International House London Institute



Literacy is the foundational prerequisite that is every teacher’s responsibility.

Research proves that what positively affects and sustains student achievement is the highly knowledgeable and effective teacher.

What teaching strategies must teachers be able to perform and how are these strategies applied effectively in teaching children to read and write?

This course attempts to answer these two important questions. One key element of a successful reading and writing program focuses on the teacher.

– Understanding the importance of literacy in students’ lives.
– Identifying effective reading and writing strategies and how to teach them.
– Providing students with opportunities to learn and apply skills and strategies in authentic literacy tasks.

• Degree of sophistication
• The learning path
• Reflection
• The power of celebration
• Deep learning
• Regie Routman’s Optimal
• Learning Model

SESSIONS 1 and 2
– What is language?
– Language Development.
– Filling the linguistic pool.
– Oral language: how to promote oral language acquisition. Listening and speaking.
– Developing vocabulary, structure and pronunciation.
– Nursery Rhymes, poems, songs and stories

SESSION 3 and 4
– What is reading? Reading strategies. How to run a rich reading programme.
– Reading instruction: shared, guided and independent reading. Buddy Reading.
– The importance of repeated readings and re reading.

SESSION 5 and 6
The writing process.
– Genres, topics, conventions.
– Developing writing. Writing conferences. Editing. Celebrations.
– The 6 traits in writing. 

SESSION 7 and 8
Understanding and using efficient models of learning: deep learning as opposed to shallow learning.
– Learning intentions and success criteria.
– Language assessment.
– Regie Routman´s Optimal Learning Model.
– Making learning visible.
– Metacognition.

Oral presentations
Analysis and discussions

8 sessions of 2 and a half hours once a week, from April to August (skipping July)

MONDAYs: 17.30 a 20.00 hs.

Course Tutor: INÉS STEFANI
Inés Stefani is a Uruguayan teacher who graduated from “Magisterio” in 1980 and since then has taught at bilingual schools.

In 1989 she graduated as a Reading Recovery teacher in New Zealand. She has worked and studied for 4 years in that country.

She later completed a Bachelors of Education in Teaching, and a Masters Degree in Teaching at the University of Auckland in New Zealand as well as a Certificate in School Middle Management, at UNITEC, Auckland, New Zealand.

Inés has done consultancy work, in the field of literacy acquisition, nationally and internationally, especially in Brazil and Argentina since 2003.

She was Academic Principal from 2005 to 2010 and Head of School from 2011 to 2017 at Woodlands School, in Montevideo, Uruguay. She has just recently retired from that position, after 37 years of teaching, and is back doing consultancy work.