Literacy Twilight 17102012 AIMS To improve the quality of literacy delivery and intervention in teaching and learning to raise attainment in all subjects in all year groups To improve reading ages of all students particularly those with recognised lower than expected progress ID: 260464
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Slide1
Wrotham School
Literacy Twilight
17/10/2012Slide2
AIMS
To improve the quality of literacy delivery and intervention in teaching and learning to raise attainment in all subjects in all year groups
.
To improve reading ages of all students particularly those with recognised lower than expected progress
.
To narrow the literacy gender gap that is likely to contribute to lower performance at GCSE and A-Level.Slide3
Core focus
SPEAKING
LISTENING
READING
WRITINGSlide4
SKILLS
Research
Evaluate
Argue
Compare
Discuss
Persuade
Record
Communicate
ExtendSlide5
Literacy/ Reading Time
(From November 2012)
Monday Silent reading.
Tuesday Paired reading.
Wednesday Theme of the week discussion.
Thursday News and Current affairs.
Friday Open. Spelling, review, homework checking, student voice, handwriting. Slide6
Student Voice
6
th
Form leadership to renew student voice opportunities alongside the school council.
To ensure that all students are able to voice their opinions and feelings in a way that enhances their persuasive literacy skills. Slide7
Literacy Toolkit
Literacy skills and ideas for all staff to use in lessons with students including assessment and delivery ideas.Slide8
Narrowing the Gap - TLIG
TLIG meetings for staff to work on research and pilot schemes aimed at improving boys literacy and narrowing the gender gap in all subjects.
See RB for details/ to express an interest.Slide9
Reading Tests and Reading Recovery
Reading tests for all Key stages, information published to staff to inform planning.
Low reading age students to receive reading recovery support from key, trained staff and sixth form students. Slide10
Extended Writing
Each subject to deliver one opportunity for KS3 students to complete a piece of extended writing in each academic year.
Each piece to be drafted, checked, improved and “levelled up”. Slide11
Lesson Observation Feedback
Revised lesson observation form to start from November 2012 to include specific feedback on literacy delivery for speaking, listening, reading and writing. Slide12
What is “Good” or “Outstanding”
l
iteracy in the classroom?
Students are given opportunities to develop literacy skills in speaking, listening, reading and writing.
Students are able to fluently demonstrate and apply these skills to the subject they are studying.
Students demonstrate sophisticated use of subject language and understand context and audience.
Teachers use a wide range of methods to support weaker students and to challenge higher ability students in communicating their learning.
Students are able to express informed opinions with balance, evidence and using persuasive arguments. Students work is corrected for basic spelling, grammar and punctuation. Slide13
Literacy Progress MatsSlide14Slide15Slide16Slide17Slide18Slide19Slide20Slide21Slide22
ah
Varied Vocabulary
Sensitive, timid, aggressive, fantastic, wonderful, amazing, excellent, fabulous, exhilarating, tremendous, marvellous , weird, gigantic,
V
How do I make progress in literacy?
Because.
next
.. exciting.. Bad. .afraid.. good ..lonely interesting..
nice
Outstanding.. Tender.. formidable.. pathetic. ..dwell
..
..foreboding
.. speculation..
apparel
..
atmosphere
..
Hallucinate.. Dreadful.. Horrendous.. Horrific.. Appalling
Ghastly.. Daunting, disposition, notion, gravity,
Contrive, exploit, conspicuous, impose
Arduous, onerous, laborious, distort , resonant , conscientious, conscience, adverse, muster, pertinent, placid, ominous, conjure, scrupulous, aversion, stipulate, elude, foster, stupendous, innate, demoralise, amicable, hostile, amalgamate, accentuate, dote
Macabre, melodic, abhorrent, draconian, pungent, encumber, uncouth, obliteration, ratify, beseech, bequeath, prowess, salient, tenable, blighted, meander, grovel, hubbub, whittle, revelry, maul, gentility, unmitigated, vilify, pacifist, blatant, revulsionSlide23
Connective Challenge
but, so, then, because ,
w
hen
and
If, after , while,
as well
as, although, however also, besides, therefore
in addition to
,contrary to,
despite so as
to, above all, importantly, likewise, in comparison, finally, furthermore, additionally, nevertheless
Evidently, certainly, decidedly, indeed, obviously, possibly, presumably, one
might
consider, despite this, contrary to, moreover, similarly
None the less, notably, specifically, alternatively, thus, hence, initially, on the contrary, for instance, as revealed by, evidently, undoubtedly, conversely, on the other hand
How do I move up my levels?
CSlide24
Never…
Always
…
Besides… Even
though… Before
the/the
Meanwhile… Before very long… However… In addition… Despite…
An
important thing… We always… If/then… I felt as… Although I
had
.
I discovered… Having decided… I actually… Despite… Due to…
As time went
…
Another thing…
After a
while Although
… Afterwards… Before
…
Eventually… Sometimes… Often…
Firstly…
Then… Next..
So
.
Last
… But… Another
thing..
The last time… Soon… At last
…
If… Another time…
After
Sentence Starters
O
What do I need to do to improve
?
The
…
My …
I… Because
As..
Use a rhetorical question… Use imagery…
Use a
connective… Use
an adverb (
ed
or
ly
).. Use
a
verb… Use
a noun or
adjective ….Use
a simile or
metaphor… Use
a
feeling… Use a quotation..
Use personal pronouns.. Use alliteration .. Use rule of three… Use anaphora…Slide25
: ; / , . ? “” ( ) ! ‘ _ …
.
:
‘ ,
…
?
!
“
” ( )
.
?
,
! ‘ “ “
.
? , ! “”
.
? ,
Punctuation Pyramid
How do I use punctuation to improve?
PSlide26
Language devices match-up
On your tables there is an envelope with a series of language devices, definitions and examples.
In your groups try to match- up the devices with their correct example and definitions. Slide27
Identifying devices in song lyrics
http://
www.youtube.com/watch?v=ySqyQAs1XtM&feature=related
On your table is an A3 page with a series of examples of lyrics from songs. Listen to the song lyrics and try to decide what devices have been used in the lyrics.Slide28
The answersSlide29
Using the devices
On the following slides there are a series of images and scenarios. When the presentation is stopped on a certain slide as a group you must use as many devices as possible to complete the activity.Slide30
Using as many devices as you can.Slide31
Using as many devices as you can.Slide32
Using as many devices as you can.Slide33
Using as many devices as you can.Slide34
Using as many devices as you can.Slide35
Write a first person account of one day in
the
life of a 5 pound
note.
Using as many devices as you can.Slide36
Using as many devices as you can.Slide37
Using as many devices as you can. Describe…Slide38
Using as many devices as you can.Slide39
Using as many devices as you can.Slide40
Using as many devices as you can. Describe…Slide41
Using as many devices as you can.Slide42