e n l i s h
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E N L I S H . “From Good to Outstanding”. Geoff Barton. Sunday, October 5, 2014. Download this presentation at: www.geoffbarton.co.uk. Barton: E N L I S H . Opening Assumptions. + G&T + Grammar + FS + Starters + 5*A-C(EM) + ???. Barton: E N L I S H . - PowerPoint PPT PresentationTRANSCRIPT
ENLISH
Geoff Barton
Thursday, April 20, 2023
Download this presentation at: www.geoffbarton.co.ukDownload this presentation at: www.geoffbarton.co.uk
“From Good to Outstanding”
Opening Assumptions
Barton: ENLISH
+ G&T+ Grammar+ FS+ Starters+ 5*A-C(EM)+ ???
• Where have we come from?
• Where are we now?
• Where are we going?
Barton: ENLISH
Barton: ENLISH
“The past is another country:they do things differently there”
LP Hartley
“Never such innocence again”
Philip Larkin
Parse the italicised words:“The lady protests too much, methinks”“Sit thee down”“I saw him taken”
Rewrite these sentences correctly:“Louis was in some respects a good man, but being a bad ruler his subjects rebelled”“Vainly endeavouring to suppress his emotion, the service was abruptly brought to an end”
Alfred S West, The Elements of English Grammar
Barton: ENLISH
Barton: ENLISH
For each of the following write a sentence containing the word or clause indicated:
a) That used as a subordinating conjunctionb) That used as a relative pronounc) An adjective used in the comparative degreed) A pronoun used as a direct objecte) An adverbial clause of concessionf) A noun clause in appositiong) A collective noun
JMB O-level English Language, 1967
Barton: ENLISH
Barton: ENLISH
Barton: ENLISH
Autonomy
Barton: ENLISH
Disempowerment
16+16+
NCNC
CourseworkCoursework
GCSEGCSE
FrameworkFramework
Performance tablesPerformance tables
Where we are now…
Literacy
and the Strategy
English Review 2000-05
October 2005: Key findings
English is one of the best taught subjects in both primary and secondary schools.
October 2005: Key findings
Standards of writing have improved as a result of guidance from the national strategies. However, although pupils’ understanding of the features of different text types has improved, some teachers give too little thought to ensuring that pupils fully consider the audience, purpose and content for their writing. Schools also need to consider how to develop continuity in teaching and assessing writing.
October 2005: Key findings• Schools do not always seem to understand the importance of pupils’ talk in developing both reading and writing. • Myhill and Fisher quote research which argues that ‘spoken language forms a constraint, a ceiling not only on the ability to comprehend but also on the ability to write, beyond which literacy cannot progress’. Too many teachers appear to have forgotten that speech ‘supports and propels writing forward’. • Pupils do not improve writing solely by doing more of it; good quality writing benefits from focused discussion that gives pupils a chance to talk through ideas before writing and to respond to friends’ suggestions.
October 2005: Key findings
• The Progress in International Reading Literacy Study (PIRLS), published in 2003, found that, although the reading skills of 10 year old pupils in England compared well with those of pupils in other countries, they read less frequently for pleasure and were less interested in reading than those elsewhere. • An NFER reading survey (2003), conducted by Marian Sainsbury, concluded that children’s enjoyment of reading had declined significantly in recent years. • A Nestlé/MORI report highlighted the existence of a small core of children who do not read at all, described as an ‘underclass’ of non-readers, together with cycles of non-reading ‘where teenagers from families where parents are not readers will almost always be less likely to be enthusiastic readers themselves
Implications for you …?
Writing: is there an understanding across any teams
of how to develop writing - eg how to get better evaluations, better essays, better scientific
writing?
Reading: Who is teaching reading? Has reading for pleasure slipped
from your radar?
S&L: Does it happen systematically anywhere to
develop thinking and to model writing?
Leadership: Has your leadership team lost interest in literacy? How
will you reignite interest?
ENGLISH NOW!!
What’s the
latest news?
• The standard of writing has improved in recent years but still lags 20% behind reading at all key stages (eg around 60% of students get level 4 at KS2 in writing, compared to 80% in reading).
• Writing has improved as a result of the National Strategy.
• S&L has a big role in writing - it allows students to rehearse ideas and structures and builds confidence.
• But S&L has lower status because of assessment weightings.
• In teaching writing we tend to focus too much on end-products rather than process (eg frames). We should think more about composition - how ideas are found and framed, how choices are made, how to decide about the medium, how to draft and edit.
• We are still stuck with a narrow range of writing forms and need to emphasise creativity in non-fiction forms.
• We need to rediscover the excitement of writing.
What we know about Writing …
With thanks to Professor Richard Andrews, London Institute
• Aged 7: children in the top quartile have 7100 words; children in the lowest have around 3000. The main influence in parents.
• Using and explaining high-level words is a key to expanding vocabulary. A low vocabulary has a negative effect throughout schooling.
• Declining reading comprehension from 8 onwards is largely a result of low vocabulary. Vocabulary aged 6 accounts for 30% of reading variance aged 16.
• Catching up becomes very difficult. Children with low vocabularies would have to learn faster than their peers (4-5 roots words a day) to catch up within 5-6 years.
• Vocabulary is built via reading to children, getting children to read themselves, engaging in rich oral language, encouraging reading and talking at home
• In the classroom it involves: defining and explaining word meanings, arranging frequent encounters with new words in different contexts, creating a word-rich environment, addressing vocabulary learning explicitly, selecting appropriate words for systematic instruction/reinforcement, teaching word-learning strategies
What we know about vocabulary …
With thanks to DCSF Research Unit
Characteristics: 2/3 boys. Generally well-behaved. Positive in outlook. “Invisible” to teachers. Keen to respond but unlikely to think first. Persevere with tasks, especially with tasks that are routine. Lack self-help strategies. Stoical, patient, resigned.
Reading: they over-rely on a limited range of strategies and lack higher order reading skills
Writing: struggle to combine different skills simultaneously. Don’t get much chance for oral rehearsal, guided writing, precise feedback
S&L: don’t see it as a key tool in thinking and writing
Targets: set low-level targets; overstate functional skills; infrequently review progress
What we know about students who make slow progress …
With thanks to DCFS
ENGLISH NOW!!
Key conventions
Link to speech
Sentence variety
Connectives
Importance of reading
Teach composition
Demonstrate writing.
Know your connectives
Adding: and, also, as well as, moreover, too
Cause & effect: because, so, therefore, thus, consequently
Sequencing: next, then, first, finally, meanwhile, before, after
Qualifying: however, although, unless, except, if, as long as, apart from, yet
Emphasising: above all, in particular, especially, significantly, indeed, notably
Illustrating: for example, such as, for instance, as revealed by, in the case of
Comparing: equally, in the same way, similarly, likewise, as with, like
Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the other hand
ENGLISH NOW!!
Reading needs teaching: skimming, scanning, analysis
Use DARTs: prediction, jumbled texts, pictures and graphs
Presentation and framing can make texts more accessible
Teach research skills, not FOFO
Teach and display subject-specific vocabulary
Read aloud.
Demystify spelling
ENGLISH NOW!
Break tyranny of Q&A
No hands up
Thinking time
Get teachers watching teachers who manage S&L well
Reflective groupings
Rehearsing responses
Key words / connectives
ENGLISH NOW!
Post-SATs challenge
Consistency is an equal opportunities issue
Make Assessment for Learning happen
Use student feedback
Integration plus explicit skills
Improvement happens in the classroom.
Remember the “disappeared”
Make being G&T sexy
ENLISH
Geoff Barton
Thursday, April 20, 2023
Download this presentation at: www.geoffbarton.co.ukDownload this presentation at: www.geoffbarton.co.uk
“From Good to Outstanding”
Download this presentation at www.geoffbarton.co.ukDownload this presentation at www.geoffbarton.co.uk
The new multi-media KS3 course by Geoff Barton
Published by Pearson
ENLISH
English Teacher
Petite, white-haired Miss CartwrightKnew Shakespeare off by heart,Or so we pupils thought.Once in the stalls at the Old VicShe prompted Lear when he forgot his part.
Ignorant of Scrutiny and Leavis,She taught Romantic poetry,Dreamt of gossip with dead poets.To an amazed sixth form once said:‘How good to spend a night with Shelley.’
In long war years she fed us plays,Sophocles to Shaw’s St Joan.Her reading nights we named our Courting Club,Yet always through the blacked-out streetsOne boy left the girls and saw her home.
When she closed her eyes and chanted‘Ode to a Nightingale’We laughed yet honoured her devotion.We knew the man she should have marriedWas killed at Passchendaele.
Brian CoxFrom Collected Poems, Carcanet Press 1993.
English Teacher
Petite, white-haired Miss CartwrightKnew Shakespeare off by heart,Or so we pupils thought.Once in the stalls at the Old VicShe prompted Lear when he forgot his part.
Ignorant of Scrutiny and Leavis,She taught Romantic poetry,Dreamt of gossip with dead poets.To an amazed sixth form once said:‘How good to spend a night with Shelley.’
In long war years she fed us plays,Sophocles to Shaw’s St Joan.Her reading nights we named our Courting Club,Yet always through the blacked-out streetsOne boy left the girls and saw her home.
When she closed her eyes and chanted‘Ode to a Nightingale’We laughed yet honoured her devotion.We knew the man she should have marriedWas killed at Passchendaele.
Brian CoxFrom Collected Poems, Carcanet Press 1993.
And finally …
ENLISH
Geoff Barton
Thursday, April 20, 2023
Download this presentation at: www.geoffbarton.co.ukDownload this presentation at: www.geoffbarton.co.uk
“From Good to Outstanding”