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Making literacy across the curriculum deliver

Makingliteracy across the curriculum deliverMaking literacy acrossthe curriculum deliverMakingliteracy across the curriculum deliver1How to lead literacyMakingliteracy across the curriculum deliverWhy, what if00nbsp;00and I wonderMakingliteracy across the curriculum deliverPoverty indicators (source:UNDP) Nearly 800 million people do not get enough food, and about 500 million people are chronically malnourished. More than a third of children are malnourished. Six countries can spend $ 700 million in nine days on dog and cat food.Makingliteracy across the curriculum deliverMaking it manageableand relevant for cross curricular colleagues Connect to grade improvement Prioritise build teams and follow through Two whole Subject Team priorities and one whole school: eg, behaviourMakingliteracy across the curriculum deliverWorking alongsidein classrooms: modelling the process,eg Maths project Choose change agents Make it evidence based Use the students in subsequent trainingMakingliteracy across the curriculum deliverFive teaching tips Give praise when it is genuinely earned: remember 5:1 ratio Explain clearly Be strict and fair Make people see the point of it Tell them how they can improveMakingliteracy across the curriculum deliverIt00 important togive positive feedback Good reward phrases:fantastic 00well done 00I00 going to write to your parents 00nbsp; I00 goingto tell your head of year 00/i>Makingliteracy across the curriculum deliverWhen you are explainingsomething ... Have I made that clear? What do you understand? Next 00and then 00what you do is 00efore you 00heck your workings 00his is just like 00what you could do is 00after that you 00irst 00hat you have to do ... Advanced: what if 00nbsp; suppose 00o you think 00what would happen if 00ow might this be used in real lifeMakingliteracy across the curriculum deliverStudentspraisingstudentsMakingliteracy across the curriculum deliverBuilding the languagecommunity: student coaches, leaders and networks A literacy focussed project in every year group Y7: student researchers Y8: Learning to Lead Y9: Brose Learning Challenge Y10: Guardians of Excellence The registers of enquiry, leadership and learningMakingliteracy across the curriculum deliverLevel:Topic:A project on there own topic.Eg website, posters and formal letters.Unit:Date / Wk Comm:27th February 2002Week 2Lesson 1Aims and Objectives:S For all students to be able to cut and pasteby the end of the session.S To be able to cut and paste a documentary fromworld book.Time Allocation:All sessionContext: This lessonwill consist of questions designing work and also using writing programs.Links with other subjects:noneFollow up work:To create a project By usingThe internet and world book.Comments:NoneSMSCGroup Split:Whole class involvedSEN:Key WordsCut &pasteMicrosoft word.Teacher Input / PupilOutcome: Register and introduction. Explain what to do.Plenary and Questions: At the end of the lesson ask questions on what the class has learnt. How to save there work How to check there spelling without going on to the menu(F7) how to choose font and select the size of the font.TimingsThe first 10 minutes will bespent on cutting and pasting.Make a documentary using worldbook and the internet.Tools, Materials andresources:Microsoft wordPowerPointWorld bookInternetWord artTeaching StrategiesOpportunities for individualworkYGroup WorkyHomeworkYProblem solving activitiesyEvaluation / Assessment:We will grade them at the end of the project.With the help of the it teachersand technicians to help improve there grade in the curriculum tests.VideosClass discussionsYOral workyQuestion and Answer sessionsYTeacher led workyInformation handlingYResearchyOther:yDifferentiation: By outcome and level of outcomesMakingliteracy across the curriculum deliverWIN writing Cross phase networking Focussed on schools00needs Short term Making writing necessaryMakingliteracy across the curriculum deliverOFSTED 2005 Capacity and leadership: do I understand the literacy data and how does it inform planning? How do I link monitoring, action and impact? Every Child Matters: different groups; the students00perspectives Behaviour: speaking and listening, responsibility and respectMakingliteracy across the curriculum deliverHMI Literacy Report2004 Inthe best provision, teachers demonstrate a very good knowledge and expertisein the teaching of basic skills. Theteaching methods used take very good account of the different abilitiesof the students and their preferred learning styles. Great care is takento include all students in learning. There is a good variety of learningactivities, which are planned in small steps to ensure achievement.Makingliteracy across the curriculum deliver2Training staff in literacy to create the right impactMakingliteracy across the curriculum deliverThe learning teamprinciple 00whole school capacity Capacity v tactics; getting it into the dna Cross curricular learning teams 00 choice English Team as consultantsMakingliteracy across the curriculum deliverOutcomesAttainmentimprovesStudents know how to develop learningskillsStudents know their targets and whatto do to improveStudents, staff and parents enjoylearningStudents are partners in the learningprocess and make make active learning style choicesStudents learn a range of independentand accelerated learning skillsDeveloping the LearningCulture (SIP KI1-4)UFAEffectiveTeachingStylesLiteracyAcrosstheCurriculum14-19TechnologyAcross theCurriculumCross-CurricularCompact andHE partnersWarwick Universityaccreditation National College ofSchool Leadership Specialist schools networksStudent ResearchersTheNetworkedLearningCommunity15 schoolsMakingliteracy across the curriculum deliverTraining staff inliteracy to create the right impact Teams: Learning Team English Department Progress Unit Delivery: use envoy and rainbow in delivery; share assessment criteria colleagues to contract for impactMakingliteracy across the curriculum deliverThe entitlement gridMusic: Bedworth SymphonyOrchestraNuneaton Library Services:Sponsorship of Reading AwardsCommunityCompactEng: self and peerassessment for written work Drama: each one teach one Art : colour painting project : Each one teach oneDrama: Assessmentcriteria bookletsTLF: Assessment forLearningEnglish : Timelinesand Tension Graphs History : Charting : timelines Science: Forces : multiplication and division skills; charting MFL: sums in FrenchNumeracy: multiplicationand division skills; chartingDrama: evaluation:role playHistory: discursive/persuasive:ICT: explanationSR: Religion in themedia: explanationGeography: explanationEng: persuade, informand argueWriting: non fictionwritingPositive speakingskills 00nvoy00 grouping 00nowball00 groupingPositive Listeningskills: giving attention to a speaker positive turn takingSpeaking and listeningEng: Shakespeare00life and timesLS: Library Servicetexts 00children00 books Science: cells Art: Colour Tech: Box unit SR: Sikhism; I am DavidEnglish: Reading JournalsLS: video 00filmreviewLRC - Reading: informationskillsSUMMERSPRINGAUTUMNYEAR 7Makingliteracy across the curriculum deliver3Practical activities that help build literacy skillsMakingliteracy across the curriculum deliverUsing learning varietyEg: metalanguagestarters: Definitions Becoming Becoming with attitude Connecting to text typeMakingliteracy across the curriculum deliverPractical activitiesthat help build literacy skills Speech part register Shaping punctuation Overacting sentence types: statement, exclamation, command, question Language style mix: formal, informal, personal, informative etc Intranet: Bloom+1 Intranet: key phrasesMakingliteracy across the curriculum deliverwhat if, supposing,say, let00 say, imagine, picture, envisage, visualize, see in yourmind00 eye, think of, consider, conceive of, create in your mindInnovationassess, decide, rank,grade, test, measure, recommend, convince, select, judge, explain, discriminate,support, conclude, compareEvaluationKEYVERBSTEXT TYPEMakingliteracy across the curriculum deliverMetamorphiteMakingliteracy across the curriculum deliverWhen you00e using FLAIRIt is as if 00/font>This is like 00/font>It is as though 00/font>It seems that 00/font>It could be that 00/font>The process entails 00/font>The manufacture involves 00/font>This could mean 00/font>The use of colour evokes 00/font>The harmony hints at 00/font>The taste is redolent of 00/font>When you00e found DIFFERENCES:This is different from 00/font>However 00/font>On the other hand 00/font>Whereas 00/font>While A has 00nbsp; B has 00/font>Conversely 00/font>Then again 00/font>In contrast 00/font>On the contrary 00/font>Yet/though/but 00/font>On the contrary 00/font>KEYVERBSTEXT TYPEMakingliteracy across the curriculum deliverColder, morescientific, less biasedNon-adjectivalMar00surface cannot support lifeMakes a textdescriptive, visual, detailed, can be biasedAdjectivalMars hasa deep, red glow and its surface is barren, dry and cold.Makes readerfeel things, helps the reader understand the feelings of the writer,helps the reader identify with the writerEmotiveThe smallisolated, frozen little planets float, silently in the endless darkCredible, authoritative,truthful, unbiasedFactualIt takesseven seconds for the light to travel from the sun even at a speed of186,000 miles per secondCold, believable,distances reader and writerImpersonalThe planetsspin on their axes and have strong gravitational pullDraws the readerto the writer, biased, makes it sound like an opinionPersonalWhen I firstsaw the planets they made me feel awed and humbleChatty, colloquial,friendly, easy to relate to, makes it sound like an opinion, like someone00talking to youInformalOi, seethese planets, right? They spin like anything.Believable,thoughtful, ordered, can disguise an opinionFormalThe waythe planets are structured give rise to gravitational pullCorelevelEffectDeviceExampleMakingliteracy across the curriculum deliverSeems biased,full of the writer00 opinionsSubjectiveI believethere must be life somewhere on one of the moons of JupiterTruthful seeming,seems unbiasedObjectiveThere isno life on any planets, according to the SETI listening surveySeems unbiased(but might not be), straight forward, seems truthful, believableReferentialThe planetsare above us in the sky and do not emit their own lightEmotive, rich,descriptive, detailed, personal, biasedFigurativeBrilliantteardrops on the face of the skyChallengelevelMakingliteracy across the curriculum deliver4Monitoring, evaluating and reviewing cross curricular literacyMakingliteracy across the curriculum deliverMonitoring and evaluating Standards monitoring Cross-curricular self-assessmentMakingliteracy across the curriculum deliverEXTUsing subject specific vocabularyUsing talk to explore/analyse/imageUsing talk to discuss/argue/persuadeUsing talk to explain/describe/narrateListening skillsOracySkimming and scanningUsing 00oint-evidence-effect00/b>Using evidenceReading for inferenceReading questions carefullyReadingUsing the 00 before e00ruleUnstressed vowels (eg:different/separate)Homophones (eg:their/there where/were)Double consonant rule (eg:running)Checking spellingSpellingPlanningSemi-colons and colonsApostrophesParagraphsCommasFull stops and capital lettersWritingProgressReview date:Language challengesSelectAmbition:LANGUAGE CHALLENGETARGETSYour name:Literacy self-assessment:theLiteracyChallengeMakingliteracy across the curriculum deliverABABABABABAB ABAB AB ABAB ABAB AB ABAB ABAB AB ABAB ABAB AB ABAB ABAB AB ABAB ABAB AB ABAB ABAB AB ABAB ABAB AB ABAB ABAB AB ABAB ABAB AB ABAB ABAB AB ABLiteracy self-assessment:the Lifelong Learning AwardMakingliteracy across the curriculum deliverQuality monitoringEnsure training is plannednext term to ensure use of acetates in widespread throughout the curriculum,especially where colleagues have committed to deliver generic formsas part of the CEGUse of evaluation templateshas had some effect in some Science lessons. Where teachers use acetatesas part of a lesson starter to demonstrate generic qualities and guidewriting, students do respond well.Writing having a clearsense of structure and organisation: clear beginnings, development andendingsLittle clear evidenceexcept where writing is linked to real or imaginary audiences. Wherewriting, eg in English and History has an obvious and explicit senseof purpose and direction, students make more of an effort to use shorter,longer and more rhetorical paragraphs.Paragraphs used for effect(eg: short paragraphs to reinforce a point, paragraphs ending with aquestion or with a pointer to something later in the text) Recommend LineManagers monitor use of paragraphs in subsequent worktrawls. Staff acrossthe school needs to be made aware that thisskill is a requirement for L5. Staff across thecurriculum could consider making explicit reference to this skill indisplays and learning targets.SR, Geography, Historyand English: students make progress especially where targets make thisa clear focus.Basic paragraphsActionText structureand organizationUse KS3 Learning Teamto research ways in which students can respond with sustainable effectivenessto guidanceWhere staff make explicitreference to this skill, there does seem to be an effect. This needsto be disseminated more widely: students will respond to consistentand clear guidance.Sentences: use of a rangeof connectives (ie, not just 00nd00 eg: however, consequently,furthermore, whereasRecommend starter activitiesfocus more on punctuation in English and where possible, elsewhere.Use CEG[1] to reinforce as appropriate.Difficult still for moststudents to use with frequency and ease.Uses of a range of punctuation(internal commas, semi-colons, colons)Peer teaching has aneffect (reported by English specialists): Target Partners has similareffect (reported by PE staff )Basic punctuation seemsto be improving especially in C band groups where work has been linkedto Literacy Targets. Challenge Target programme seems to have had aneffect for some Y8 studentsBasic punctuation (fullstops, commas)ActionSentencestructure and organisationMakingliteracy across the curriculum deliverAnother whymoment Readingwas her way into the world00or she knew nothing beyond the family,which was her house, enclosing her on four sides, the entire and onlytruth. White walls like sheets of paper, the rules of life written onthem in invisible ink. Reading tore holes in these paper walls and lether inspect another world00ooks let her float out of herself and intoa sort of golden cloud00he book and the world were one and she wasboth and neither, she was not there, she was everywhere.Michelle Roberts:Impossible SaintsMakingliteracy across the curriculum deliver

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