BoosterBooks
Training Course lasts five days and takes place over a period of one week
Introduction
to BoosterBooks
BoosterBooks
Assessment
ReaderBoost
WriterBoost
SpellerBoost
Marketing & Management
Course Objectives
Introduction to BoosterBooks
To familiarise trainees
with the research background and central ideas of BoosterBooks
To explore the meaning of literacy
To introduce the notion of scaffolding
To focus on the quality of the learning experience
To distinguish between models of reading and models
of learning
To equip
trainees with practical resources and ideas for making
a difference in their work
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BoosterBooks
Assessment
To familiarise trainees with the research background and
central ideas of BoosterBooks
To explore different purposes of assessment in schools
To examine
the relationship between assessment and scaffolding
To focus
on criterion referenced, ipsative assessment
To work through informal approaches to children’s
reading, writing and spelling
To construct a BoosterProfile
To make informed observations and know when to ask for
further advice
To equip
trainees with practical resources and ideas for making
a difference in their work
ReaderBoost
To
familiarise trainees with the research background and
central ideas of BoosterBooks
To
distinguish between a theory of reading and a theory
of how children learn
To
examine links between ReaderBoost, the National Literacy
Strategy and the Additional Literacy Support (ALS)
To
prepare trainees to implement
the ReaderBoost approach
WriterBoost
To
explore a scaffolding approach to children's writing
To
approach writing using strategies such as brainstorming,
planning, drafting and editing
To
find entry points to writing for all children, however
immature their current level
To
locate writing functionality in social contexts, taking
account of relevance, purpose and audience
SpellerBoost
To
examine spelling as a composite process drawing on a
range of strategies
To
introduce trainees to ways of teaching spelling, leading
to to children' independent problem solving
To
foster active and positive approaches to spelling (rather
than rote-learning)
To
give trainees ideas for promoting better spelling in
children, even in children with limited confidence
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