The Literacy Blog IPA Typewriter If the title above does not display correctly, you should click on "About" to find out how to get a unicode font. Introduction You can use this tool to type phonemic symbols to be inserted in a word processor. You can also use it to produce the code needed to insert phonemic symbols in a web page. To start work, use the buttons below to choose which you want to do. Use the "About" button to get more information anbout using phonetic symbols in word documents and web pages. Use the "Intro" button to get back to this page. I would be grateful for feedback about this tool. Word Processing Use the phonetic chart on the right to type the text that you want. When you are ready to copy what you have typed, first click the button below. Your text will appear in a pop-up window. Go to your word document and press Ctrl+V (Cmd+V in a Mac), or the Paste button, in order to paste in the word. You may need to adjust the font of the text in your document. Web Tool
Articles > Reading boost - Leader Magazine Tell me about TextNow TextNow is for 11 to 19-year-olds who are reluctant or struggling readers. It provides structured one-to-one reading sessions for 20 minutes each weekday for ten weeks, delivered by reading coaches. The sessions focus on three interconnected strands: Choose – increases confidence in how to choose appropriate texts and extends the variety in texts chosen. Enjoy – enables the young person to enjoy an increasing range of texts and understand that they can enjoy texts in different ways. Who is involved? TextNow is delivered in partnership with schools. What resources are available? Schools are provided with the proven programme model of TextNow: information, advice and guidance for successful implementation; online training for the programme coordinator and reading coaches; an awards scheme for young people; the NFER (National Foundation for Educational Research) single word reading test 6-12; and a performance report at the completion of the programme. Does it work?
www.textivate.com Information on QTLS status recognition in schools Since 1 April 2012, further education teachers who have been awarded QTLS by the Institute for Learning (IfL) and are members of the IfL are recognised as qualified teachers in schools. This will allow them to be appointed to permanent posts in state maintained schools in England and they will be paid on the qualified teachers’ pay scale. They will continue to be recognised as qualified school teachers providing they remain a member of the IfL. Institute for Learning (IfL) The IfL is the independent professional body for teachers, tutors, trainers and student teachers in the further education (FE) and skills sector. To be recognised as a qualified school teacher, a QTLS holder must maintain their IfL membership. Qualified Teacher Learning and Skills (QTLS) status QTLS is conferred by the IfL through professional formation. Recognising QTLS holders as qualified teachers in schools Verification of QTLS status The Institute for Learning holds and maintains the database of all QTLS holders. Pay
Tiny Texts Qualifications and learning - Children and young people Issue We want to increase the quality of education for young people so that they are well prepared for further education, higher education and work. We want to make sure that there are high quality options for young people to undertake both academic and vocational education, including apprenticeships and traineeships. More broadly, we want young people to be responsible citizens who are willing to help others in their community. We believe that they should all have access to wider opportunities that help them to remain engaged, realise their potential and actively participate in the decisions that affect them. Together, this will help to ensure that more young people go on to study and gain the skills and qualifications that lead to sustainable jobs and fewer are not in education, employment or training (NEET). Actions Improving education To improve the quality of education available to young people at school, we will: Supporting more young people to study Providing wider opportunities
OXFORD MAGAZINE Next step - How do I become ... A literacy co-ordinator? - Features Comment:4.7 average rating | Comments (3)Last Updated:3 June, 2012Section:Features If you have a way with words and care about raising standards of English, then this could be the position for you Good with words? Know your colon from your comma? Like nothing better than snuggling up with a good book? If you think you can pass on your enthusiasm for language to other people, then you’d probably make a great literacy co-ordinator. The job covers three basic principles of literacy: speaking and listening; reading; and writing. Perhaps most importantly, it’s not confined to English lessons. You’ll need an overview of the whole school, everything from chemistry experiments to football reports. “It’s about what actually happens in the classroom,” explains Adam French, literacy subject leader at Anston Park Junior School in Sheffield. The best part of the job, everyone agrees, is finding ways to promote literacy every day to every pupil in the school. Next week: Truancy officer
Podcasts I believe that podcasts (done properly) are a great way to learn English. One of my favourite podcasts was EnglishPod and I was disappointed when it went offline a few months ago. The good news is that it's back in a revamped form. The bad news is that they're starting from scratch and the old episodes are no longer available. Currently there are just three lessons at Elementary level on offer but 3 other channels are listed: Intermediate, Upper-Intermediate and Advanced and I imagine more lessons will be added soon. The lessons follow the same format as before. If you sign up, you get free access to all areas of the site until February 1st 2009 and this includes transcripts, pronunciation and vocabulary exercises. I do have a couple of quibbles, however.
£10 million literacy programme for disadvantaged pupils - In the news Children from poorer backgrounds who are behind in reading and writing at the end of primary school will have the chance to get extra catch-up lessons. This comes as part of the government’s drive to narrow the attainment gap between pupils from disadvantaged backgrounds and their peers. Results from last year’s key stage 2 tests show that around 100,000 pupils in England failed to reach the expected standard in English. This means that: around one in six pupils (16%) fail to master the basics of reading at the end of primary school around one in four pupils (25%) fail to master the basics of writing at the end of primary school As part of a £10 million programme, projects will be set up across England to help disadvantaged pupils who fail to reach the expected level of English by the end of primary school (level 4 at key stage 2). Some projects will be fast-tracked through the bidding process to start from this September, while other projects will start in 2013. Note to editors
Linkers and connectors - English Subject Area Contrast . In spite of / Despite Link two contrasting ideas. Followed by a noun phrase. . Although / (Even) though Link two contrasting ideas. . . . . Reason and cause . . Purpose . . Consequence . . . Addition . . . For example / For instance Introduces an example referring to previously stated ideas. . . but / yet: followed by a noun phrase or a sentence. ‘The book is short but / yet interesting’ . in spite of / despite: It is placed at the beginning or in the middle of the sentence. ‘He arrived on time despite / in spite of getting up late’ although / though/ even though / in spite of the fact that: followed by a complete sentence. ‘Although / though / even though / in spite of the fact that the pupils had not studied, they all passed their exams’. . however, nevertheless, even so, on the one hand, on the other hand, on the contrary: ‘He was quite ill however/ nevertheless/ even so, he went to school’ . while, whereas ‘This film is very interesting, while/whereas that one is quite boring’ Result .
Boys' reading skills 'must be tackled' 1 July 2012Last updated at 21:17 ET By Hannah Richardson BBC News education reporter Some boys think reading is "uncool" The reading gap between boys and girls in England is widening but there is no official strategy to address it, a report says. The All-Party Parliamentary Literacy Group Commission says some boys find reading "nerdish" and receive less parental encouragement than girls. It calls for action in schools, home and communities. The government said it was focusing on getting every child to read using phonics and reading for enjoyment. The Boys' Reading Commission took evidence from teachers, 226 schools and 21,000 young people in the UK . Its report, compiled by the National Literacy Trust, found that although there had been improvements in boys' reading since the National Literacy Strategy was introduced in 1998, in recent years the gender gap had started to widen again. Continue reading the main story “Start Quote End QuoteGavin Barwell, MPCommission chairman 'Exception'