No Nonsense Literacy Strategies for Test Taking, The Classroom, and Beyond: Teacher Manual

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Debbie is a founding committee member of the International Foundation for Effective Reading Instruction (IFERI).

Before beginning to plan, we strongly recommend teachers note the ‘writerly knowledge’ needed for a successful writing outcome, beginning always by identifying the intended effect of the model text before investigating in some detail the elements of grammar, vocabulary and text structure that help to create this. Children are taught to learn from the text, practise their new skills and then apply them in an independent piece of writing In Years 2-6, children follow the No Nonsense Literacy Programme, which is a series of stimulating, hands-on learning activities based on high-quality texts that model effective and exciting writing to develop reading, writing, listening and grammar skills. Our children in EYFS focus on learning the correct formation of lower-case and upper-case letters. This is absolutely crucial for children to then be able to progress onto a joined, legible and fluid handwriting style.No Nonsense Spelling is a comprehensive programme that moves from the termly pathway into the overviews of each half term, and down to daily lesson plan ideas to support teachers with how to deliver that in the classroom.”

To use a wide variety of writing styles and genres, so pupils can communicate effectively in written forms. There are a great many wonderful texts out there to share with children. However, we put a great deal of thought into the ones we choose to write teaching sequences for to ensure they offer all of the following:Debbie Hepplewhite and Carl Pattison introduce the No Nonsense Phonics programme - including the rationale and resources. Every morning, our pupils will have writing lessons within their daily English learning which includes handwriting, Sphonics and a ‘No Nonsense Literacy’ text. In addition to this, children are given many opportunities to apply their writing skills across the wider curriculum. Familiarity with the full potential of a text means teachers can better focus on elements that will have the biggest impact on their children’s learning. Here are some further suggestions that teachers in a school setting may wish to consider for their enrichment phonics provision: detailed (roughly 90-minute) session plans/presenter notes (these include the subject knowledge needed to run training, links to further reading and a number of suggestions for adaptations)

National Curriculum objectives that are a focus in the sessions and how these are contextualised in the plans Children choose their own content to write about and collect ideas. These can then be recorded on the text structure chart as one method of planning, but individual sequences may suggest a number of alternative ways to plan and organise a piece of writing. Pupils will have mastered the fundamental skills that underpin writing, at their level, and will be able to manipulate these to fit the context, audience and purpose of the text. Assessment of Writing is an innovative set of resources providing support and guidance to help teachers make accurate, evidence-based assessments of writing across KS1 and KS2 and establish appropriate expectations for each year group. These are used by schools to support teachers who are moving year groups, to raise and set expectations and to support standardisation, assessment and moderation procedures in school. There are examples of writing from Y1 to Y6 all of which have been assessed using our Evidence Gathering Sheets and statutory criteria for Y2 and Y6. The writing has been annotated, much like an exemplification file, to show how the judgements have been made. Much of the writing is outcomes from the teaching sequences so it is also used to show what can be expected from the planning.Range of Various Spelling Posters Compilation of various posters linked to spelling including information taken from the ‘English programmes of study: key stages 1 and 2, National Curriculum in England’. Select if required. Select the point in the lists you are teaching and children are learning. As the lists are in a pdf format, they can be projected onto a screen in a class context, or shown on small screens in a home context or when schools have multiple computers or ipads, to provide additional word-blending practice for reading purposes. write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences