Writing to Reading the Steiner Waldorf Way

Abi Allanson

Sujets

• Teacher education
• Education

Informations

• Publié par: Hawthorn Press Ltd
• Date de parution: 01 janvier 0001
• Nombre de lectures: 1
• EAN13: 9781912480319
• Langue: English

Extrait

‘Useful not only for teachers seeking to guide children into the world of literacy, but it also provides a long-overdue and unique resource detailing the holistic Steiner-Waldorf approach that has hitherto been unjustly neglected.’
Professor Sebastian Suggate, University of Regensburg
‘Reading is an extraordinarily complex skill, involving the integration of multisensory and cognitive abilities that develop at different times. Rudolf Steiner recognized this complexity and advocated a comprehensive developmental approach to reading instruction. Written for Waldorf teachers, this book expands and elaborates on Steiner’s insights particularly the value of having children write as part of their introduction to reading . Writing to Reading draws upon a wealth of classroom experience and a large body of empirical data. It is essential reading, not only for Waldorf teachers, but also for all those who desire a deeper understanding of the miracle of reading.’
David Elkind, Ph.D. Professor Emeritus of Child Development, Tufts University, USA
‘Early childhood literacy is in crisis in the modern Western world, with a simplistic ‘earlier is better’ ideology dominating pedagogical practice, even in the face of mounting evidence that early phonics drilling is at best unbalanced, and at worst developmentally harmful. This admirable new book explains the many advantages of holistic, developmentally informed literacy learning and will offer much food for thought to mechanistic mainstream practice.’
Sue Palmer, literacy consultant and author of Toxic Childhood and Upstart
‘Holistic, child development guided approaches to literacy learning are unusual. But here, we have arguably the most informed, practical and fully articulated conspectus yet published on the complexities and subtleties of embodied literacy learning. This book will be essential reading not only for Steiner-Waldorf teachers but also for mainstream teachers fed up with the government-imposed ‘too much, too soon’ ideology that still dominates conventional pedagogical thinking and practice .
Dr Richard House, Educational Consultant and writer, Stroud, UK
In our times, writing and reading constitute one of many forms of literacy. In an era of texting and swiping, voice recognition and instant translation apps, it’s tempting to entertain the notion that the writing and reading of text is a soon-to-be anachronism. Yet, the written and read form of literacy continues to offer a broad and inviting doorway to a world of discovery, knowledge and creativity .
This book provides a clear focus and structure to a field of learning that is fundamental, yet also something of a riddle to understand. It lays down the principles and practices of the Waldorf Way. This is done in such a way that the importance and pleasures of literacy are set out alongside an explanation of the whys and wherefores of an approach that eschews earliness, hurry and acceleration, in favour of strong foundations, in anticipation of the life-long learning and enjoyment of language and literature. Read and enjoy!
Trevor Mepham, Principal, Steiner Academy Frome, UK
Writing to Reading
the Steiner Waldorf Way
Foundations of Creative Literacy in Classes 1 and 2
Writing to Reading
the Steiner Waldorf Way
Foundations of Creative Literacy in Classes 1 and 2
Abi Allanson Nicky Teensma
Writing to Reading the Steiner Waldorf Way © 2018 Abi Allanson and Nicky Teensma
Abi Allanson and Nicky Teensma are hereby identified as the authors of this work in accordance with section 77 of the Copyright, Designs and Patent Act, 1988. They assert and give notice of their moral right under this Act.


Published by Hawthorn Press, Hawthorn House, 1 Lansdown Lane, Stroud, Gloucestershire, GL5 1BJ, UK Tel: [phone] Email: [e-mail] Website: www.hawthornpress.com
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form by any means (electronic or mechanical, through reprography, digital transmission, recording or otherwise) without prior written permission of the publisher.
Cover photograph © Christopher Triplett Cover design and typesetting by Lucy Guenot Printed by Short Run Press Ltd, Exeter
Every effort has been made to trace the ownership of all copyrighted material. If any omission has been made, please bring this to the publisher’s attention so that proper acknowledgement may be given in future editions.
The views expressed in this book are not necessarily those of the publisher.

Printed on environmentally friendly chlorine-free paper sourced from renewable forest stock.
British Library Cataloguing in Publication Data applied for
ISBN 978-1-907359-88-0 eISBN 978-1-912480-31-9
Dedication
To my grandmother, Gwladys Junor, and my mother, Viki Junor – both of them brilliant, heartfelt English teachers . Abi
To all the children who have inspired me to develop more poems, songs, activities and games . Nicky
Acknowledgements
I would like to express my thanks to the many people who have shown support for this project and lent their help for me to write, over its long gestation. In particular, I acknowledge my grandmother for the first £500 she gave me for childcare. She would have approved. I also thank my family – Phil, Isaac, Aaron and Seth – for getting out of the way sometimes and cheering me on always.
Abi Allanson
I would like to thank my family who have, on so many occasions, patiently accepted that my attention was with lesson preparations, my pupils and all those extra tasks we will go the extra mile for as class teachers. I can’t express enough how much your support has meant to me.
Nicky Teensma
We both extend our thanks and appreciation to our colleagues at the Johannes school in Tiel, NL, St Paul’s Steiner School in London, Michael Hall Rudolf Steiner School and at the Rudolf Steiner School Kings Langley. Our discussions about teaching and child development have always been inspiring. It has been a huge privilege to work with the children at these schools: working with you and refining our teaching ideas and strategies through your feedback has been our best teaching. Without you there would be no book! Our sincere admiration and thanks also go to Martin Large, Richard House and Hawthorn Press for their patience and unstinting enthusiasm for this publication.
Contents
Foreword Sebastian Suggate
Preface Pie Corbett
Introduction
PART 1 Theory and Best Practice
Chapter 1 Principles of Steiner Waldorf Education
Chapter 2 Literacy Pedagogy
PART 2 Starting Point
Chapter 3 Pre-School Preparation
Chapter 4 Warming up for Literacy: Physical Co-ordination
Chapter 5 Warming up for Literacy: Form Drawing and Writing
Chapter 6 Warming up for Literacy: Verbal and Social Skills
Chapter 7 Warming up for Literacy: Auditory and Visual Attention to Detail
PART 3 Class 1 Lesson Content
Chapter 8 Introducing Sounds and Symbols
Chapter 9 Introducing Sounds and Symbols: Vowels
Chapter 10 Introducing Sounds and Symbols: Playing to Practise Phoneme and Grapheme Awareness
Chapter 11 More Word Work: Word Families and Blends
Chapter 12 More Word Work: Common Words
Chapter 13 Encouraging Authorship: Free Writing
Chapter 14 Encouraging Authorship: Ways to Work with a Known Poem
Chapter 15 Extra Phonics for 1:1 Practice
PART 4 Class 1 Assessment and Differentiation
Chapter 16 Learning Differences and What To Do
Chapter 17 Record Keeping and Assessment
Chapter 18 Further Writing Tasks, Including Differentiation
PART 5 Warming Up for Class 2
Chapter 19 Movement Work in Class 2
Chapter 20 Assessment in Class 2
Chapter 21 Class 2 Revising of Work from Class 1
PART 6 Lesson Content for Class 2
Chapter 22 Cursive Script
Chapter 23 Different Types of Script and Letter Recognition in Class 2
Chapter 24 Class 2 Word Work – I
Chapter 25 Class 2 Word Work - II
Chapter 26 Class 2 Word Work – III
Chapter 27 Introduction to Suffixes and Prefixes
Chapter 28 Writing Stories
Chapter 29 Giving Feedback, Setting the Standards and Partner Work
PART 7 Teaching Children To Read
Chapter 30 Supporting Early Reading Skills
Chapter 31 When Will My Child Read? Communication with Parents
Appendix 1 Need to Know Phonics
Appendix 2 Further Letter Introductions
Appendix 3 100 Most Common Words
Appendix 4 Words for Games
Appendix 5 Class 1 Main Lesson Yearly Overview
Appendix 6 Class 2 Main Lesson Yearly Overview
Appendix 7 Class 1 English Year Plan
Appendix 8 Class 1 Form Drawing Year Plan
Appendix 9 Class 1 English Autumn Term Plan
Appendix 10 Class 1 English Spring Term Plan
Appendix 11 Class 1 English Summer Term Plan
Appendix 12 Class 1 Week Main Lesson Plan – Summer example A
Appendix 13 Class 1 Week Main Lesson Plan – Summer example B
Appendix 14 Class 2 English Year Plan
Appendix 15 Class 2 Form Drawing Year Plan
Appendix 16 Class 2 English Autumn Term Plan
Appendix 17 Class 2 English Spring Term Plan
Appendix 18 Class 2 English Summer Term Plan
Appendix 19 Class 2 Week Main Lesson Plan – Spring Example
Appendix 20 Class 2 Week Main Lesson Plan – Summer Example
Glossary
Bibliography
Index
Foreword
Alongside historical upheaval and calamity, the twentieth century was in many respects also the era of the reading wars. As became evident to leading personnel during military conscription in the First World War, despite the existence of universal education at least at a primary-school level in the West, many adults were functionally illiterate. The rapid technological expansion during and after the Second World War – including the space race, the cognitive revolution, and the shift in Western economies from production-based to service-based activities (including research and development) – has further heightened the need for a well-educated workforce.
However, economic reasons alone are never the sole driving force for cultural dev