learneditt literacy session
Post on 04-Jul-2015
Embed Size (px)
DESCRIPTIONPresentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.
- 1. Literacy across thecurriculumLindsay MaughanIntervention Lead and SpecialistLeader of Education (SLE)@UKLiteracy
2. Aim:To explore how and why supporting literacyimproves the quality of teaching and learningUnderstandhow poorliteracy can bea barrier tolearningKnow thethree literacystrandsExplore somestrategies thatcan scaffoldlearning 3. Rising standards at KS2 79% achieved at least level 4 in reading,writing and arithmetic 76% reached at least level 4 in the newspelling, punctuation and grammar test 86% reached at least level 4 in maths 4. The contexthttp://www.youtube.com/watch?v=drNv48RLg78 5. Literacy: a few facts 1 in 6 people in the UK struggle with literacy. This means theirliteracy is below the level of an 11 year old. 92% of the British public say literacy is vital to the economy, andessential for getting a good job. 14% of children and young people from lower income homes rarelyor never read books for pleasure. Parents are the most important reading role models for theirchildren. Children and young people who engage in technology basedtexts, such as blogs, enjoy writing more and have more positiveattitudes towards writing.Source: Geoff Barton, Dont Call it Literacy! 6. 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 morerefuse.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 thedesert.7. Since there is no time like the present, hethought it was time to present the present. 7. The Matthew EffectWhile good readers gain new skills very rapidly, and quickly move fromlearning to read to reading to learn, poor readers become increasinglyfrustrated with the act of reading, and try to avoid reading wherepossible.Students who begin with high verbal aptitudes find themselves inverbally enriched social environments and have a double advantageGood readers may choose friends who also read avidly while poorreaders seek friends with whom they share other enjoymentsThe Matthew EffectDaniel Rigney 8. Age 7 John (top quartile) 7100 words Jennifer (lowest quartile) 3000 words!Age 16: 1 in 12 have a working vocabulary of 800 words! 9. ?Unconfident ConfidentRepetitionReinforcementRigour 10. Who is most responsible for supportingstudents in their development of literacy?Teaching Standards:demonstrate an understanding of and take responsibility forpromoting high standards of literacy, articulacy and the correct useof standard English, whatever the teachers specialist subjectOfsted:When evaluating the achievement of pupils, inspectors considerhow well...pupils develop a range of skills, including reading,writing, communication and mathematical skills, and how well theyapply these across the curriculum 11. Case study: class contextY10 class 20 students 16 F/ 4 M 10 Ever 6 7 SEN 6 students with literacy difficulties ranging from mild tosevere incl. 1 with dyslexia 1 student with an eyesight impairment 76% have an average KS2 point score of 21 or below. Thismeans they were working at an average ks2 level 3 at age 11 12. Some issues that may arise in theclassroomStudents may be: Unable to read information yougive them Unable to independentlyresearch Unable to access the curriculum Unable to articulate themselves Unable to sustain attention andfocus in the lessonPoor behaviourLack of motivationLack of drive andambitionPoor attainment lowlevels of progress 13. Literacy: whats in it fordepartments?Reasons whydepartments shouldsupport literacyMostimportantLeastimportant 14. Speaking and listening Teacher talk/ studenttalk Often assumed to benatural, but is not formany Oral frameworksneeded 15. Different types of talk Explaining Instructing Questioning Describing Analysing Evaluating Speculatingandhypothesising 16. Why talk?SummarisingideasAskingquestionsJustifyingresponsesChallengingresponsesAnalysingBuilding on,clarifying,modifyingothers ideasandevaluatingideas 17. QuestioningBad questions Lots of closed question A scattergun approach Dont involve the wholeclass First answer will beacceptedGood questions May be pre-planned Will focus on the why andhow not the what Will build in thinking timeand oral rehearsal 18. Idea from @TeacherToolkit 19. How do geographers talk? Think about people who represent the publicface of geography. programmes about the natural world weather forecasters geography teachers documentaries about geographical issues serious travel programmes How do geographers talk? 20. How do geographers talk? specialist vocabulary semi-formal factual, explanatory enthusiasm, passion and respect for otherplaces and perspectives 21. Oral framesDevelop sentenceopeners that arespecific to yoursubject/topic.Embed in talk first 22. 10 tips to develop talk in the classroom1. Never accept the 1st answer2. Never accept a 1 word answer3. Encourage students to respond by saying, I agree/disagreebecause... 4. Develop their use of sophisticated sentence openers5. Encourage students to use connectives in talk6. Encourage students to question/challenge the talk of others7. Encourage your students to provide more than 1 reason to supporttheir views8. Persistently ask them to develop/ tell me more/ explain/9. Encourage them to sum up their ideas into a formalised statement10. Encourage formal talk where possible- avoid contractions Id Iwould 23. Writing 24. Writing What is the purpose? audience? format?(PAF) Style - formal or informal? Layout and presentation? Tone Conventions? 25. What to explore Generating ideas + effective planning Connectives Sentence discourse markers Spelling, punctuation and grammar (SPG) 26. Purposes Inform Explain Persuade Evaluate Review Argue Advise 27. Writing ProvidemodelDeconstr-uctmodelAnalyseeffective-nessProvidescaffoldEvaluateConstructcollabor-ativelyandreviewCreateindepen-dently 28. Make writing realWrite a letter advising another scientistabout DNA.Why?Whats the point?Avoid meaningless writing tasks. 29. Better...format audienceWrite an online article aimed at teenagersto be published on Science Todayswebsite explaining recent research onDNA.purposetheme 30. teacherModel expectations of writingchecklists exemplarspeer 31. Tense Past I walked Present I am walking Future I am going to walkVoice First person I, we, my, our, us Second person You Third person He, she, they, it 32. Sentence types ShortSentence types Openings Used to emphasise a point Create tension To give clarity (good whenused before or after longer,more detailed sentences orat the beginning or end ofwriting) Long To develop a point To show extending thinkingVary Openings Adverbs Interestingly, ...Shows personal opinion first Connectives Introduce ideas and otherlines of thinking However, ... Consequently, ... Although... Despite... Since... 33. The limits of my language arethe limits of my worldLudwig Wittgenstein (18891951) 34. Vocab matrixAdjectivesWords that describeVerbs (-ing -ed)Words that are actionsAdverbsWords that describe an actionConnectivesWords that link ideasPrepositionsWords that show therelationship between wordse.g. distraught e.g. thinking e.g. furiously e.g. Despite that.... e.g. Yesterday...troubleddiscussing Even though...annoyinglyafter 35. Developing students vocabulary Read challenging texts(suited to ability) Provide glossaries Dictionaries /thesaurus Word of the week Key quotes board Up-cycling words 36. Reading 37. Ways of reading Continuous reading Close reading Skimming Scanning 38. Supporting reading in theclassroom 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 whenreading give glossaries for those students who may needthem 39. Supporting reading in theclassroom Ask students to read in pairs, as a group, whole class, orindividually. Ask them to read in chunks a sentence orparagraph for weaker students/ half-page or page for more-able Check understanding older students can sometimes readaloud quite competently but gain only a partial understandingof what has been read. Provide accessible texts: short sentences, pictorial supportand clear signposting all help! 40. Word Clouds (Tagxedo.com) 41. Describe your educational philosophy in 25 words.1 All children deserve the rightto a quality education . Nomatter what their social backgroundis or what their learningneeds are . Education for all . 25 42. Spelling strategies 43. QR codes Literacy in PE blog @davidfawcett27 44. Outstanding support of literacy? Literacy embedded in every lesson Classrooms rich with quality dialogue about literacy Established classroom routines display high qualityprovision for literacy All teachers in school actively promoting literacy drivenby SLT/ senior leader and English department Enrichment activities in subjects other than English thatpromote literacy e.g. Geography in the news club Engagement with new technologies to support theacquisition of good literacy skills 45. Questions Ofsted may use whenobserving literacy in any subject: Are key terms and vocabulary clear and explored with pupils to ensurethat they recognise and understand them? Are they related to similarwords or the root from which they are derived? Do teachers identify any particular features of key terms and helppupils with strategies for remembering how to spell them or why theymight be capitalised (e.g. Parliament in history or citizenship)? Do teachers remind pupils of important core skills for example how toskim a text to extract the main elements of its content quickly or to scana text for information about a key word or topic? 46. Do teachers make expectations clear before pupils begin a task forexample on the conventions of layout in a formal letter or on the mainfeatures of writing persuasively? Do teachers reinforce the importance