Babcock LDP English Adviser Literacy leaders the essentials Richard Durant richarddurantbabcockinternationalcom Richard Durant on literacy Richard Durant richarddurant babcockinternationalcom ID: 566217
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Richard Durant, Babcock LDP English Adviser
Literacy leaders: the essentials
Richard Durant richard.durant@babcockinternational.comSlide2
Richard Durant on literacy....
Richard Durant
richard.durant@
babcockinternational.comSlide3
Aims
To considerthe role of school literacy leadersthe typical whole-school literacy issues
how
T
he Smart Guide to Literacy in Every Subject
can support whole-school literacy
Richard Durant
richard.durant@
babcockinternational.comSlide4
How could it go wrong?
Richard Durant richard.durant@babcockinternational.com
No clout or status
Inadequate support and challenge from above
IsolationSlide5
How can it go right?
Richard Durant richard.durant@babcockinternational.com
Recruit
Get agreement on priorities
Step-by-step, cumulative approach
Accountability
Professionalism, not just a hobbySlide6
Sticky problems
Richard Durant richard.durant@babcockinternational.com
weak
strong
important
unimportant
reading carefully
spelling
structuring long exam answersSlide7
The two most important aspects of writing….
Richard Durant richard.durant@babcockinternational.com
Writing good sentences
Structuring and developing
ideasSlide8
The incident reportRichard Durant
richard.durant@babcockinternational.comLining up for music I was out of line so went to the back. Simon pushed me and I nearly fell down the stairs. I then kicked him and pushed him, Simon then got Josh and pushed him into me, his bag hit me and my head hit the building, I then kicked him again and punched him in the face. He then started crying and blamed everything on me. Mrs Baxter came and Sally told Mrs Baxter. I punched him on Simon's left cheek not his right where the filling is.Slide9Slide10
A stepped approach for teaching and writing……….
Richard Durant richard.durant@babcockinternational.com
Analyse
: provide and explore an example to reveal the appropriate text features.
Model
: demonstrate how the new text should be written.
Share
: work with the class to plan and/or write a text
Scaffold
: support students who are still not ready to write independently.
Leave and watch/intervene
: let the students write independently.
Feed back
on progress along the way: don't wait until students have failed.Slide11
11Slide12
Combining sentences: simple to complex
Richard Durant richard.durant@babcockinternational.com
we laughed
he cried
the girl stood up
her back was aching
he was unhappy
it rang
she looked at her phone
the teacher frowned
they jumped
the roof leakedSlide13
Varying the order of clauses in a sentence
Richard Durant richard.durant@babcockinternational.comIn the three examples of complex sentences below, the conjunction is marked in bold and the subordinate clause is
underlined
. Note that the main clause does not have to be put first.
When
we dipped it in the solution
, the litmus paper turned blue.
Although
rainfall in the country is low
, Kenya depends on agriculture.
You can buy short crust pastry
if
you don't want to make your own
.Slide14
Combining sentences: simple to complex
Richard Durant richard.durant@babcockinternational.com
Here are three pairs of sentences:
We put on our safety goggles. We were using the sander.
We added some universal indicator to the liquid. It turned red.
I went to see my teacher. I didn’t like him
.
1. Join each pair of sentences into one sentence, using a suitable connective.
2. Do it again, by choosing different connectives.
3. Try
starting
your new sentences with connectives.Slide15Slide16
Writing better sentences
Richard Durant richard.durant@babcockinternational.comThere are four simple rules for good sentences:
Don’t
make them too long
.
Don’t
make them all the same length.
Start them in different ways.
Put a capital letter at the beginning and a full stop at the end. Slide17
Richard Durant richard.durant@babcockinternational.comSlide18
Which one is best?
A The shark was below the surface. It shook the body violently. It tore with its sharp teeth. The body came apart. The shark swallowed. Then it turned back for more.
B
Below the water, shaking its head from side to side, the shark ripped the body with its rough, serrated teeth, tearing it apart, before swallowing and then turning back for more
.
C
Below the surface, the fish shook its head from side to side, its serrated triangular teeth sawing through what little sinew still resisted. The corpse fell apart. The fish swallowed, then turned to continue feeding.
D
“
Now
I’ve
got you!
”
the great evil fish thought to itself as it gripped the little woman
’
s body in its sharp teeth and shook her violently until her internal organs burst out - livers, kidneys and lungs flying in different directions.
“
Yum, yum! Now let
’
s see what’s for afters!”E Below the surface, the fish shook its head violently from side to side, its sharp, jagged teeth tearing greedily through the few remaining sinews. The ripped and shredded corpse fell apart. With a great and hungry gulp, the fish swallowed, before thrashing back for more.Richard Durant richard.durant@babcockinternational.comSlide19
Think about yourself as a readerWhat have you read over the past couple of days?
Why did you read those texts?What helped you to read them?You need to become more aware of how and why you read if you are going to help students empathetically. Richard Durant richard.durant@babcockinternational.comSlide20
The two most important aspects of reading…
Richard Durant richard.durant@babcockinternational.comUsing the right strategy (e.g. skimming, scanning)
Research skillsSlide21
There are four reading strategies:
Richard Durant richard.durant@babcockinternational.comSkimming
Scanning
Close reading
Continuous readingSlide22
Mechanisms for heat transfer
Richard Durant richard.durant@babcockinternational.com There are three broad types of heat transfer.
Conduction:
Thermal
energy passes from areas with greater molecular kinetic energy to ones with less molecular kinetic energy. This energy transfers via direct molecular collisions - a process known as
conduction. In the case of metals, much of the transported thermal energy is also transferred through conduction-band electrons.
2.
Convection:
Heat-induced motion in fluids that are static is known as
free convection
.
Local volumetric expansion is created when heat conducts into a static fluid. As a
result of
gravity-induced pressure gradients, the expanded fluid parcel becomes buoyant and displaces. This process transports heat in a fluid motion (i.e.
convection
) as well as through conduction.
3
.
Radiation:All materials radiate thermal energy. How much they radiate depends on their temperature: light photons carry energy in both the infrared and visible portions of the electromagnetic spectrum. If temperatures are uniform, equilibrium is reached in the radiative flux between objects. Under these circumstances no net thermal energy is exchanged. However, if temperatures are not uniform, the balance is upset. In those circumstances thermal energy is transported from surfaces of higher to surfaces of lower temperature.Slide23
A research model....
Richard Durant richard.durant@babcockinternational.com
Stage 1: Establishing purposes
Stage 2: Locating information
Stage 3: Interacting with the text
Stage 4: Shaping and communicating informationSlide24
Possible research topics
Richard Durant richard.durant@babcockinternational.comFast food
Burger restaurants
What is fast food?
Is fast food good for us
?
Topics
such as 'find out all you can about Stephen Hawking/ Henry VIII/ photosynthesis are always doomed
.Slide25
KWL gridsRichard Durant
richard.durant@babcockinternational.comKWL grid to establish
prior knowledge
as a starting point for research
What I
K
now
What I
W
ant to know
What I have
L
earntSlide26
The web - a great place for finding out
Richard Durant richard.durant@babcockinternational.comSlide27
Readability tips
Richard Durant richard.durant@babcockinternational.comUse short sentences as far as possible. Use the shortest possible words (e.g. 'give' rather than 'provide').
Do not bundle instructions together: break them into steps with numbers or bullets.
Be concise.
Do not jumble pictures and words together. Writing over pictures might look exciting, but it is much harder to read than text over a plain background.
Use serif fonts (e.g. Arial or Calibri)Slide28
Thank you and FREE e-Book trial
Richard Durant richard.durant@babcockinternational.comFor a
FREE
30-day trial of:
The Student Guide to Literacy in Every Subject
eBook app email:
admin@smart-learning.co.uk