Dialects are a different ball game with words and syntax different from conventional English, yet following their own norms. Dialect writing became popular during the Lancashire cotton famine (1860-65) as a way to earn a little in hard times 'Toimes are bad'.

Regional differences in pronunciation impact instruction. We adjust our teaching as we go along, following the way the child speaks. Where I'm sitting in Manchester the word cook is pronounced /k//u//k/ but just 5 miles down the road in Oldham it's /k//oo//k/. We match phonics to pronunciation.

How do we provide all pupils with opportunities to learn and develop their literacy, whatever their needs and starting point?
When needs are greater and more complex, we have to change our approach to instruction developing a continuum of provision to meet all pupils' needs.

Increasingly mainstream schools are finding they have a small number of pupils with complex needs placed with them and are unsure how to teach them. Many create a nurture class or even a resourced provision.

How to we approach literacy instruction for these pupils?

Three weeks to go to @DiscoverInclusion’s Access to Academic Learning Conference. A super opportunity for some CPD for teachers and TAs working with children with complex needs.
Access all the videos throughout October and watch the presentations at your leisure.

Where would we phonics folks be without our fat cats and mats? ❤️

I've just finished recording my presentation for Discover Inclusion's up-coming conference on Access to Academic Learning.

I hope you'll join me as I talk about literacy opportunities for all - and I do mean ALL!

More information about the conference can be found here: discoverinclusion.co.uk