Transcript Document

Sandfields Comprehensive School
Literacy Development
Context
11 to 16 English-medium mixed school
Currently 650 on roll
50% + FSM – compared to 17.1% nationally
12% with statements of SEN
Over 60% of pupils RA less than 10
Developments…..our journey
“Literacy describes a set of skills, including
speaking, listening, reading and writing.”
“We will require all teachers to be accomplished
teachers of literacy”
“Schools will require a more systematic
approach to developing the skills of the
workforce in the teaching and learning of
literacy skills”
Our journey / Our PLC :
• Developing Reading skills (phase 1)
• Developing Subject Specific Language
(phase 1)
• Developing Writing skills (phase 2)
• Developing Oracy skills (phase 3)
Phase 1 -Summary
• Major focus throughout all INSET for 18 months on
literacy development ; to include reading strategies,
spelling, text types/formats for writing, dev. of
technical subject based lang.
• A Literacy resource area created on the school intranet
area;
• Creation of glossaries in every classroom
• Consistency of approach in the development of
literacy skills throughout our classrooms
• Looking for every opportunity to practice our literacy
skills
Strategies for teaching subject
specific vocabulary
Strategies for use with keywords:Create word banks.
Word and definition cards.
Create calligram posters.
Hyperlink
At the start of a new topic make a ‘front page design’ and add
in the key words for that topic.
Create mnemonics
Big elephants can’t always use small exits
“Splat” (words move for sets 1 -3… they don’t for lower sets).
Hyperlink
Key words correctly written on stickers. (Made in school or
ELRS). Pupils “Learn them!”
Test on key words as a starter activity.
Hyperlink
Reinforcement activity. For example: Which is the correct
one?
Hyperlink
“Loops” – class or group activity
Hyperlink
‘Blockbusters’ – a version of the TV game in which pupils or
teams of pupils compete against each other to cross a frame
made up of initial letters, for which definitions of subjectspecific vocabulary are given.
Hyperlink
‘Wipeout’
Hyperlink
‘Plenary Play’
Hyperlink
“Word Web”
Hyperlink
Reading skills
The process of comprehension has been
likened to building bridges between what
you know and what you read. In that
respect, it resembles a problem-solving
process and demands an active approach.
The plick squeen olligog jibbled camrully down to the
savee. In it were way clodfoes, perdigs and
miniscatel. They criggled and stoed oumfully
maficating in the humate kinshane. Suddenly a
higantaic uglonerus came agristling towards them.
Within a tumper, clodfoes, perdigs and miniscatel
were no more. Slurpinated in one goblicate, they were
mortrifipped for ever. Uglonerus himself then jibbled
pomfully off, but his tumpertill would soon come.
Uglonerus major was bidlen behind a higanteic
cornupog, his own super goblicator at the ready.
Levels of comprehension
• Literal
• Reorganisation
• Inferential questioning
• Evaluation
• Appreciation
Cloze procedure is a strategy used frequently at all
key stages and in many curriculum areas.
Unfortunately, its value is not always clear as it is
often little more that a gap-filling exercise used to
keep learners quietly occupied.
Moreover, it is inefficiently used when teachers
imply that there are definite right and wrong
answers.
It can also be a great help in the development of
higher-order reading skills, as it forces the reader to
look at words in context.
Travel and tourism
Work in the tourist industry involves planning and arranging activities for
tourists. These holidays have to be sold and a full back-up service provided
to meet the customers’ needs. Besides holiday travel, business
……………(1)…………… continues to grow each ………(2) ………………… . This is an
important ……………(3) …………… of income. Air fares …………(4) ………………
getting lower and this …………(5) ……………… led to more travel than ever
before.
The ………(6) ………………… industry may seem glamorous and …………(7) ………………
,but the reality …………(8) ……………… rather different. There are …………(9)
……………… in exotic holiday spots, …………(10) ……………… there are many more
involving routine office tasks. In this ……… (11) ………………… staff are needed
for clerical and sales ………… (12) ……………… in offices ………… (13) ………………
travel agencies. Junior staff may …………(14) ……………… reductions on holidays
……… (15) ………………… occasionally have training trips. Couriers and
representatives ………… (16) ……………… abroad but many of ……… (17)
………………… are employed on a temporary ………… (18) ……………… .
Are our answers all the same?
Are they right or wrong?
Is there more than one right answer?
What is the criterion for deciding whether
they are right or wrong?
Can you make such a decision?
Skimming and scanning
Who was Henry’s son?
What religion was Edward?
When did Edward die?
How old was he when he died?
Who came to the throne after
Edward’s death?
Phase 2 - summary
•
Working on extending writing
•
Specific subjects which naturally lend themselves to creating
longer pieces of text; English, History, Geography and RE
•
Working on specific aspects of writing – allowing pupils
different contexts in which to practice these skills
Development
 To think about the differences between
countries;
 To understand when to use capital letters;
 To introduce the idea of development.
M
I
N
T
S
Months, Days and Seasons
I for myself
Names and Places
Titles
Starts of sentences
What can we observe from the
picture?
NATURAL ENVIRONMENT
WHAT STAGE
ECONOMIC
OF
DEVELOPMENT?
SOCIAL
What can we observe from the
picture?
NATURAL ENVIRONMENT
WHAT STAGE
•Water – river? Flooding?
•Flooding may have damaged
vegetation?
•No open space
ECONOMIC
OF
DEVELOPMENT?
SOCIAL
WHAT STAGE OF
What can we observe from the
picture?
NATURAL ENVIRONMENT
•Water – river? Flooding?
•Flooding may have damaged
vegetation?
•No open space
ECONOMIC
DEVELOPMENT?
•Small houses
•No roads
•No transport or
luxury items
•Poor area
SOCIAL
What can we observe from the picture?
NATURAL ENVIRONMENT
WHAT STAGE OF
•Water – river? Flooding?
•Flooding may have damaged
vegetation?
•No open space
ECONOMIC
DEVELOPMENT?
•Small houses
•No roads
•No transport or
luxury items
•Poor area
SOCIAL
•People live very close together overcrowding
•Poor living conditions
•Flooding
•Health problems caused by poor living
conditions and flooding?
WHAT STAGE OF
What can we observe from the
picture?
NATURAL ENVIRONMENT
•Water – river? Flooding?
•Flooding may have damaged
vegetation?
•No open space
ECONOMIC
DEVELOPMENT?
•Small houses
•No roads
•No transport or
luxury items
•Poor area
• Poor
• In between
• Rich
SOCIAL
•People live very close together overcrowding
•Poor living conditions
•Flooding
•Health problems caused by poor living
conditions and flooding?
MEDC (More Economically Developed Countries)
and LEDC (Less Economically Developed
Countries)
Not all countries are the same!
some countries are much richer than others such as united kingdom
and australia We can tell how rich a country is by looking at how
much people earn, the jobs that people do, the type of houses people
live in, how many things they own, how much they eat and how
healthy people are
wealthy countries are rich because they have developed their
resources They have spent their money on building good schools,
good roads and investing in health care poor countries are poor
because they are still developing their resources. They find it difficult
to get enough money to build good schools, good roads and develop
a good health service
wealthy countries are called MEDCs (More Economically Developed
Countries). Poorer countries are called LEDCs (Less Economically
Developed Countries) such as ghana and bangladesh.
Climb the question
mountain
Should
What if all we help
countries LEDC
How
were at countries?
could
the same
LEDCs
stage of
develop? development?
Why are
some
countries
Can you
rich and
explain the some poor?
word
Can you
name one development?
MEDC in the
What is
the proper southern
Where are most name for hemisphere?
of the LEDCs in poor
countries?
the World?
Use the photo to think of many questions as you can and fill in the question
grid. You can use questions you thought of as a group or make your own.
In your groups work
together, to think of
questions. Remember
the further along the
grid you get the better
the question.
Is/Isn’t Did/didn’t Can/can’t Will/won’t Might/Might not Should/n’t
Would/n’t
Could/n’t
Who
What
When
Where
Why
How
Simple
Is/Isn’t
Did/didn’t
Can/can’t
Will/won’t
Might/Might not
Should/n’t
Would/n’t
Could/n’t
Who
What
When
Where
Why
How
Complex
•RE
There are 114
chapters or Surahs
in the Qur'an.
All the chapters
except one begin
with the sentence
Bismillahir rahmanir
raheem, 'In the
name of Allah the
most merciful and
the most kind‘.
Before you touch the Qur’an you
must wash in a particular way, this
is called wudu.
First you must
wash your
face.
Then you
must wash
both hands
and arms up
to the
elbows.
Then you must wash part of the
head.
Finally you wash the 2 feet up
to the ankles
Girls and women
should cover
their heads with a
scarf; boys
and men will
usually wear a
prayer cap.
The Qur’an is covered with cloth
to keep it clean and protect it.
It is kept on a high shelf with
nothing above it.
Before you read it you touch your
forehead with the book and kiss
the cover.
There is a special book stand called
a rihal to keep the Qur’an off the
floor.
Now we are going to use our English Literacy skills to correct the
information on the Qur’an. There are no capital letters! Copy the
worksheet into your books, correcting the mistakes as you go. Use the
following phonemic to help you:
M Months, Days and Seasons
I for myself
N Names and Places
T Titles
S Starts of Sentences
(Remember that Sacred Texts, Languages and Religions also begin with a
Capital Letter)
the qur’an is the word of allah as told to the prophet muhammad
it is written in arabic as allah spoke to muhammad in arabic.
translations of the qur'an exist in over 40 languages but muslims
are still taught to learn and recite it in arabic, even if this is not
their native language and they cannot converse in it.
there are 114 chapters or surah’s in the qur'an.
all the chapters except one begin with the sentence ‘bismillahir
rahmanir raheem’, 'in the name of allah the most merciful and the
most kind‘.
the qur’an is the word of allah as told to the prophet muhammad
it is written in arabic as allah spoke to muhammad in Arabic.
translations of the qur'an exist in over 40 languages
but muslims are still taught to learn and recite it in arabic,
even if this is not their native language and they cannot
converse in it.
there are 114 chapters or surah’s in the qur'an.
all the chapters except one begin with the
sentence bismillahir rahmanir raheem, 'in the name
of allah the most merciful and the most kind‘.
Some of the laws in the Quran are:
Worship God and obey and be kind to your
parents.
Do not kill those who have not harmed you.
Do not eat pork (as it is a filthy animal)
Do not drink Alcohol or use any drugs, as
these harm the body.
Show forgiveness and be forgiving.
Don’t be evil to the person who has been evil
to you – be patient and forgiving.
Muslims believe that Islam completes what
Judaism and Christianity began. Muslims
believe that Muhammad was the greatest and
last prophet. They don’t believe that Jesus was
the Son of God. The Qur’an says: “Allah gave
to Jesus, son of Mary, signs and powers of the
Holy Spirit.”
- Explain what the Qur’an teaches about
Judaism and Christianity.
- Write down two things the Qur’an says about
Jesus.
Hadith
The Hadith is the other important collection of
teachings for Muslims. It contains the collected
sayings of Muhammad. They are still used to day to
advise Muslims on how to act. A Muslim with a
problem will look in the hadith to find out what
Muhammad said or did in the same or similar
situation.
Using the provided question
sheet: Think, Pair, Share
what questions you would ask
a Muslim about their Sacred
Text the beloved Qur’an.
Climb the Question Mountain
Should non-Muslims
give the Qur’an the
same respect??
What if it is destroyed?
How do you think a
Muslim would react?
How do Muslims
look after it?
Why must Muslims be
clean before reading it?
Can you explain why the
Qur’an and the Hadith are so
important to Muslims? Is it
still useful today?
What language is it
written in?
Who wrote the
Qur’an?
Comparison and Evaluation of Texts
Read the three provided newspaper articles together as a class. One
explains further why Terry Jones carries out his campaigns against
Islam and the other describes a conversation between Terry Jones
and George Zimmerman, a man on trial for the murder of a young
black man in Florida.
1.Why does the Pentagon want Terry Jones to stop protesting?
2.What is Terry Jones campaigning for in his newspaper article?
3.What would George rather Terry do for him other than starting a
rally in his honour?
4.Comparing the 2 newspapers articles, which one do you think
shows the most Christian values and why?
5.In your opinion, which man do you feel the most empathy
towards(whose actions do you agree with). Give reasons for your
answer.
Topic sentences and paragraphs
Look at my example and of a letter to the United Nations. Each paragraph
begins with a topic sentence which tells you what each paragraph is about.
•
•
•
•
•
Write a letter to the UN:
Paragraph 1: Introduce yourself and say why you are writing to the UN.
Paragraph 2: Describe how you feel about Terry Jones’ actions and what
happened as a result of what he did.
Paragraph 3: Explain that you understand why the Muslims were so upset by what
he did.
Paragraph 4: Explain how you know that the Qur'an is so important to Muslims
(How do they treat it? What do they do before using it?)
Paragraph 5: Say what you think should happen to Terry Jones and why.
United Nations Headquarters,
New York,
NY 10017,
USA.
Sandfields Comprehensive School
Southdown View,
Port Talbot,
SA12 7AH
Connectives
Adding
•
•
•
•
•
•
Adding
and
also
as well as
moreover
Too
Cause and Effect
• Cause & Effect
• because
• so
• therefore
• thus
• consequently
Adding and Cause and Effect
connectives are the
connectives most suited to our
persuasive writing assessment
task.
Look at the red highlighted
connectives in my letter, can you
see how they connect each topic
sentence and paragraph together
to create a balanced, interesting
and informative letter.
Street
Town
Writer’s
address
POSTCODE
Recipient’s
name and
address
Name or polite
greeting
Name
00th Month 0000
Street
Town
POSTCODE
Dear Sir / Madam
Subject of Letter
Opening
paragraph
Final
paragraph
Signature
Writer’s name
Date
Subject or
reason for letter
Main point of the letter…
Conclusion of letter – ‘Thank you for taking the time to
read this letter.
Yours faithfully
J. Clay
Mr. J. Clay
Formal ending –
use ‘yours
sincerely’ if
recipient’s name
is known
Para 1
Introduces
what letter is
about
Para 2 How
you feel
about it.
Para 3
explains why
Muslims
were upset.
Para 4
Explains how
Muslims
show respect
for the
Qu’ran
Para 5 - What
should
happen to Mr
Jones
Example
Dear Sir/Madam
I am writing to you about what happened because Terry Jones burned
the Qu’ran. I heard that lots of innocent people were killed at the UN
offices as a result of his actions because Muslims were so angry about it.
Firstly, I would like to say how disgusted I am that Mr Jones felt he had
the right to burn another religion’s holy book. I am sorry to hear several
of your staff died and it is so sad to think that so many people will now
suffer because of his silly and inconsiderate actions.
I can understand why Muslims are so angry about what Mr Jones did.
The Qu’ran is their most important and sacred religious item. They
believe it is the word of God written down exactly as it was said. For
Muslims, burning the Qu’ran is burning and disrespecting the word of
God.
Furthermore, I know how much Muslims respect and cherish the Qu’ran
because of the things they do before they read it. Firstly, ….. Another
thing they do is …. Also they …. In addition, ………………….
Finally, I would like to suggest that Mr Jones is punished for his ignorant
act. I think he should…..
I look forward to your response.
Yours sincerely,
What do we need to remember in a letter to a
friend?
Pupil
I have used…
My address, postcode, date in top right
corner
Dear ______
A chatty opening paragraph
Ask questions
Explained why I am writing to them
Personal experience
Positive language
Connectives
Humour
Informal letter ending
Check spelling, punctuation and grammar
Teacher
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Level 3
Your letter is presented to a satisfactory standard
You ask some questions about Grace’s life
Your letter shows what it is like to live a day in Wales
You try to use a connective in your letter
Your punctuation, spelling and grammar show a lot of errors
Level 4
Your letter is presented well
You ask a range of questions about Grace’s life
You clearly show what life is like in Wales and start going into some detail
You use one or more connectives in your letter
You start to use paragraphs to lay out your letter
Your punctuation, spelling and grammar make your meaning clear.
Level 5
Your letter is extremely well presented
You ask questions about Grace’s life that shows understanding of how she lives
You show what life is like in Wales and give a lot of details but without sounding
as if you are bragging
You use a range of connectives correctly to help explain key parts of your letter
You make good use of paragraphs
Your punctuation, spelling and grammar are mostly correct.