Do you know how to write?

Here the process of writing is presented as the miracle it truly is. I’m thinking to split this subject in two parts and two different posts. In the first part we will talk about how the importance of writing activities in Reception is outlined, as well as acknowledging the importance of writing activities outside the Literacy Hour.

For the fourth day running, as Mahjabeen throws up all over the carpet after crying hysterically for her mum for fifteen minutes, I decide to abandon Literacy Hour. It wouldn’t have been much use to her anyway – as yet, she has no English at all. The other children are unsettled, some of them splattered, but fortunately for me, being an experienced teacher, I put her on my knee knowing full well that this is the only safe place in the room. Such are the joys of being a Reception teacher in the first few weeks of the new school year. I thank my lucky stars that I don’t have OFSTED watching (as one of my friends does) and set about to clear up the mess with a smile and a song.

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How to use Big Books produced by publishers

Although publishers have come a long way over the past year in the range of Big Books they produce, most teachers will still need and want to produce their own. This is particularly the case for teachers with larger classes because the publishers are not as yet producing Big Books with text size big enough for larger groups of children. It is also necessary as there is not a range and number of Big Books available to cover all the requirements of the Literacy Strategy.

There are a number of options for providing large text for the shared reading element of the Literacy Strategy. These are documented below with advantages and disadvantages of such a choice.

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Literacy Big Books

Introduction

Big Books are an ‘encouraged’, ‘recommended’ but an undocumented resource of the Literacy Strategy. This article takes the form of a discussion outlining how Big Books can be used and the advantages and gains of using such resources, above those resources already widely available, illustrating with examples of resources currently produced.

Teacher Reservations

-Initially teachers had many reservations about the use of Big Books during the shared reading element of the Literacy Strategy. These were most strongly held by KS2 teachers (7-11) as ‘Big Books’ were already being used in KS1 classrooms (3-7) and indeed there was and still is a fair range of texts, particularly fiction, available for this age group.

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To teach or not to teach

Teaching is a career that anyone who wants to put something back into society should seriously consider. There are few jobs that are more rewarding, but like any caring profession, teaching has many drawbacks. So if you’re thinking about becoming a teacher, it is important that you think carefully about the type of career that you want and then decide if teaching is really right for you.

The most common mistake is that people think teaching, especially in primary schools, is a cushy 9-3 job with long holidays and little pressure. But this couldn’t be further from the truth. Most teachers are in by 8am and don’t leave before 5pm, which is a longer working day than most office jobs and this only scratches the surface of what every teacher has to do.

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