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From @EScribbans

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From @EScribbans on twitter

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Picture Processor by Vocabulary Ninja is a terrifyingly simple, yet tremendously terrific resource! Each Picture Processor pack has 10 unique images and the associated SPaG / GaPS strands you want...

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Follow @ICTmagic Become a UKEdChat Patron!
We have a small favour to ask. More people are accessing UKEdChat articles, resources, videos, magazines and podcasts than ever. Unlike many organisations, we haven't put up a paywall - we want to keep our content open for all. So you can see why we need to ask for your help. Maintaining and improving our content takes a lot of time, money and hard work. But we do it because we believe our open educational platforms matter - we hope it matters to you too.

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Follow @ICTmagic Become a UKEdChat Patron! We have a small favour to ask. More people are accessing UKEdChat articles, resources, videos, magazines and podcasts than ever. Unlike many organisations, we haven't put up a paywall - we want to keep our content open for all.

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Our resources use the unique medium of film to open-up the curriculum in exciting, accessible ways, enhancing classroom lessons and Into Film Clubs.

Into Film has been invaluable in supporting pupils' wellbeing and mental health through access to high-quality resources

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Into Film | Film in Education | Film Clubs - Into Film

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Into Film puts film at the heart of children and young people's education, helping to support their academic, cultural, and social development.

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look up language of the month on this school website

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Easter Holidays
Friday 30th March - Friday 13th April 18

Polling Day
School closed Thursday 3rd May 18

May Day
School closed Monday 7th May 18
Compare-school-performance.service.gov.uk/school/102812
Welcome to our website. We hope you find the information here useful and that it encourages you to find out more about our wonderful school. We are immensely proud of all our children's achievements and our talented, committed and forward thinking staff team.

Newbury Park Primary School is a large community school for children aged 3 to 11 years old, situated at the heart of the London Borough of Redbridge. Our vision of becoming a centre of excellence in education is centred on:

our 4 core values of Integrity, Courage, Respect & Ambition, to inspire all learners to succeed and;

an uncompromising focus on the professional development of high quality teaching.

Our wider curriculum provides many opportunities for children to develop their awareness of keeping safe and healthy; to try out different skills in a range of clubs and enjoy the experiences of engaging in a range of educational visits, including the residential and the odd school sleepover..!

Children who are educated at Newbury Park achieve extremely well, make excellent progress and are well prepared for secondary school. Our results show high academic standards and our current Ofsted report is very positive. Our recent Inclusion Quality Mark (IQM) award quotes the following:
"Newbury Park is an exceptional school providing a high quality inclusive learning environment." "The children are a shining example to everyone in the Newbury Community."
Roddy Fairclough
Headteacher
Please click on the links below for current information:-
Inclusion Quality Mark - NPPS becomes Centre of Excellence
Communication Guide 2017-18 (details of who to contact regarding any queries or concerns)
2017 - 2018 calendar Whole school events map 2017-18
Staff List 2017-2018 School uniform Sept 17
School Dinner Menu (Dec 17) (changes highlighted in RED)

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Newbury Park Primary School | Learning Together

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Compare-school-performance.service.gov.uk/school/102812 Welcome to our website. We hope you find the information here useful and that it encourages you to find out more about our wonderful school. We are immensely proud of all our children's achievements and our talented, committed and forward thinking staff team.

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Welcome to Writing Sparks! Free instant writing challenges for your whole class. Simply select your writing style, choose the age of your students and how long you'd like to write for, then get ready to spark!

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Three Ways to Spark Curiosity in Reading and Writing

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Literacy Daily-the blog of the International Literacy Association (ILA)-features education stories, teaching tips, book reviews, and more.

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This element of OUResearch into creative pedagogies is based on Teachers as Readers: Building Communities of Readers (TaRs). This two phase UKLA/OU project examined children's and teachers' reading lives and practices and Reading for Pleasure (RfP).

The research revealed the significance of teachers' knowledge of children's literature and of children as readers, it articulated a clear RfP pedagogy and demonstrated the difference that Reading Teachers - teachers who read and readers who teach - can make to building communities of engaged readers.

The TaRs research involved:

1. a survey of 1200 teachers' knowledge and use of children's literature, and their personal practices and preferences as readers in 11 local authorities

2. a research and development project with teachers from 27 schools in Barking and Dagenham, Birmingham, Kent, Medway and Suffolk.

This RfP web space aims to build a vibrant user-community of teachers and student teachers who can:

engage with the research and review their RfP practice;

access practical guidance materials to support RfP;

develop research-informed practice and upload examples of their work;

participate in on-line events and contribute to the development of reading for pleasure internationally.

Do you want to join this professional community committed to developing readers' desire, delight and engagement? If so browse our research and resources, and register to share your own.

Do you want to use this site to support school development? If so read Developing reading for pleasure in your school.

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This element of OUResearch into creative pedagogies is based on Teachers as Readers: Building Communities of Readers (TaRs). This two phase UKLA/OU project examined children's and teachers' reading lives and practices and Reading for Pleasure (RfP).

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writing resources

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Children's Literature

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Search through more than 5,000 books on Reading Rockets to create a custom booklist. Search by author, illustrator, age, reading level, genre, format, and topic.

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A picture a day to talk and write about

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Access a free inspiring image, story starter and short burst writing activities, every day! Inspire your most reluctant writers and improve writing stamina

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Amjad Ali

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Use the SEARCH bar or click on TAGS to find something specific. Otherwise, scroll down and find something to Try and Refine! [learn_press_profile]

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Support materials

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With acrostic 'spells' by Robert Macfarlane and beautiful watercolour artwork by Jackie Morris, The Lost Words conjures back to glorious life some natural words fading from usage.

Published in October 2017, this beautifully illustrated book focuses on words that are moving to the margins of many children's lives and stories – bluebell, dandelion, otter, kingfisher, acorn – and presents them as both challenge and celebration.

An Explorer's Guide to The Lost Words

This free guide by Eva John accompanies The Lost Words. It’s for anyone with an interest in nature, words and images who wants to explore further some of the ideas and creatures conjured up by Robert Macfarlane and Jackie Morris in their enchanting 'spell book'. It's especially useful for teachers and educators.

pdf  |  issuu |  pdf (single page)

Download a free Lost Words poster

In action

Watch Riley Stemp’s #TeacherEffect story on The Lost Words as shared by the Department of Education. “I was just blown away… you feel that something that you were very inspired by, has inspired some beautiful writing as well.”

Read about how The Lost Words is inspiring new audiences in accessible and inclusive ways.

Watch Knoxland’s Primary 5 pupil's songs, raps and poems about venturing into their nearby woods with Tullochan to explore The Lost Words and dream of being wild animals.

The Lost Words for Schools Padlet is a moderated online board showcasing children's work, teaching ideas, and resources.

The Scottish Book Trust blog post shows how two primary school have used The Lost Words to help their reading journey while working towards a John Muir Award.

Read how our John Muir Award Scotland Education Manager Rebecca Logsdon used a 'Wild Day' in nature to help her rediscover her own ‘lost words’.

Share your own examples using #TheLostWords

Articles

To mark one year since The Lost Words was published, Penguin Books asked Rob Bushby to summarise the breadth and depth of responses generated. Read Rob's guest blog here.

‘Badger or Bulbasaur - have children lost touch with nature?’ Guardian article by Robert Macfarlane, 30 September 2017

‘Lost and found’ Rob Bushby explores how a new book by Robert Macfarlane and Jackie Morris has truly captured the public’s imagination, John Muir Trust Journal Spring 2018

Jackie Morris' blog. Numerous offerings from The Lost Words’ origins to stories of support for crowdfunders

The Lost Spells

This follow up pocket-sized book introduces a new set of natural spell-poems and artwork from Robert Macfarlane and Jackie Morris. Focused on relatively commonplace yet underappreciated animals, birds, tree and flowers – from barn owl and red fox, to grey seal and silver birch.

An ‘Explorer’s Guide’ of accompanying resources is available to download – with editions being released to follow the seasons. Find them here

Crowdfunder and campaign information

Advice and recommendations for creating your own campaign or crowdfunder based around The Lost Words.

Find out more

More literacy & nature resources

Download our Literacy & Nature Resource Guide and Training Guidance, and view case studies
Find out more

Get more inspiration to your inbox

Sign up for our emails for the latest conservation news and features, project updates and ideas and support for your Award activity

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With acrostic ‘spells’ by Robert Macfarlane and beautiful watercolour artwork by Jackie Morris, The Lost Words conjures back to glorious life some natural words fading from usage

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Hunting English blog

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Learning Spy blog

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Exam season is nearly upon us and English departments across the land will be gearing up to the Herculean labour of training students to churn out essays which, they hope, will earn them the much coveted A*-C grade in English Language.

The AQA paper gives candidates just a meagre hour to write a short descriptive, explanatory piece and then a longer piece which asks them to persuade and argue.

This isn't much time and most students default position is to race into it, cram in as much verbiage as possible and then down tools to watch the clock tick away the purgatory of the exam hall. This is not a great strategy for producing great writing. So, we teach them to plan (of which there's a fine example from Lisa Janes Ashes here) and to proofread in the hope that maybe, just maybe they'll approach their writing more thoughtfully and produce something that won't make the poor examiner groan in anguished suffering.

But is less perhaps more? Over the past few years I've been experimenting with what, for want of a better idea, I'm calling Slow Writing. The idea is to get students to slow the hell down and approach each word, sentence and paragraph with love and attention. Obviously they'll write less but what they do write will be beautifully wrought and finely honed.

Here's how it works.

Firstly, I tell students that we will be drafting rather than writing. Then I tell them to double space their writing. They find this inordinately difficult so I've taken to providing them with double spaced paper to get them into the habit. I then give them a topic and ask them to complete a set of seemingly random exercises. For example:

1. Your first sentence must starting with a present participle (that's a verb ending in 'ing')
2. Your second sentence must contain only three words.
3. Your third sentence must contain a semi-colon
6. Your fourth sentence must be a rhetorical question
5. Your fifth sentence will start with an adverb
6. Your sixth sentence will contain a simile

The point of it is that they have to slow right down in order to think about their technique. Generally speaking, students find it straightforward to write what they want but it's much harder for them to think about how they're going to write it. This process forces them to concentrate on the how instead of the what.

Once they've finished they get to improve. This is where the double spacing comes into it's own. I ask them to interrogate every single word and consider whether there might be a better word. They look at every sentence and ask, could it begin differently? Should it be longer or shorter? Are they absolutely sure it makes sense? We look at the paragraphs and think about how they link: do they flow logically? Does each paragraph pick up where the preceding one leaves off? Is there variety? (The examiner is particularly keen on one sentence paragraphs.)

Hopefully they will be busily scribbling all over their draft and putting the new ideas in the acres of space made available by double spacing their writing. A neat and tidy exam script is one which has not been perfected, is full of mistakes and will get a lower grade.

Other Slow Writing ideas include:

pop a load of different sentence instructions into a hat and give everyone a random selection

giving students lists of numbers and telling that the number of words in their sentences must conform to these numbers.

paired writing - get students to write alternate sentences and question each other about their choices

use a professionally written text on a different subject and get students to copy the structure and techniques

As always, the proof of the writing is in the reading. Here's an example of an opening paragraph of a film review of Twilight written by one of my Year 11s using Slow Writing:

Ah, Twilight. That time of day when the boundaries between night and day begin to blur. The moment when the sun begins to set and when all those things that go bump in the night stretch, yawn and start feeling that unbearable urge to pee. The very name is a clue to understanding what this film is all about: you see it's not one thing or another. It's not just happy daytime romance and it's definitely not all night-time terror. Just like the name implies it's somewhere in between. So, is this a strength or a weakness? You could take the view that it's this quality that helps the film to appeal to as wide an audience as possible: you get the chic flick crowd as well as the Goths. Or, on the other hand, does it make the whole thing impossibly and disastrously diluted?

Pretty good, huh?

I'm sure none of this is particularly original but it's certainly helped me to help my student see writing as something which can, and should be consciously crafted. If you do anything else which helps, I'd love to add it to my repetoire.

Update

The heroically proportioned David Riley has already started work on an interactive version for his superb suite of teaching tools, Triptico. And it's looking very nice!

Also, here's a lovely post from Lindsay Mason on using board games to improve writing.

Related posts
But is it art?

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Slow Writing: how slowing down can improve your writing - David Didau: The Learning Spy

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NB - my latest thinking on Slow Writing can be found here. Exam season is nearly upon us and English departments across the land will be gearing up to the Herculean labour of training students to churn out essays which, they hope, will earn them the much coveted A*-C grade in English Language.

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We help schools to teach literacy in the most effective way.

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Miss Wilson Says blog

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I am an English Curriculum Leader and KS2 Teacher working at a school in West Sussex. Most of my teaching time has been spent in Year 6 but I have taught all year groups in KS2. I have also taught ...

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Class teaching blog

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Posts about Vocabulary on Class Teaching

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Posts about Vocabulary written by classteaching

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Jivespin blog

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Teaching and learning resources to share

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Lesson toolbox blog

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Hexagons. Who knew that bees had the secret to understanding the connections between ideas, concepts and facts? I have been using hexagons with groups of children and teachers over the past year but it took me a while to get it. I had seen them on social media posted by teacher heroes like Russel Tarr...

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Creative Star blog

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Often I am asked about resources for outdoor literacy. Thus it seemed to make good sense to put these into a blog post for anyone to access. It would be helpful, if you know of others, to get in touch so that the list is kept up-to-date.

Please note - this blog post is for information and awareness-raising so that you know what is out there to support your outdoor literacy work. It is not a recommended reading list or set of resources. Use your professional judgement to decide whether a resource is fit for purpose.

Books

1. Developing Early Literacy Skills Outdoors by Marianne Sargent Published in 2015 - suitable for early years. This book has been less widely-publicised and is part of a series , which focus on literacy, science and maths outside.

3. Let's Take a Story Book Outside by Ruth Ludlow Published in 2008 - suitable for early years

Exciting ways to promote outdoor creativity. I don't know this one, but I presume it's about using a story book as a springboard to other experiences.

Stimulating writing through creative play outdoors with 5-9 year olds. It has six projects each with six outdoor sessions, ideally suited for a woodland but adaptable to other spaces. The themes include, amongst others, the Enchanted Forest, Celtic Life and Animal World. There is a springboard suggestion to begin each week, a suggested activity to take place in the woodland or outdoor space and ideas for writing activities back in the classroom. Many of the topics involve reading a simple story - which is provided - or receiving and sending messages to various imaginary characters. Most of the activities outside involve an element of reading and practical tasks such as making natural dyes from plants, creating story sticks and building mini shelters. I particularly enjoyed the behaviour advice where it arose as it painted a good picture in my head!

5. Literacy in Forest School - Self-published by Patrick Harrison. Most suitable for those developing early literacy skills in particular letters and sounds, EYFS2 and KS1. Beautiful, friendly, inspiring book with drawn illustrations.

6. Celebrating Nature by Gordon MacLellan Published in 2003 - suitable for primary school. This book is not easy to get hold of and is not strictly a book about literacy. However Gordon aka Creeping Toad's ideas are creative and seeped in language. For me this book was the gateway into outdoor literacy with older children. Try Gordon's website to purchase a book in the first instance.
7. KS1 Go Teach Outdoors and KS2 Go Teach Outdoors Published in 2017 - Author Unknown
This is a 64-page combination of literacy and maths activities for those who work in KS1 or KS2. I have not purchased a copy of either but you can look inside each one on Amazon.

8. English in the School Grounds By Brian Keaney Published in 1993 - suitable for all primary

This is a really dated book but in many ways the first one published about using literacy outside. It would be brilliant if the publishers could do a 2nd edition that is up-to-date.

This is more narrative than lesson plan but lots of enthusiasm from the author.

Downloads

10. Poetry in Motion by Roger Butt and Juliette Green Published in 2003 - suitable for primary school

This is a CD of reliable outdoor literacy activities. You can get a free sample from TES.

11. Thinking Child - Over 100 Ideas for Outdoor Litera cy Published in 2012 - suitable for all primary

This digital download is super for those who like structured lessons to follow. The suggestions are doable in a school playground. This is one that I show on my courses as it's very different to my approach and therefore complements and extends what I do nicely.

Commercial Resources

14. Tales in Your Pocket and Songs from the Wood - This CD and card pack is literacy rich. Created by storyteller and Forest School practitioner, Grace Banks, they collectively make a lovely addition to any outdoor educator or teacher's backpack.

15 The Council for Learning Outside the Classroom has literacy packs available at all key stages. Most contain 6 lesson plans and cost £22 .

Freebies

16. Wild About Learning - An Outdoor Literacy and Numeracy Pack for Years 1-6. Clear photos and illustrations and a range of suggested activities for each year group. Free to download, 90 pages (yay!)

17. Wildtime Learning - Free collection of resources, many very simple and doable in a range of subjects. Use the filter to find the literacy suggestions.

Videos

Tagged as: outdoor literacy books, outdoor literacy ideas, outdoor literacy resources

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18 Outdoor Literacy Books, Packs and Downloads

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Often I am asked about resources for outdoor literacy. Thus it seemed to make good sense to put these into a blog post for anyone to access. It would be helpful, if you know of others, to get in touch so that the list is kept up-to-date.

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Highland Literacy blog

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CLICK HERE for the Highland Literacy Blog Post Feed Highland aims to ensure that all children and young people make the appropriate progress in Literacy supported by developmentally appropriate learning and teaching. The Highland Council Literacy Strategy (April 2017) details three core areas for development in Literacy across Highland.

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Teach like a champion blog

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writing Archives - Teach Like a Champion

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100% | Art of the Sentence | Bryan Belanger | Check for Understanding | Classroom Photos | Close Reading | Coaching | cold call | Colleen Driggs | culture | Culture of error | Dan Cotton | feedback | Habits of Discussion | High Academic Expectations | High Behavioral Expectations

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That boy can teach blog

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In my first blog post in this series I explored the difference between reading comprehension strategies and reading skills. I noted that many of the skills that are tested in the KS2 SATs also have a matching reading comprehension strategy. With the conclusion that the deliberate use of strategies develops and embeds skills, I posed a question to myself:
Is there a way to teach comprehension strategies that prepares children well for the KS2 reading test?

In answering my second question I had to consider that which is different about the reading test. Whereas the commonly-used comprehension strategies do not require children to give written answers to questions they ask or generate themselves, the test does. This is the main difference. In addition to this, the year 5/6 National Curriculum objectives mention no requirement for children to provide written answers to questions and many of the objectives aren't tested at all by the SATs. The objectives circled in red aren't tested by SATs; the ones outlined in blue are.
Without having any evidence back this up with, I believe that there are children who, having been taught strategies which have become skills, are able to complete the reading test, confidently giving written answers to the questions it asks. I suspect that these children are also able writers and they have probably had a healthy relationship with literacy in general from an early age. There is a potential argument here for a sole focus on teaching comprehension strategies and never asking children to spend time practising giving written answers to comprehension questions.

But, I also think that there are probably children for whom some explicit instruction about how to give written answers to comprehension questions will be useful and necessary (if they are to have a chance of demonstrating their reading skills in a test, which all year 6 children are). Again, I have no research evidence to back this up, only anecdotal experience. However, there is research evidence to back up the idea that particular written activities do support reading comprehension.

I turned to Steve Graham and Michael Hebert's 'Writing to Read' report which states:

"Writing-about-text activities had a positive impact on struggling students' understanding of a text. An important key to success in using these activities with lower-achieving students was to provide them with ongoing practice and explicit instruction."

The report recommends that students do write in response to things they have read and outlines a series of recommendations of activities. One of the recommendations is that teachers should have students answer questions about a text in writing, or create and answer written questions about a text:

"Answering questions about a text can be done verbally, but there is greater benefit from performing such activities in writing. Writing answers to text questions makes them more memorable, as writing an answer provides a second form of rehearsal. This practice should further enhance the quality of students' responses, as written answers are available for review, reevaluation, and reconstruction (Emig, 1977).
For generating or responding to questions in writing, students either answered questions about a text in writing; received practice doing so; wrote their own questions about text read; or learned how to locate main ideas in a text, generated written questions for them, and then answered them in writing. These practices had a small but consistently positive impact on improving the reading comprehension of students in grade 6-12 when compared to reading or reading instruction."

Lemov et al's 'Reading Reconsidered' also provides plenty of classroom evidence that writing supports reading comprehension. They summarise:

"...the strategic use of writing made reading and discussions of reading- the other core activities of English class-more rigorous, focused, productive and engaging- 'better' in short. Writing is a deeply valuable endeavor in its own right, but it is also an endeavor that works in synergy with reading in specific ways."

Activities other than answering questions include responding to a text through writing personal reactions or analyses/interpretations of the text, writing summaries of a text, taking notes on a text, and creating and/or answering questions about a text in writing. Actually, all of these activities have a greater effect size than answering questions and therefore should be explored further in the primary classroom - another blog post for another time!

What does come through both the 'Writing To Read' report and Lemov et al's 'Reading Reconsidered' chapter entitled ' Writing For Reading' is an emphasis on explicit teaching: if we want children to be able to write well about the things they read in order to develop a better understanding of what they read, we must explicitly teach these skills - they must be modelled well by the teacher.

What I have found is that evidence from both research and successful classroom practice shows that an approach to teaching reading strategies which includes giving children the opportunities to practise giving written answers to comprehension questions (in order to prepare them well for a test) is not something we should avoid, but is something that, if done right, could be beneficial to the children we teach.
So, is there a way to teach comprehension strategies that prepares children well for the KS2 reading test? Yes, I think so. As long as there is modelling, discussion (book talk) and time for children to practise, a sequence of learning that will improve reading skills can (and should) focus both on teaching reading comprehension strategies (as outlined in the EEF and IES guidance) and the elements of the National Curriculum (as outlined in the content domain in the KS2 test developers' framework) as they can act reciprocally due to similarities between the skills and the strategies. Reading instruction which includes, amongst other things, teachers, asking children to respond in writing to well-written questions based on a manageable amount of text is a good idea when preparing children for KS2 tests. It shouldn't be the only element of reading instruction but it should help. Where children lack particular skills it will be best to focus modelling and practise on those particular skills.

If children are only given written comprehension activities the comprehension strategies are not likely to be employed or developed. But if the written comprehension activities are backed up with explicit teaching of the supporting strategies (as well as vocabulary, any other necessary background knowledge and how to write answers), then comprehension strategies should be developed. Such explicit teaching (including modelling and discussion) should focus on ensuring that children know what the strategy is, how it is used and why and when to use it. Children can be shown how to use the strategies when completing written comprehension activities.

The York Reading for Meaning Project assessed three reading comprehension interventions delivered by teaching assistants in 20 primary schools. The three interventions were carried out with children who had been identified as having the poor comprehender profile - the three interventions were intended to help children who struggled with reading comprehension to overcome their problems. The three interventions differed:

Oral Language Programme: vocabulary, reciprocal teaching with spoken language, figurative language and spoken narrative

Text Level Programme: metacognitive strategies, reciprocal teaching with written language, inferencing from text and written narrative

Combined Programme: all of the above (vocabulary, reciprocal teaching with spoken language, figurative language, spoken narrative, metacognitive strategies, reciprocal teaching with written language, inferencing from text and written narrative)

Based on the findings, the report concludes that 'the Oral Language intervention overall was the most effective of the three programmes. Theoretically, this finding provides strong support for the theory that the reading comprehension difficulties seen in those who show the poor comprehender profile are a secondary consequence of these children's oral language weaknesses.'.
Here then is evidence that children who are struggling with reading comprehension, and are falling behind, will benefit from an oral language programme as intervention. In the context of this blog post - which focuses on teaching all children (including those are aren't struggling with comprehension but are still learning new skills and strategies) - it is worth questioning whether these research findings bear relevance - should we scrap writing as part of first teaching of reading and focus solely on an oral approach?

However, the outcomes of the project also show that 'all three interventions (Text Level, Oral Language and Combined) improved children's reading comprehension skills'. In this blog post I have been suggesting what is essentially a combined programme for everyday classroom-based reading instruction (see the examples above). The question the research doesn't answer is, where first teaching of reading comprehension is concerned (i.e. not interventions for poor comprehenders), whether or not the benefits of writing discussed above are still outweighed by only focusing on an oral-only approach.

What is potentially telling is that 'the children who received the Combined programme experienced all components but at half the quantity of the other two intervention programmes'. What if children were given a whole quantity of both oral and written approaches? Isn't this something that a reading lesson, with an adequate amount of time given over to it, could offer children that an intervention (in this study set at 30 minutes long) could not?

It would be interesting to know which approach (oral, text or combined) shows the best results for all learners rather than interventions for poor comprehenders . For teachers working on helping children to be prepared for KS2 testing it would be good to see research which focuses on first teaching for all learners where the results are taken from SATs performance. Whether you are in support of year 6 testing or not, they are currently a feature of the UK's education system. In order for children to feel prepared (and hopefully not stressed by uncertainty about the tests) and in order for schools to demonstrate accurately the reading ability of their children, most schools will want to allow children to practise giving written answers to comprehension questions. Would it be too much of a gamble in this case for schools to take an oral-only approach?

Expanding on some of the ideas in this blog post, in previous blog posts I have written about...

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In my first blog post in this series I explored the difference between reading comprehension strategies and reading skills. I noted that many of the skills that are tested in the KS2 SATs also have a matching reading comprehension strategy.