« back Wellbeing - In all Environments

Wellbeing in all environments e.g Home, nursery, school - “Writer for life” Learners are supported with their language development from birth and experience rich language and literacy environments which include:
Everyone in a learning community shares the responsibility for creating a positive ethos and a climate of respect and trust This includes:

Young children will have opportunities for emergent writing - children interacting with paper to by communicating meaning through mark making/writing

Learners are supported to develop their confidence in planning and executing writing tasks.

Areas of concern Strategies, resources and links within the Addressing Dyslexia Toolkit and to external sites
Are there any other areas to consider which may impact or contribute to the difficulties in writing experiences by the pupil – some examples are listed below.  
Do you know the learners history Appropriate transition planning and continued use of information
Do learners display a positive mindset? Developing a growth mindset - Carol Dweck http://mindsetonline.com/whatisit/about/index.html
http://www.pedagoo.org/pedagoo-primary-learning-superheroes/#.VU-fd3QTZpE.wordpress
Are mistakes seen and talked about as opportunities to learn? The Learning Pit- https://uk.pinterest.com/pin/415668240586421440/
Do learners feel that their work is valued? James Nottingham (encouragement leads to learning) https://www.youtube.com/watch?v=AzDrYNBF-ho
Is feedback specific and positive? Assessment is for Learning .AifL – see own local authority information and also Education Scotland http://www.educationscotland.gov.uk/learningandteaching/assessment/
AifL and Tapestry materials http://www.tapestrypartnership.com/assessment/
Is there recognition of the potential challenges to learner confidence and self-esteem writing poses as an activity which can happen in front of others? Writing confidence is supported through gradual increase in independence: modelled-shared-guided-independent
Do the learners experience difficulties in the following areas below?
• Fine motor skills /physical impairment Motor skills- movement screenings and programmes
Sensory writing opportunities.
• Meta cognition Support approaches to help the learner develop an understanding of how best they learn as an individual. It means processes designed for students to 'think' about their 'thinking'
Provide frameworks for learners which support the planning, monitoring and evaluation of the task https://teal.ed.gov/tealguide/metacognitive
Model pre-writing strategies for organising thoughts, such as brainstorming ideas using a word web, or using a graphic organiser to put ideas into paragraphs, with the main idea at the top and the supporting details below it
Blooms Taxonomy http://www.educationscotland.gov.uk/resources/b/genericresource_tcm4659433.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4-615801-64&class=l1+d86716
Short video on Blooms Taxonomy http://www.educationscotland.gov.uk/video/s/video_tcm4688733.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4-615801-64&class=l1+d86716
• Vison/hearing Ensure that the teaching resources are accessible
Consider how well the pupil can track writing and text with their eyes.
Link with parents/carers to establish level of needs and discuss appropriate support and planning.
IT to support writing and visual impairments http://www.callscotland.org.uk/home/
Consider the learners Seating position on the class
Accessibility Strategy Guidelines - http://www.gov.scot/Publications/2014/10/8011
• Cognition/delayed language development Liaise with parents/carers to establish level of needs and discuss appropriate support and planning.
Liaise with appropriate partners e.g. NHS
Partnership working between home and school e.g. SaLT strategies
• Range of social experiences
Does the learner have different opportunities to talk about – frames of reference
Weekly diary
Circle time
Include events taking place with school to promote writing.
Engage with parents/carers to support writing about activities out with school.
Is there recognition of the range of language and social experience children bring to nursery and school and the need for particular support for those with more limited experiences? Developmental Milestones http://www.nhs.uk/Tools/Pages/birthtofive.aspx#close
Early years http://www.educationscotland.gov.uk/learningandteaching/earlylearningandchildcare/about/index.asp
Early years. http://www.gov.scot/Publications/2014/08/6262/8
http://www.ican.org.uk/en/What-we-do/I%20CAN%20Help.aspx
SaLT Milestones 0- 3yrs http://www.maternal-and-early-years.org.uk/speech-and-language-development-what-to-expect-1-3-years-2
Are there opportunities for support at home that can be put in place? Bookbug http://www.scottishbooktrust.com/bookbug
PlayTalkRead http://playtalkread.scot
Public Libraries
Adult Literacy support
Does the learner have different opportunities to talk about a range of experiences– frames of reference? Parent Zone http://www.educationscotland.gov.uk/parentzone/
Talk for writing - Pie Corbet http://www.talk4writing.co.uk/ and http://www.talk4writing.co.uk/portfolio-items/litte-red-hen/
Parent and Carer section on Addressing Dyslexia Toolkit http://www.addressingdyslexia.org/pages/index.php?category=53
Clare Warden Talking and Thinking Books/ Talking and Thinking trees https://www.youtube.com/watch?v=mvFiA5kvnas
Emergent writing - children interacting with paper to by communicating meaning through mark making/writing Appropriate modelling - adults showing how they use writing – real life example of writing e.g. shopping lists, drawings, postcards
Clare Warden Talking and Thinking Books/ Talking and Thinking trees https://www.youtube.com/watch?v=mvFiA5kvnas
Create writing spaces/stations which are accessible to children – encourage their use and children’s engagement Picture1 Picture2 Picture3
Partnership working with parents/carers.
Development of annoted examples of early writing (planned work!)
Does the learner mark make/draw/picture? CBeebies http://www.bbc.co.uk/cbeebies/grownups/learning-area/reading-and-writing#filter
Does the learner have access to a range of strategies if they get stuck on a writing task? The Learning Pit- https://uk.pinterest.com/pin/415668240586421440/
Writing experiences and associated feelings Mood boards
Planning opportunities for discussions
Symbols to prompt discussion and feelings
Opportunities for support at home
Experiences of being read to, oral storytelling, reading- associated feelings
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
Home support: http://www.educationscotland.gov.uk/parentzone/learningathome/index.asp
Experiences of singing nursery rhymes, being read to, oral storytelling, reading
Access to books at home - school and local council libraries. Local libraries have a range of services are available which include online books
Literacy Games: Board games, cards / Web based games/ Apps /Gaming software
Understanding the level of parental engagement with literacy -Access to adult literacy services if required and willing.
Resources for parents
http://www.thecommunicationtrust.org.uk/resources/resources/resources-for-parents/ http://www.educationscotland.gov.uk/parentzone/
Play, Talk, Read - http://www.educationscotland.gov.uk/earlyyearsmatters/p/genericcontent_tcm4720585.asp
The Scottish Book Trust - Book Bug http://www.scottishbooktrust.com/bookbug?gclid=CL7a9eJncgCFQsGwwodwvoFpQ
Understanding Dyslexia and Literacy Difficulties http://www.addressingdyslexia.org/pages/index.php?category=51
Bilingual/EAL – Is English the family’s first language? Is English spoken at home? Support for families – Community learning,
Local authority EAL service
Adult literacy projects
Play, Talk, Read - http://www.educationscotland.gov.uk/earlyyearsmatters/p/genericcontent_tcm4720585.asp
The Scottish Book Trust - Book Bug http://www.scottishbooktrust.com/bookbug?gclid=CL7a9eJncgCFQsGwwodwvoFpQ
Does the pupil have good listening skills and can they focus on what is being said? Discussion groups/ Debating/ Games
Consideration of hearing issues
Consideration of Speech and language strategies
Does the learner instigate conversations Planning opportunities for conversations and discussions/ Debating
Is there a discrepancy between the learners written and their verbal communication skills – age and stage appropriate? 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/
Using ICT to support learners with literacy difficulties and dyslexia http://www.addressingdyslexia.org/pages/index.php?category=37
Co operative learning http://www.educationscotland.gov.uk/learningandteaching/approaches/collaboration/supportmaterials/index.asp
Collaborative learning http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rscollaborativelearning.asp
Assessment techniques http://www.educationscotland.gov.uk/Images/Assessment%20for%20Learning%20version%202vp_tcm4-385008.pdf
Talk for writing - http://www.talk4writing.co.uk/
Do they have appropriate role models It is effective practice to model the different stages of the writing process; exploring and revisiting the choices made when thinking, planning, writing, reviewing, editing and publishing. Modelling involves making the thought processes of a writer visible and explicit. Activities like 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.educationscotland.gov.uk/learningandteaching/assessment/ssln/resources/literacywritingnew/literacywritingsupport/learningandteaching.asp
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