Transcript LITERACY IMPACT!

ENLISH
“From Good to Outstanding”
Geoff Barton
Tuesday, July 21, 2015
Download this presentation at: www.geoffbarton.co.uk
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Opening Assumptions
+ G&T
+ Grammar
+ FS
+ Starters
+ 5*A-C(EM)
+ ???
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• Where have we come from?
• Where are we now?
• Where are we going?
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“The past is another
country:they do things
differently there”
LP Hartley
“Never such innocence
again”
Philip Larkin
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Parse the italicised words:
“The lady protests too much, methinks”
“Sit thee down”
“I saw him taken”
Rewrite these sentences correctly:
“Louis was in some respects a good man, but being a bad
ruler his subjects rebelled”
“Vainly endeavouring to suppress his emotion, the
service was abruptly brought to an end”
Alfred S West, The Elements of
English Grammar
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For each of the following write a sentence containing the
word or clause indicated:
a)
b)
c)
d)
e)
f)
g)
That used as a subordinating conjunction
That used as a relative pronoun
An adjective used in the comparative degree
A pronoun used as a direct object
An adverbial clause of concession
A noun clause in apposition
A collective noun
JMB O-level English Language,
1967
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Autonomy
16+
NC
Coursework
GCSE
Framework
Performance tables
Disempowerment
Where we are now…
Literacy
and the
Strategy
English Review 2000-05
October 2005: Key findings
English is one of the best taught subjects in
both primary and secondary schools.
October 2005: Key findings
 Standards of writing have improved as a
result of guidance from the national
strategies. However, although pupils’
understanding of the features of different
text types has improved, some teachers give
too little thought to ensuring that pupils fully
consider the audience, purpose and content
for their writing.
 Schools also need to consider how to
develop continuity in teaching and assessing
writing.
October 2005: Key findings
• Schools do not always seem to understand
the importance of pupils’ talk in developing
both reading and writing.
• Myhill and Fisher quote research which
argues that ‘spoken language forms a
constraint, a ceiling not only on the ability to
comprehend but also on the ability to write,
beyond which literacy cannot progress’. Too
many teachers appear to have forgotten that
speech ‘supports and propels writing forward’.
• Pupils do not improve writing solely by
doing more of it; good quality writing
benefits from focused discussion that gives
pupils a chance to talk through ideas before
writing and to respond to friends’
suggestions.
October 2005: Key findings
• The Progress in International Reading Literacy Study
(PIRLS), published in 2003, found that, although the
reading skills of 10 year old pupils in England compared
well with those of pupils in other countries, they read less
frequently for pleasure and were less interested in
reading than those elsewhere.
• An NFER reading survey (2003), conducted by Marian
Sainsbury, concluded that children’s enjoyment of
reading had declined significantly in recent years.
• A Nestlé/MORI report highlighted the existence of a small
core of children who do not read at all, described as an
‘underclass’ of non-readers, together with cycles of
non-reading ‘where teenagers from families where parents
are not readers will almost always be less likely to be
enthusiastic readers themselves
Implications for you …?
S&L: Does it happen systematically
anywhere to develop thinking and to
model writing?
Writing: is there an understanding
across any teams of how to develop
writing - eg how to get better
evaluations, better essays, better
scientific writing?
Reading: Who is teaching reading? Has
reading for pleasure slipped from your
radar?
Leadership: Has your leadership team
lost interest in literacy? How will you
reignite interest?
ENGLISH NOW!!
What’s
the
latest
news?
What we know about Writing …
•
The standard of writing has improved in recent years but still lags 20%
behind reading at all key stages (eg around 60% of students get level 4 at
KS2 in writing, compared to 80% in reading).
•
Writing has improved as a result of the National Strategy.
•
S&L has a big role in writing - it allows students to rehearse ideas and
structures and builds confidence.
•
But S&L has lower status because of assessment weightings.
•
In teaching writing we tend to focus too much on end-products rather than
process (eg frames). We should think more about composition - how ideas
are found and framed, how choices are made, how to decide about the
medium, how to draft and edit.
•
We are still stuck with a narrow range of writing forms and need to
emphasise creativity in non-fiction forms.
•
We need to rediscover the excitement of writing.
With thanks to Professor Richard Andrews,
London Institute
What we know about vocabulary …
•
Aged 7: children in the top quartile have 7100 words; children in the lowest have
around 3000. The main influence in parents.
•
Using and explaining high-level words is a key to expanding vocabulary. A low
vocabulary has a negative effect throughout schooling.
•
Declining reading comprehension from 8 onwards is largely a result of low vocabulary.
Vocabulary aged 6 accounts for 30% of reading variance aged 16.
•
Catching up becomes very difficult. Children with low vocabularies would have to
learn faster than their peers (4-5 roots words a day) to catch up within 5-6 years.
•
Vocabulary is built via reading to children, getting children to read themselves,
engaging in rich oral language, encouraging reading and talking at home
•
In the classroom it involves: defining and explaining word meanings, arranging
frequent encounters with new words in different contexts, creating a word-rich
environment, addressing vocabulary learning explicitly, selecting appropriate words
for systematic instruction/reinforcement, teaching word-learning strategies
With thanks to DCSF Research Unit
What we know about students who
make slow progress …
Characteristics: 2/3 boys. Generally well-behaved. Positive in outlook.
“Invisible” to teachers. Keen to respond but unlikely to think first. Persevere with
tasks, especially with tasks that are routine. Lack self-help strategies. Stoical,
patient, resigned.
Reading: they over-rely on a limited range of strategies and lack higher order
reading skills
Writing: struggle to combine different skills simultaneously. Don’t get much
chance for oral rehearsal, guided writing, precise feedback
S&L: don’t see it as a key tool in thinking and writing
Targets: set low-level targets; overstate functional skills; infrequently review
progress
With thanks to DCFS
ENGLISH NOW!!
Key conventions
Demonstrate writing.
Link to speech
Teach composition
Importance of
reading
Sentence variety
Connectives
Know your connectives
Adding: and, also, as well as, moreover, too
Cause & effect: because, so, therefore, thus, consequently
Sequencing: next, then, first, finally, meanwhile, before, after
Qualifying: however, although, unless, except, if, as long as, apart from,
yet
Emphasising: above all, in particular, especially, significantly, indeed,
notably
Illustrating: for example, such as, for instance, as revealed by, in the
case of
Comparing: equally, in the same way, similarly, likewise, as with, like
Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the
other hand
ENGLISH NOW!!
Read aloud.
Reading needs
teaching: skimming,
scanning, analysis
Demystify spelling
Teach and display subjectspecific vocabulary
Teach research skills,
not FOFO
Use DARTs:
prediction, jumbled
texts, pictures and
graphs
Presentation and
framing can make
texts more accessible
ENGLISH NOW!
Break tyranny of
Q&A
No hands up
Thinking time
Key words /
connectives
Reflective
groupings
Rehearsing responses
Get teachers watching
teachers who manage
S&L well
ENGLISH NOW!
Post-SATs challenge
Improvement happens in
the classroom.
Integration plus explicit
skills
Remember the
“disappeared”
Use student feedback
Consistency is an
equal opportunities
issue
Make being G&T sexy
Make Assessment for
Learning happen
ENLISH
“From Good to Outstanding”
Geoff Barton
Tuesday, July 21, 2015
Download this presentation at: www.geoffbarton.co.uk
The new multi-media KS3 course by Geoff Barton
Published by Pearson
Download this presentation at www.geoffbarton.co.uk
ENLISH
English Teacher
Petite, white-haired Miss Cartwright
Knew Shakespeare off by heart,
Or so we pupils thought.
Once in the stalls at the Old Vic
She prompted Lear when he forgot his part.
Ignorant of Scrutiny and Leavis,
She taught Romantic poetry,
Dreamt of gossip with dead poets.
To an amazed sixth form once said:
‘How good to spend a night with Shelley.’
In long war years she fed us plays,
Sophocles to Shaw’s St Joan.
Her reading nights we named our Courting Club,
Yet always through the blacked-out streets
One boy left the girls and saw her home.
When she closed her eyes and chanted
‘Ode to a Nightingale’
We laughed yet honoured her devotion.
We knew the man she should have married
Was killed at Passchendaele.
Brian Cox
From Collected Poems, Carcanet Press 1993.
And finally …
ENLISH
“From Good to Outstanding”
Geoff Barton
Tuesday, July 21, 2015
Download this presentation at: www.geoffbarton.co.uk