learneditt literacy session

59
Literacy across the curriculum Lindsay Maughan Intervention Lead and Specialist Leader of Education (SLE) @UKLiteracy

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Presentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.

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Page 1: LearnEDITT literacy session

Literacy across the

curriculumLindsay Maughan

Intervention Lead and Specialist

Leader of Education (SLE)

@UKLiteracy

Page 2: LearnEDITT literacy session

To explore how and why supporting literacy

improves the quality of teaching and learning

Understand

how poor

literacy can be

a barrier to

learning

Aim:

Know the

three literacy

strands

Explore some

strategies that

can ‘scaffold’

learning

Page 3: LearnEDITT literacy session

Rising standards at KS2

79% achieved at least level 4 in reading,

writing and arithmetic

76% reached at least level 4 in the new

spelling, punctuation and grammar test

86% reached at least level 4 in maths

Page 4: LearnEDITT literacy session

The context

http://www.youtube.com/watch?v=drNv48RLg78

Page 5: LearnEDITT literacy session

Literacy: a few facts

1 in 6 people in the UK struggle with literacy. This means their

literacy is below the level of an 11 year old.

92% of the British public say literacy is vital to the economy, and

essential for getting a good job.

14% of children and young people from lower income homes rarely

or never read books for pleasure.

Parents are the most important reading role models for their

children.

Children and young people who engage in technology based

texts, such as blogs, enjoy writing more and have more positive

attitudes towards writing.

Source: Geoff Barton, ‘Don’t Call it Literacy!”

Page 6: LearnEDITT literacy session

1. The bandage was wound around the wound.

2. The farm was used to produce produce.

3. The dump was so full that it had to refuse more

refuse.

4. We must polish the Polish furniture.

5. He could lead if he would get the lead out.

6. The soldier decided to desert his dessert in the

desert.

7. Since there is no time like the present, he

thought it was time to present the present.

Page 7: LearnEDITT literacy session

The Matthew Effect

“While good readers gain new skills very rapidly, and quickly move from

learning to read to reading to learn, poor readers become increasingly

frustrated with the act of reading, and try to avoid reading where

possible.”

“Students who begin with high verbal aptitudes find themselves in

verbally enriched social environments and have a double advantage”

“Good readers may choose friends who also read avidly while poor

readers seek friends with whom they share other enjoyments”

The Matthew EffectDaniel Rigney

Page 8: LearnEDITT literacy session

Age 7

John (top quartile)

7100 words

Jennifer (lowest quartile)

3000 words!

Age 16: 1 in 12 have a working vocabulary of 800 words!

Page 9: LearnEDITT literacy session

Unconfident Confident

?

Repetition

Reinforcement

Rigour

Page 11: LearnEDITT literacy session

Who is most responsible for supporting

students in their development of literacy?

Teaching Standards:

“demonstrate an understanding of and take responsibility for

promoting high standards of literacy, articulacy and the correct use

of standard English, whatever the teacher’s specialist subject”

Ofsted:

“When evaluating the achievement of pupils, inspectors consider

how well...pupils develop a range of skills, including reading,

writing, communication and mathematical skills, and how well they

apply these across the curriculum”

Page 12: LearnEDITT literacy session

Case study: class context

Y10 class

20 students

16 F/ 4 M

10 Ever 6

7 SEN

6 students with literacy difficulties – ranging from mild to

severe incl. 1 with dyslexia

1 student with an eyesight impairment

76% have an average KS2 point score of 21 or below. This

means they were working at an average ks2 level 3 at age 11

Page 13: LearnEDITT literacy session

Some issues that may arise in the

classroom

Students may be:

Unable to read information you

give them

Unable to independently

research

Unable to access the curriculum

Unable to articulate themselves

Unable to sustain attention and

focus in the lesson

Poor behaviour

Lack of motivation

Lack of drive and

ambition

Poor attainment – low

levels of progress

Page 14: LearnEDITT literacy session

Literacy: what’s in it for

departments?

Reasons why

departments should

support literacy

Most important

Leastimportant

Page 15: LearnEDITT literacy session

Speaking and listening

Teacher talk/ student

talk

Often assumed to be

‘natural’, but is not for

many

Oral frameworks

needed

Page 16: LearnEDITT literacy session

Different types of talk

Explaining

Instructing

Questioning

Describing

Analysing

Evaluating

Speculating

and

hypothesising

Page 17: LearnEDITT literacy session
Page 18: LearnEDITT literacy session

Why talk?

Asking questions

Summarising ideas

Justifying responses

Challenging responses

Building on, clarifying, modifying

others’ ideas

Analysing and

evaluating ideas

Page 19: LearnEDITT literacy session

Questioning

Bad questions

Lots of closed question

A ‘scattergun’ approach

Don’t involve the whole

class

First answer will be

accepted

Good questions

May be pre-planned

Will focus on the why and

how not the what

Will build in ‘thinking time’

and ‘oral rehearsal’

Page 20: LearnEDITT literacy session

Idea from @TeacherToolkit

Page 21: LearnEDITT literacy session
Page 22: LearnEDITT literacy session
Page 23: LearnEDITT literacy session

How do geographers talk?

Think about people who represent the public

face of geography.

– programmes about the natural world

– weather forecasters

– geography teachers

– documentaries about geographical issues

– serious travel programmes

How do geographers talk?

Page 24: LearnEDITT literacy session

How do geographers talk?

specialist vocabulary

semi-formal

factual, explanatory

enthusiasm, passion and respect for other

places and perspectives

Page 25: LearnEDITT literacy session

Oral frames

Develop sentence

openers that are

specific to your

subject/topic.

Embed in talk first

Page 26: LearnEDITT literacy session
Page 27: LearnEDITT literacy session

10 tips to develop talk in the classroom1. Never accept the 1st answer

2. Never accept a 1 word answer

3. Encourage students to respond by saying, “I agree/disagree

because... “

4. Develop their use of sophisticated sentence openers

5. Encourage students to use connectives in talk

6. Encourage students to question/challenge the talk of others

7. Encourage your students to provide more than 1 reason to support

their views

8. Persistently ask them to develop/ tell me more/ explain/

9. Encourage them to sum up their ideas into a formalised statement

10. Encourage formal talk where possible- avoid contractions “I’d” “I

would”

Page 29: LearnEDITT literacy session

Writing

What is the purpose? audience? format?

(PAF)

Style - formal or informal?

Layout and presentation?

Tone

Conventions?

Page 30: LearnEDITT literacy session

What to explore

Generating ideas + effective planning

Connectives

Sentence discourse markers

Spelling, punctuation and grammar (SPG)

Page 31: LearnEDITT literacy session

Purposes

Inform

Explain

Persuade

Evaluate

Review

Argue

Advise

Page 32: LearnEDITT literacy session

Writing Provide model

Deconstr-uct

model

Analyse effective-

ness

Provide scaffold

Construct collabor-atively

Create indepen-

dently

Evaluate and

review

Page 33: LearnEDITT literacy session
Page 34: LearnEDITT literacy session

Make writing real

“Write a letter advising another scientist

about DNA.”

Why?

What’s the point?

Avoid meaningless writing tasks.

Page 35: LearnEDITT literacy session

Better...

Write an online article aimed at teenagers

to be published on Science Today’s

website explaining recent research on

DNA.

format audience

purposetheme

Page 36: LearnEDITT literacy session

Model expectations of writing

teacher

exemplarschecklists

peer

Page 37: LearnEDITT literacy session

Tense

• Past

– I walked

• Present

– I am walking

• Future

– I am going to walk

Voice

• First person

– I, we, my, our, us

• Second person

– You

• Third person

– He, she, they, it

Page 38: LearnEDITT literacy session

Sentence types Openings

Sentence types

• Short

– Used to emphasise a point

– Create tension

– To give clarity (good when

used before or after longer,

more detailed sentences or

at the beginning or end of

writing)

• Long

– To develop a point

– To show extending thinking

Vary Openings

• Adverbs

– “Interestingly, ...”

Shows personal opinion first

• Connectives

– Introduce ideas and other

lines of thinking

– However, ...

– Consequently, ...

– Although...

– Despite...

– Since...

Page 39: LearnEDITT literacy session

“The limits of my language are

the limits of my world”Ludwig Wittgenstein (1889–1951)

Page 40: LearnEDITT literacy session

Vocab matrixAdjectives

Words that describe Verbs (-ing -ed)

Words that are actionsAdverbs

Words that describe an actionConnectives

Words that link ideas

PrepositionsWords that show the

relationship between words

e.g. distraught e.g. thinking e.g. furiously e.g. Despite that.... e.g. Yesterday...

troubled

discussing Even though...

annoyingly

after

Page 41: LearnEDITT literacy session

Developing students’ vocabulary

Read challenging texts

(suited to ability)

Provide glossaries

Dictionaries /

thesaurus

Word of the week

Key quotes board

‘Up-cycling’ words

Page 42: LearnEDITT literacy session

Reading

Page 43: LearnEDITT literacy session
Page 44: LearnEDITT literacy session
Page 45: LearnEDITT literacy session
Page 46: LearnEDITT literacy session

Ways of reading

Continuous reading

Close reading

Skimming

Scanning

Page 47: LearnEDITT literacy session

Supporting reading in the

classroom

Enlarge the font size for your weakest students

Print on yellow paper for students with dyslexia

Think about the vocabulary you use in the classroom –challenge your more able students!

Point out tricky words and explain what they mean when reading – give glossaries for those students who may need them

Page 48: LearnEDITT literacy session

Supporting reading in the

classroom

Ask students to read in pairs, as a group, whole class, or individually. Ask them to read in chunks – a sentence or paragraph for weaker students/ half-page or page for more-able

Check understanding – older students can sometimes read aloud quite competently but gain only a partial understanding of what has been read.

Provide accessible texts: short sentences, pictorial support and clear signposting all help!

Page 49: LearnEDITT literacy session

Word Clouds (Tagxedo.com)

Page 50: LearnEDITT literacy session
Page 51: LearnEDITT literacy session

1 All children deserve the right

to a quality education . No

matter what their social background

is or what their learning

needs are . Education for all . 25

Describe your educational philosophy in 25 words.

Page 52: LearnEDITT literacy session

Spelling strategies

Page 53: LearnEDITT literacy session

QR codes

Literacy in PE blog @davidfawcett27

Page 54: LearnEDITT literacy session

Outstanding support of literacy?

Literacy embedded in every lesson

Classrooms rich with quality dialogue about literacy

Established classroom routines display high quality

provision for literacy

All teachers in school actively promoting literacy – driven

by SLT/ senior leader and English department

Enrichment activities in subjects other than English that

promote literacy – e.g. ‘Geography in the news’ club

Engagement with new technologies to support the

acquisition of good literacy skills

Page 55: LearnEDITT literacy session

Questions Ofsted may use when

observing ‘literacy’ in any subject:

Are key terms and vocabulary clear and explored with pupils to ensure

that they recognise and understand them? Are they related to similar

words or the root from which they are derived?

Do teachers identify any particular features of key terms and help

pupils with strategies for remembering how to spell them or why they

might be capitalised (e.g. ‘Parliament’ in history or citizenship)?

Do teachers remind pupils of important core skills – for example how to

skim a text to extract the main elements of its content quickly or to scan

a text for information about a key word or topic?

Page 56: LearnEDITT literacy session

Do teachers make expectations clear before pupils begin a task – for

example on the conventions of layout in a formal letter or on the main

features of writing persuasively?

Do teachers reinforce the importance of accuracy in spoken or written

language – for example, emphasising the need for correct sentence

punctuation in one-sentence answers or correcting ‘we was…’ in

pupils’ speech?

Do teachers identify when it is important to use standard English and

when other registers or dialects may be used – for example, in a

formal examination answer and when recreating dialogue as part of

narrative writing?

Page 57: LearnEDITT literacy session

Do teachers help pupils with key elements of literacy as they support

them in lessons? Do they point out spelling, grammar or punctuation

issues as they look at work around the class?

Does teachers’ marking support key literacy points? For example,

are key subject terms always checked for correct spelling? Is

sentence punctuation always corrected?

Page 58: LearnEDITT literacy session

Further reading

http://www.scoop.it/t/literacy-in-secondary-

education

Page 59: LearnEDITT literacy session

#LiteracyDropbox

Literacy in…geography/history/RE/maths/

science/PE