Transcript Document
MMU - NQT Conference 18 th January Approaches to Literacy To be literate is to gain a voice and to participate meaningfully and assertively in decisions that affect one’s life. To be literate is to gain self-confidence. To be literate is to become self-assertive …Literacy people to read their own world and to write their own history…Literacy provides enables access to written knowledge – and knowledge is power. In a nutshell, literacy empowers.
Y Kassam ‘Who benefits from Literacy? Literacy and Empowerment’ in The challenge of illiteracy: from reflection to action, Garland Publishing, New York, 1994
??? …is the primary cause of academic failure
Low vocabulary is the primary cause of academic failure.
59%
of time was spent by four-year-olds in disadvantaged areas…..
59%
of time was spent by four-year-olds in disadvantaged areas not talking at all.
What percentage of adults in this country are functionally illiterate?
16% of adults in this country are functionally illiterate.
= 5.2 million, or 1 in 6
What percentage of men and women with low literacy skills have never received a promotion, once in employment?
Men = 63% Women = 75%
What percentage of 5-8 year olds read a book every day?
What percentage of 15-17 year olds read a book every day?
30%
of 5-8 year olds read a book every day?
17%
of 15-17 year olds read a book every day?
Of the number of school age prisoners currently in custody, what percentage have the literacy and numeracy levels of an average 7 year old?
Of the number of school age prisoners currently in custody,
26%
have the literacy and numeracy levels of an average 7 year old.
Of the number of 18-20 year old prisoners currently in custody, what percentage have not attended school beyond the age of 13?
Of the number of 18-20 year old prisoners currently in custody,
75%
have not attended school beyond the age of 13.
Focusing on LAC?
• • • • • • In response to the revised Ofsted framework Revised Teacher Standards from 2012 Literacy can be a barrier to achievement in the Ebacc subjects Literacy as a barrier to achieving the KS4 floor standards Changes to GCSE – increased focus on the quality of written communication The pupil premium – more able pupils
Revised Teacher Standards, 2012 A teacher must:
‘Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.’
HMCI, 15 th HMCI, 15.3.12
March 2012
‘Improving standards of literacy must be a priority for all our schools….but what does this mean in practice? It means being passionate about high standards of literacy for every single pupil and creating a no-excuses culture for both pupils and staff.’ ‘Strong leadership is the key to improving literacy.’ ‘The best nurseries, schools and colleges ensure all their young people develop good literacy skills, regardless of their background. They set high standards for every single learner, ensure their teaching is always good or better and intervene when underachievement takes place.’
Sir Michael Wilshaw, HMCI.
Ofsted September 2012
Teaching:
The teaching of reading , writing and communication is highly effective and cohesively planned and implemented across the curriculum.
( Outstanding)
Reading, writing , communication and mathematics are taught effectively (good) • Teaching is likely to be inadequate where any of the following apply: Pupils cannot communicate , read, write or apply mathematics as well as they should .
• • •
Ofsted September 2012
Achievement
Pupils read widely and often across all subjects.
Pupils develop and apply a wide range of skills to great effect, in reading, writing and communication and mathematics. They are exceptionally well prepared for the next stage in their education, training or employment. (Outstanding) Pupils’ communication skills (including reading and / or writing) … are not sufficiently strong for them to succeed in the next stage of education, training, or employment (Inadequate)
• • •
Ofsted – September 2012
Overall effectiveness:
There is excellent practice which ensures that all pupils have high levels of literacy appropriate to their age. (Outstanding) Pupils’ progress is not held back by an inability to read accurately and fluently. Those pupils who have fallen behind are being helped to make rapid progress in their reading (Good) The school is likely to be inadequate if any of the following are inadequate: Pupils’ progress in literacy ….
• • • • • • •
Reading Strategies
Activate prior knowledge Ask questions Empathise Read backwards and forwards Infer and deduce Predict Visualise
DARTs activities
Reconstruction Activities Deconstruction (Analysis) Activities Text completion
Pupils predict deleted words (cloze), sentences or phrases
Diagram completion
Pupils predict deleted labels on diagrams using text and other diagrams as sources
Underlining or highlighting
Pupils search for specific target words or phrases that relate to an aspect of content
Labelling
Pupils label segments of text which deal with different aspects
Table completion
Pupils complete deleted parts using table categories and text as sources of reference
Completion activities with disordered text
a)Predicting logical order for sequence b)Classifying segments according to categories given by the teacher
Segmenting
Pupils segment paragraphs or text into information units, or label segments of text
Diagram construction
Pupils construct diagrams from the information in the text. E.g. flow diagrams, concept maps, labelled drawings, models, etc.
Prediction
Pupils predict the next part(s) of text with segments presented in sequence
Tabular representation
Pupils extract information from a written text, then construct and represent it in tabular form
Developing and sharing the vision: Some considerations: 1. Does your school have a clear vision for the development of literacy?
2. How has that vision been developed and communicated?
3. Are all teachers and support staff clear about the vision or focus for literacy? Could you/they articulate answers to the 5Ws in relation to the vision?
(5Ws - what the vision is; where they are heading; why the vision is necessary; who is doing what; how the vision will be achieved)
Sharing current practice: Reading What does your school already do to develop pupils’ reading skills both in and out of the classroom?
Share a strategy on your table – one where there is consistency in practice/approach. What impact has it had?
Spelling Strategies
diary unnecessary remember definite muscle vegetable Wednesday government handbag bicycle biscuit bright there diner/dinner, writing/written liquefy Word Web autograph graphics graph graphology automobile automatic automate telegraph teleprinter telephoto telescope television telecommunication telegram telepathy empathy sympathy pathetic TELEPHONE phonetic phoneme xylophone microphone headphones
You might find it useful to have an etymological dictionary handy if you do this in class, for fielding unexpected roots!
Spelling Strategies • • • • • • Try your own word webs using the following words: biology equilateral democracy microscope pentathlete thermometer
• • • • • • • • • • • • • Spelling Strategies Break into sounds (d-i-a-r-y) Break into syllables (re-mem-ber) Break into affixes (dis + satisfy) Use a mnemonic (one collar two sleeves) necessary Refer to word in the same family (muscle –muscular) Say it as it sounds (Wed-nes-day) Words within words (Parliament – I AM parliament) Refer to etymology (bi + cycle = two + wheels) Use analogy (bright, light, night, etc) Use a key word Apply spelling rules Learn by sight (look – cover – write - check) Visual memory (look-cover-write-check)
Steps to Improvement
• • • • • • • • • • • • •
Step Two: Conduct a thorough audit of the current literacy provision in your school.
What is working well? What needs to improve? How will you find the effective literacy practice that already exists? What can your students do well? What are the skills they need to develop? Does your data provide information on students’ literacy skills? Can you identify which groups of students are doing well and those that are underachieving? How can you use student voice to ensure your students have their say? Does your curriculum ensure that all your students make good progress?
Step Three: Embedding quality assurance into development planning. Identify quality assurance procedures for any literacy development work planned.
What are your short, medium and long term goals regarding the development of literacy across the curriculum? How will you know the planned literacy development work is having a positive impact on learning? Who will ensure that the literacy work is embedded in your whole-school development plan?
Ofsted report: March 2011
What does the school need to do to improve further?
Improve the student’s literacy and oracy skills by: • Developing the use of subject specific vocabulary in every subject • Consistently encouraging students to articulate their thinking and explain their answers • Ensuring that all classroom environments promote literacy skills
Monitor and evaluate impact
• • • • • • • • How will you monitor and evaluate literacy development as part of your existing improvement cycle? How will you know that pupils’ skills are developing?
How will you know pedagogy and practice is improving? Can you use your existing lesson observation cycle? Who will be responsible for the monitoring and evaluation process and feeding back to stakeholders? Who will be involved in reviewing and planning ahead for the following year? What actions will be taken when an area of literacy development fails to achieve the performance indicator? Have you taken into account all success factors when reviewing progress? Review: Remember, literacy development is never complete. Re-consider each stage of the literacy development cycle annually to ensure that you continue to meet the literacy needs of your learners.