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Some thoughts on Literacy across the curriculum

Some thoughts on Literacy across the curriculum. Thursday, 26 October 2017. Credit: Alex Quigley, English teacher, Director of Huntington Research School, & EEF/IEE Research Schools Developer. Author: 'The Confident Teacher'. @ huntingEnglish https://www.theconfidentteacher.com/2016/11/8181/.

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Some thoughts on Literacy across the curriculum

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  1. Some thoughts on Literacy across the curriculum Thursday, 26 October 2017 Jonathan Peel JLS 2017

  2. Credit: Alex Quigley, English teacher, Director of Huntington Research School, & EEF/IEE Research Schools Developer. Author: 'The Confident Teacher' @huntingEnglish https://www.theconfidentteacher.com/2016/11/8181/ Jonathan Peel JLS 2017

  3. A problem: a lack of practical vocabulary We are aware of the three tiers of vocabulary: Jonathan Peel JLS 2017

  4. Consider the student 6-8 lessons a day Each with its own range of tier 2 and 3 vocabulary Maybe some words are on the wall How can we help them to engage and understand? Jonathan Peel JLS 2017

  5. A typical day? From Alex Quigley: ResearchEd 2017 https://www.theconfidentteacher.com/2017/09/researched-2017/ Jonathan Peel JLS 2017

  6. Consider this passage and answer the simple questions: The Montillation of Traxillene: “It is very important that you learn about traxillene. Traxillene is a new form of zionter. It is montilled in Ceristonna. The Ceristonniansgristeriate large amounts of fevon and then bracter it into quaseltraxillene. Traxillene may well be one of our most lukizedsneslaus in the future because of our zionterlescelidge” Att: Judy Lanier. What is traxilline? Where is traxillinemontilled? How is traxillenequaselled? Why is it important to know about traxillene? Jonathan Peel JLS 2017

  7. No doubt you scored 4 out of 4. So you know about Traxillene. An entirely fictitious substance apparently of great worth and use. This where many of our students are – they ‘know’ the facts but have little grasp of concepts or of practicalities. Another example is equally off-putting to many of us (and them) Jonathan Peel JLS 2017

  8. From a recent text book…. From Alex Quigley: ResearchEd 2017 https://www.theconfidentteacher.com/2017/09/researched-2017/ Jonathan Peel JLS 2017

  9. How much do we need to understand in order to ‘understand’? I think around 25% of the previous slide was Tier 3 language. There is no way this can be understood without careful teaching and contextualisation. That is to say that at best, only 75% was likely to be understood – including the most basic linking words. Jonathan Peel JLS 2017

  10. Or, concerningly: From Alex Quigley: ResearchEd 2017 https://www.theconfidentteacher.com/2017/09/researched-2017/ Jonathan Peel JLS 2017

  11. Strategies: developing real engagement From Alex Quigley: ResearchEd 2017 https://www.theconfidentteacher.com/2017/09/researched-2017/ Jonathan Peel JLS 2017

  12. We seek academic vocabulary and we use it in our teaching: From Alex Quigley: ResearchEd 2017 https://www.theconfidentteacher.com/2017/09/researched-2017/ Jonathan Peel JLS 2017

  13. Do I need to explain my academic language? Expanded noun phrase: A phrase in which an adjective, or more, is added to a noun for greater clarity. Nominalisation: the development of a new noun from a verb or adjective. (‘crime was increasing…’ becomes ‘the increase in crime…’) Jonathan Peel JLS 2017

  14. SEEC: select, explore, explain, consolidate. (1) Quigley suggests this acronym as a way to improving student understanding of their texts. SELECT: Look carefully at texts and handouts and select the vocabulary which will need further focus. Which words may be part of any prior learning? Which words will appear regularly in this discipline or in other areas? Which words relate to others and can be used to facilitate learning? (such as all photo- prefixes relating to light from the Greek derivation) Jonathan Peel JLS 2017

  15. SEEC: select, explore, explain, consolidate. (2) • Explore • Etymology and common word parts • The different uses of the word across disciplines • Any questions arising from the discussion of the word • Understanding of the word by questioning ‘in your own words’ • Memory strategies relating to the word. • Explain • Say the word carefully • Give a ‘student friendly definition’ • Get the word and both this definition and a more academic one written down • Give several examples of the use of the word Jonathan Peel JLS 2017

  16. SEEC: select, explore, explain, consolidate. (3) Consolidate: Repeated use in academic and everyday situations Testing Required use of written explanations, especially in Maths and Science –a diagramme is not enough! Self evaluation of vocabulary by students. Jonathan Peel JLS 2017

  17. Poetry vocabulary One method of consolidation and recognition is to ask students to rate each word in a poem from 1-4 1 = I know this word and use it regularly 2 = I think I know it, might be a little vague 3 = I have heard it or read it, but that’s as far as it goes. 4 = wtf? Or as my son once memorably called out ‘a what-what in a what-what?’ You will find others, I am sure. Jonathan Peel JLS 2017

  18. Other strategies (https://www.theconfidentteacher.com/2016/11/8181/) : Tell word tales: Most words in our storied language have an intriguing tale to tell. For example, if you are a geography teacher looking for a story to provide a memorable hook, you needn’t go far. How about the word ‘Artic’ meaning ‘near the bear’? Not because of its roaming polar bears, but because of its proximity to the constellation Ursa Major – the ‘Great Bear’. Pick words apart: Most of our academic words are from Latin and Greek derivations. With an understanding of some common prefixes and suffixes, like ‘de’ or ‘anti’, for example students have the tools to unlock comprehension of a wealth of words. Make meaning maps: If you are teaching a tricky new word like ‘photosynthesis’ then you can make a ‘meaning map’ – unpicking the word, explaining its origins, and linking it to similar scientific words. Working subject glossaries: A word list can prove inert, but by beginning a topic or course with a blank slate of key words and encouraging students to enquire around their meanings, you can invoke curiosity and deeper understanding. Alphaboxes: Simply create an alphabetical list, organised into boxes, and encourage students to populate the ‘alphaboxes’ with essential subject vocabulary. Word of the week: Every subject can promote a habitual interest in words by sharing their ‘word of the week’ or having ‘word walls’ that create an omnipresent interest in academic vocabulary. When an interest in and curiosity for word knowledge permeates every classroom, students can become more fluent readers, better facing up to the challenges of a tough curriculum with greater confidence. Jonathan Peel JLS 2017

  19. Useful links: http://membean.com/educator https://www.theconfidentteacher.com/ presentation from ResearchEd 2017 Lemov: reading reconsidered Barton: Don't call it literacy I have a number of useful books in my department CPD library – feel free to ask to borrow them. Jonathan Peel JLS 2017

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