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Making literacy across the curriculum deliver 

Making literacy across the curriculum deliver

      

Making literacy across the curriculum deliver 

1 How to lead literacy

     

Making literacy across the curriculum deliver 

Why, what if  00nbsp;      

                                   00and I wonder

     

Making literacy across the curriculum deliver 

Poverty 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.       

Making literacy across the curriculum deliver 

Making it manageable and 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, behaviour       

Making literacy across the curriculum deliver 

Working alongside in classrooms: modelling the process, eg Maths project 

Choose change agents Make it evidence based Use the students in subsequent training       

Making literacy across the curriculum deliver 

Five 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 improve       

Making literacy across the curriculum deliver 

It00 important to give positive feedback 

Good reward phrases: 

fantastic 00 well done 00I00 going to write to your parents 00nbsp; I00 going to tell your head of year 00/i>

      

Making literacy across the curriculum deliver 

When you are explaining something ... 

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 life      

Making literacy across the curriculum deliver 

Students  praising   students

      

Making literacy across the curriculum deliver 

Building the language community: 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 learning      

Making literacy across the curriculum deliver 

Level:   

   

Topic:   

A project on there own topic. Eg website, posters and formal letters.  

Unit:   

   

Date / Wk Comm:   

27th February 2002    

Week 2

Lesson 1   

Aims and Objectives:

 

 

 

 

   

S    For all students to be able to cut and paste by the end of the session.

S    To be able to cut and paste a documentary from world book.  

Time Allocation:   

All session   

Context: This lesson will consist of questions designing work and also using writing programs.

   

Links with other subjects:   

none  

Follow up work:   

To create a project By using The internet and world book.  

Comments:    

None  

SMSC   

Group Split:   

Whole class involved   

SEN:   

   

Key Words

Cut &paste

Microsoft word.

   

Teacher Input / Pupil Outcome:

     

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.   

Timings

 

The first 10 minutes will be spent on cutting and pasting.

Make a documentary using world book and the internet.   

Tools, Materials and resources:

 

Microsoft word

PowerPoint

World book

Internet

Word art   

Teaching Strategies   

Opportunities for individual work  

Y   

Group Work   

y  

Homework   

Y  

Problem solving activities   

y  

Evaluation / Assessment: We will grade them at the end of the project.

With the help of the it teachers and technicians to help improve there grade in the curriculum tests.   

Videos  

   

Class discussions   

Y  

Oral work   

y  

Question and Answer sessions   

Y  

Teacher led work   

y  

Information handling   

Y  

Research   

y  

Other:  

y  

Differentiation: By outcome and level of outcomes 

      

Making literacy across the curriculum deliver 

WIN writing  

Cross phase networking Focussed on schools00needs Short term Making writing necessary       

Making literacy across the curriculum deliver 

OFSTED 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 respect       

Making literacy across the curriculum deliver 

HMI Literacy Report 2004 

    In the best provision, teachers demonstrate a very good knowledge and expertise in the teaching of basic skills. The teaching methods used take very good account of the different abilities of the students and their preferred learning styles. Great care is taken to include all students in learning. There is a good variety of learning activities, which are planned in small steps to ensure achievement.

      

Making literacy across the curriculum deliver 

2 Training staff in literacy to create the right impact

      

Making literacy across the curriculum deliver 

The learning team principle 00whole school capacity    

Capacity v tactics; getting it into the dna Cross curricular learning teams 00 choice English Team as consultants       

Making literacy across the curriculum deliver 

Outcomes 

Attainment improves 

Students know how to develop learning skills 

Students know their targets and what to do to improve 

Students, staff and parents enjoy learning 

Students are partners in the learning process and make make active learning style choices 

Students learn a range of independent and accelerated learning skills 

Developing the Learning Culture (SIP KI1-4) 

UFA 

Effective

Teaching

Styles 

Literacy

Across

the

Curriculum 

14-19 

Technology

Across the

Curriculum 

Cross-

Curricular 

Compact  and HE partners 

Warwick University

accreditation 

National College of

School Leadership 

Specialist schools networks  

Student Researchers 

The

Networked

Learning

Community

15 schools

      

Making literacy across the curriculum deliver 

Training staff in literacy 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 impact       

Making literacy across the curriculum deliver 

The entitlement grid 

Music: Bedworth Symphony Orchestra

Nuneaton Library Services: Sponsorship of Reading Awards  

Community

Compact 

Eng: self and peer assessment for written work 

Drama: each one teach one Art : colour painting project : Each one teach one  

Drama: Assessment criteria booklets 

TLF: Assessment for Learning 

English : Timelines and Tension Graphs 

History : Charting : timelines Science: Forces : multiplication and division skills; charting MFL: sums in French  

Numeracy: multiplication and division skills; charting 

Drama: evaluation: role play  

History: discursive/persuasive:

ICT: explanation 

SR: Religion in the media: explanation

Geography: explanation 

Eng: persuade, inform and argue 

Writing: non fiction writing 

Positive speaking skills

00nvoy00 grouping 00nowball00 grouping  

Positive Listening skills:

giving attention to a speaker  positive turn taking  

Speaking and listening 

Eng: Shakespeare00 life and times

LS: Library Service texts 00children00 books 

Science: cells Art: Colour Tech: Box unit SR: Sikhism; I am David  

English: Reading Journals

LS: video 00film review 

LRC - Reading: information skills 

SUMMER 

SPRING 

AUTUMN 

YEAR 7

      

Making literacy across the curriculum deliver 

3 Practical activities that help build literacy skills

      

Making literacy across the curriculum deliver 

Using learning variety 

Eg: metalanguage starters:

Definitions Becoming Becoming with attitude Connecting to text type       

Making literacy across the curriculum deliver 

Practical activities that 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 phrases       

Making literacy across the curriculum deliver 

what if, supposing, say, let00 say, imagine, picture, envisage, visualize, see in your mind00 eye, think of, consider, conceive of, create in your mind 

Innovation 

assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare 

Evaluation 

KEY VERBS 

TEXT TYPE

      

Making literacy across the curriculum deliver 

Metamorphite

      

Making literacy across the curriculum deliver 

When you00e using FLAIR

It 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> 

KEY VERBS 

TEXT TYPE

      

Making literacy across the curriculum deliver 

Colder, more scientific, less biased 

Non-adjectival 

Mar00 surface cannot support life 

Makes a text descriptive, visual, detailed, can be biased 

Adjectival 

Mars has a deep, red glow and its surface is barren, dry and cold. 

Makes reader feel things, helps the reader understand the feelings of the writer, helps the reader identify with the writer 

Emotive 

The small isolated, frozen little planets float, silently in the endless dark 

Credible, authoritative, truthful, unbiased 

Factual  

It takes seven seconds for the light to travel from the sun even at a speed of 186,000 miles per second  

Cold, believable, distances reader and writer 

Impersonal 

The planets spin on their axes and have strong gravitational pull 

Draws the reader to the writer, biased, makes it sound like an opinion 

Personal 

When I first saw the planets they made me feel awed and humble 

Chatty, colloquial, friendly, easy to relate to, makes it sound like an opinion, like someone00 talking to you 

Informal 

Oi, see these planets, right? They spin like anything. 

Believable, thoughtful, ordered, can disguise an opinion 

Formal 

The way the planets are structured give rise to gravitational pull 

Core level 

Effect 

Device 

Example

      

Making literacy across the curriculum deliver 

Seems biased, full of the writer00 opinions 

Subjective 

I believe there must be life somewhere on one of the moons of Jupiter 

Truthful seeming, seems unbiased 

Objective 

There is no life on any planets, according to the SETI listening survey 

Seems unbiased (but might not be), straight forward, seems truthful, believable 

Referential 

The planets are above us in the sky and do not emit their own light 

Emotive, rich, descriptive, detailed, personal, biased 

Figurative 

Brilliant teardrops on the face of the sky 

Challenge level

      

Making literacy across the curriculum deliver 

4 Monitoring, evaluating and reviewing cross curricular literacy 

      

Making literacy across the curriculum deliver 

Monitoring and evaluating  

Standards monitoring Cross-curricular self-assessment      

Making literacy across the curriculum deliver 

EXT 

Using subject specific vocabulary 

Using talk to explore/analyse/image 

Using talk to discuss/argue/persuade 

Using talk to explain/describe/narrate 

Listening skills 

Oracy 

Skimming and scanning  

Using 00oint-evidence-effect00/b> 

Using evidence 

Reading for inference  

Reading questions carefully 

Reading 

Using the 00 before e00rule 

Unstressed vowels (eg: different/separate) 

Homophones (eg: their/there where/were) 

Double consonant rule (eg: running) 

Checking spelling 

Spelling 

Planning 

Semi-colons and colons 

Apostrophes 

Paragraphs 

Commas 

Full stops and capital letters 

Writing 

Progress 

Review date: 

Language challenges 

Select 

Ambition: 

LANGUAGE CHALLENGE

TARGETS 

Your name: 

Literacy self-assessment: the

Literacy

Challenge

     

Making literacy across the curriculum deliver 

AB 

AB 

AB 

AB 

AB 

AB   AB    AB    AB    AB   

AB   AB    AB    AB    AB   

AB   AB    AB    AB    AB   

AB   AB    AB    AB    AB   

AB   AB    AB    AB    AB   

AB   AB    AB    AB    AB   

AB   AB    AB    AB    AB   

AB   AB    AB    AB    AB   

AB   AB    AB    AB    AB   

AB   AB    AB    AB    AB   

AB   AB    AB    AB    AB   

Literacy self-assessment: the Lifelong Learning Award

      

Making literacy across the curriculum deliver 

Quality monitoring     

Ensure training is planned next term to ensure use of acetates in widespread throughout the curriculum, especially where colleagues have committed to deliver generic forms as part of the CEG 

Use of evaluation templates has had some effect in some Science lessons. Where teachers use acetates as part of a lesson starter to demonstrate generic qualities and guide writing, students do respond well. 

Writing having a clear sense of structure and organisation: clear beginnings, development and endings 

Little clear evidence except where writing is linked to real or imaginary audiences. Where writing, eg in English and History has an obvious and explicit sense of 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 a question or with a pointer to something later in the text) 

 Recommend Line Managers monitor use of paragraphs in subsequent worktrawls. Staff across the school needs to be made

 aware that this skill is a requirement for L5.

 Staff across the curriculum could consider making explicit reference to this skill in displays and learning targets. 

SR, Geography, History and English: students make progress especially where targets make this a clear focus. 

Basic paragraphs  

Action 

Text structure and organization 

Use KS3 Learning Team to research ways in which students can respond with sustainable effectiveness to guidance 

Where staff make explicit reference to this skill, there does seem to be an effect. This needs to be disseminated more widely: students will respond to consistent and clear guidance. 

Sentences: use of a range of connectives (ie, not just 00nd00 eg: however, consequently, furthermore, whereas 

Recommend starter activities focus more on punctuation in English and where possible, elsewhere. Use CEG[1] to reinforce as appropriate. 

Difficult still for most students to use with frequency and ease.  

Uses of a range of punctuation (internal commas, semi-colons, colons) 

Peer teaching has an effect (reported by English specialists): Target Partners has similar effect (reported by PE staff ) 

Basic punctuation seems to be improving especially in C band groups where work has been linked to Literacy Targets. Challenge Target programme seems to have had an effect for some Y8 students  

Basic punctuation (full stops, commas) 

Action 

Sentence structure and organisation 

 

      

Making literacy across the curriculum deliver 

Another why moment 

    Reading was her way into the world00or she knew nothing beyond the family, which was her house, enclosing her on four sides, the entire and only truth. White walls like sheets of paper, the rules of life written on them in invisible ink. Reading tore holes in these paper walls and let her inspect another world00ooks let her float out of herself and into a sort of golden cloud00he book and the world were one and she was both and neither, she was not there, she was everywhere.

Michelle Roberts: Impossible Saints

      

Making literacy across the curriculum deliver

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