing for different purposes? http://www.educationscotland.gov.uk/learningandteaching/assessment/ssln/resources/literacywritingnew/index.asp
Is the curriculum accessible? - Ensuring that learners have opportunities to write and demonstrate their learning. Using ICT to support learners with literacy difficulties and dyslexia
Flexibility in approaches and methods to allow learners to demonstrate their learning. Visit CALL Scotland’s website for a wide range of support strategies. http://www.callscotland.org.uk/home/
Books for ALL http://www.callscotland.org.uk/information/books-for-all/ Books for All is a comprehensive programme of support to pupils with print disabilities, their teachers and support staff. Knowing how to find, use and make accessible books and information is not only an effective and efficient way of supporting pupils, but it helps authorities to fulfil their duties under the Equality Act 2010 to provide information in an accessible format.
Accessibility Strategy Guidelines - http://www.gov.scot/Publications/2014/10/8011
Appropriate resources available to support learners e.g. word mats, VCOP pyramid
Teacher websites e.g. GLOW, TESS, Pintrest, primary teachers Facebook
http://www.educationscotland.gov.uk/learningandteaching/learningacrossthecurriculum/responsibilityofall/literacy/principlesandpractice/index.asp Examples of different formats for learners to develop their writing skills. Novels, short stories, plays, poems, reference texts, the spoken word ,charts, maps, graphs and timetables , advertisements, promotional leaflets comics, newspapers and magazines ,CVs, letters and emails ,films, games and TV programmes labels, signs and posters ,recipes, manuals and instructions ,reports and reviews ,text messages, blogs and social networking sites ,web pages, catalogues and directories
Questions to consider for curriculum accessibility 
Does the learner know where the resources are? 
Can they reach the resources?  
Are they encouraged to access the resources?  
Are the resources labelled? 
Is the resource motivating?  
Is the resource easy to use – have they been taught/shown how to use and access the resource?  
Do all staff having an awareness of learners literacy needs and does planning for teaching and learning effectively take account of this? Tracking and monitoring mechanisms. The use if SEEMIS data and local authorities own tracking policy/framework
Planning for effective teaching and learning facilitates a variety of learning opportunities and takes account of:
  • Different levels of written material;
  • Organisation of opportunities for children and young people to respond or complete tasks in different ways;
  • Providing individual or small group support from adults or other children and young people;
  • Appropriate literacy targets
Class planning - Personal learning planning (PLP) is for all children and young people, regardless of whether or not they have any additional support needs. Different schools will have their own approaches and formats.
Individualised Educational Plan (IEP) - For those children who require significantly different curriculum to support their learning http://www.educationscotland.gov.uk/resources/c/genericresource_tcm4809983.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4-615801-64&class=l1+d86716
Are there opportunities for learners to engage in emergent writing in the early years? Create writing spaces/stations which are accessible to children and encourage their use and children’s engagement with them. https://uk.pinterest.com/mcafeestph/literacy-stations/




Foundations to writing – (This is an out of print resource but can be very useful and copies may be in schools)
Mark making http://www.bbc.co.uk/cbeebies/grownups/its-not-just-scribbling-its-mark-making
Are their opportunities for spontaneous stimulating writing? (flexibility within planning) Create opportunities for children to write in different play situations, e.g. labelling signs writing cards, letters, maps
Do learners have regular planned opportunities to write, demonstrate and share their learning? Monitoring planning – highlight where writing opportunities are planned
Learners self- monitoring use of writing station
Is there a balance between hand written text and computer produced text? Promote and model quality handwriting in school/classroom displays – balance of computer produced text
Promote and model quality use of computer produced text within teaching and learning – balance
Is the learning environment over stimulating e.g. with information, colour and text? Less visual stimulation is more conducive to learning. Avoid bright colours for background of wall displays and yellow/red writing.
Is the learning environment lacking in examples of language/literacy Include visual communication within the learning environment
Local council libraries
Literacy Games:
  • Board games, cards
  • Web based games
  • Apps
  • Gaming software
Is there a recognition of all learners work e.g. wall displays, sharing work with the class? Equality of learners’ opportunity to share their work with others and feel valued. Make sure that class/school displays represent children of all abilities and a range of formats.
Do learners have access to a range of strategies to support their writing? Story boards/Word banks/Writing frames/Mindmapping/Dictionaries/online
Planning for writing http://www.addressingdyslexia.org/pages/index.php?category=37
Are learners aware of the purpose and relevance of the writing? Learning intentions and success criteria are shared orally and visually and understood by all and linked to previous learning
Are the learning and teaching resources motivating and engaging? Education Scotland http://www.educationscotland.gov.uk/learningandteaching/assessment/ssln/resources/literacywritingnew/literacywritingsupport/introduction.asp
Professional discussions with colleagues
Glow Blogs - Glow - Cookbooks
Modelling the different stages of writing Shared writing, where a group or a class creates a text together, can help learners understand that writers are constantly assessing and re-evaluating the choices they make and their likely impact on the reader. As part of modelling, learners will engage with exemplar texts, discussing features such as language and structure, before using the exemplars as models for their own work. Practitioners, and perhaps parents, can write alongside learners and offer their own work for discussion. http://www.journeytoexcellence.org.uk/videos/stninianscreativity.asp
Are learners aware of the literacy skills they are developing? Local authority guidance and documents for developing literacy skills
Skills posters http://www.twinkl.co.uk/resources/ks2-writing-writing-aids-display-posters
Is there learner involvement/input in the planning and assessing of writing? This may include their ASN planning and IEps Building the Curriculum 5 A Framework for assessment http://www.educationscotland.gov.uk/Images/BtC5Framework_tcm4-653230.pdf
Peer and Self Assessment http://www.educationscotland.gov.uk/learningandteaching/assessment/ssln/resources/literacydiscussionnew/literacydiscussionsupport/selfandpeerassessment.asp http://www.journeytoexcellence.org.uk/videos/expertspeakers/selfandpeerassessmentdylanwiliam.asp
Co operative learning http://www.educationscotland.gov.uk/learningandteaching/approaches/collaboration/supportmaterials/index.asp http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rscollaborativelearning.asp
Responsive planning http://www.educationscotland.gov.uk/earlyyearsmatters/a/genericcontent_tcm4628171.asp
Education Scotland IEP briefing paper http://www.educationscotland.gov.uk/resources/c/genericresource_tcm4809983.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4-615801-64&class=l1+d86716
Is there a discrepancy between the age and stage of the learners written work? Look at writing continuums
Consider the appropriate use of differentiation
Examples of moderated writing - local authorities will have guidance on this
Use of VCOP strategies e.g. http://www.primaryresources.co.uk/english/englishB15.htm http://www.mosspits.com/develop-writing-using-vcop/
Education Scotland SSLN http://www.educationscotland.gov.uk/learningandteaching/assessment/ssln/resources/literacyprofessionallearningresource/index.asp
SSLN Writing Resource http://www.educationscotland.gov.uk/learningandteaching/assessment/ssln/resources/literacywritingnew/index.asp
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