Fiona Oakley Literacy Adviser, School Partnerships fiona.oakley@literacytrust.uk

1. Learning to Shape Birmingham 2019 Reading to learn: supporting reading within the curriculum Fiona Oakley Literacy Adviser, School Partnerships fiona.oakley@literacytrust.org.uk T: 020 7587 1842 W: www.literacytrust.org.uk Twitter: @Literacy_Trust Facebook: nationalliteracytrust

2. About The National Literacy Trust We aim to equip disadvantaged young people with literacy fit for employment and life • We target schools with high levels of poorer children and below average literacy levels and aim to eliminate the attainment gap • We support the families who need help most, reaching out to communities through partnerships • We lead the national literacy campaign, raising awareness of the critical importance of the cause with compelling research and a commanding policy platform www.literacytrust.org.uk

3. Reading for learning Reading for learning starts to dominate in KS2 In this phase, reading is used to learn new ideas, gain new knowledge, experience new feelings. At the start of this stage, readers tend to see context from one viewpoint. By year 9, they need to be able to synthesis and interpret different viewpoints. Learners need to read and study a wide variety of text books, reference articles online and in print, newspapers and magazines which build new vocabulary and written syntax. This process does not happen quickly, easily or naturally! It needs to be taught. www.literacytrust.org.uk

4. The reading rope www.literacytrust.org.uk Hollis Scarborough (2001)

5. What is disciplinary literacy? An approach to improving literacy with a focus on the specific demands of each subject. Highlights the speaking, listening, reading writing styles specific to the subject discipline: e.g. reading science text books, writing history essays, debating ideas in RE, giving instructions in PE. Here are two descriptions. Which is Science and which English? The liquid produced was clear and slightly bluish in colour. When tested with an indicator it changed to a pale green colour. A bluish liquid oozed from the test tube. I dipped my paper in and was surprised to see the colour changing to a sickly green colour. www.literacytrust.org.uk

6. Education Endowment FoundationImproving Literacy July 2019

7. The research evidence Australia and USA are leading on research about the role of academic language in education, but there are several interesting projects in progress in the UK. HamsteadHall Academy Trust, Birmingham http://www.hamsteadhall.com/page/?title=Language+Development+at+Hamstead+Hall+Academy+Trust&pid=58 EEF Improving literacy in Secondary schools Shanahan T., and Shanahan C. What is Disciplinary Literacy and why does it matter? 2012 www.literacytrust.org.uk

8. ‘Teaching content is teaching reading’Daniel Willingham - University of Virginia Whatreading skills do students need for your subject? Which text types predominate?

9. Business Studies Assessment objectives

10. Non-Fiction genres instructions – recipes, giving directions recount – historical report explanation – the rain cycle, the causes of the first world war information report – food in Roman Britain, the properties of mercury persuasion – advertisement, formal speech discussion – ‘discuss’ essays, debates analysis – literary criticism, analytical essay evaluation – critical review, reflection on outcomes. www.literacytrust.org.uk

11. Command words Write a question but use two different command words. How does it change? • Explainthe function of insulin. • State the function of insulin. www.literacytrust.org.uk

12. Academic vocabulary survive diminish monitor research project challenge circumstance incident obvious precise intense symbol inspect approximate summary react device www.literacytrust.org.uk

13. How is reading non-fictiondifferent from reading fiction? I fell many, many times. It happened in the salty shack, in the sandy garden, on the sandy beach. My legs would lose their strength and I would tumble, and the whole of everything would turn watery, and it was like I really turned from Annie Lumsden into something else – to a fish or a seal or a dolphin. And when the world turned back into sand and rocks and shacks and gardens, I would find mum sitting close by, watching over me, waiting for me to return, and she’d smile and say, “Where’ve you been, my little swimmer?” I’d tell her I’d been far away beneath the sea to places of coral and shells and beautifully coloured fish, and she’d smile and smile to hear the words loosened from my tongue as I told my travelling tales. The bottlenose dolphin, characterised by a “built-in smile” formed by the curvature of its mouth, has become a familiar performer in oceanariums. It has also become the subject of scientific studies because of its intelligence and ability to communicate by using a range of sounds and ultrasonic pulses. It adapts to captivity better than the common dolphin, which is timid. In addition, the bottlenose dolphin has the longest social memory of any nonhuman species; several members of the species were able to recognize the unique whistles of individual dolphins they once associated with at least 20 years after becoming separated from them.

14. Modelling how to read in science Use pronoun referencing. This, these, it, its, the one…. the other, here, which are all pronouns used to ‘refer back’ to a previously mentioned noun group. Teachers can model how this works to help students read longer explanation paragraphs. They need to show how we read backwards to follow the cohesion in the text.

15. Cohesion in a science explanation Digestion mainly takes place in the stomach and small intestine. But ……..begins in the mouth. As you chew, an enzyme called amylase in your saliva starts to break down any starch into liquid glucose. Digested food is absorbed into the blood. Once the food is liquid, …….can pass into the blood. ………..mainly happens in the small intestine. ………walls are lined with tiny blood vessels, ………….carry the food away. Undigested matter passes into the large intestine. …………most of ………water is reabsorbed by the body.

16. Directed Activities Related to Texts

17. DARTS reconstruction - sequencing

18. Reading in maths www.literacytrust.org.uk

19. Reading word problems www.literacytrust.org.uk

20. Which subject is this? Command words: show, describe, identify, outline, name, suggest, define, justify, discuss, state, explain, analyse, consider, evaluate (often several in one question which can create confusion) Research in the UK has shown that physical activity levels reported for females between 11 and 14 years of age are generally low: 45% of sample engaged in no vigorous activity over 4 days 30% did less than 20 minutes activity a day Explain possible reasons for the low participation levels for these 11–14 year old females. Assess the long term physical effects that such low levels of activity could have.(6 marks)

22. Close reading skills Use CUBE to support close reading of the exam question:- CCircle the command word(s) UUnderline key words (words that can be ‘pinched’ for the response such as Tier 2 words) BBoxany tricky or subject-specific vocabulary (Tier 3 words) EEliminatethe excess (the words you don’t need to focus on)

23. How can we support reading to learn? Create a context – spider chart, group discussions, images, diagrams, KWL grid, knowledge organisers, pre-teach tier 2 & 3 vocabulary walk through organisational devices in text books • Establish purpose for reading Pre • Activate prior knowledge • Adopt appropriate reading strategies While Teacher modelling of reading strategies - teacher reads aloud, discuss when/why to use strategies (skim, scan, close read, predict, question) active reading with DARTs, explore text type conventions • Interact with the text • Making notes to assist memory and help understanding of text Post Text type writing frames, graphic organisers, sentence prompts, extended writing, drama/role-play, presentations • Final outcome www.literacytrust.org.uk

24. Reciprocal reading A session of 20-30 minutes with a focus on comprehension and understanding. Scaffolded teaching Teacher and pupil modelling of strategies and thinking Metacognition Co-operative learning ‘Understanding is at the heart of the reading process. Reading without understanding is a pointless activity’. Maureen Lewis www.literacytrust.org.uk

25. Skills Academy Skills Academy is a 10 lesson, reading intervention for years 7 and 8 Students are taught five core reading comprehension skills using engaging football-themed texts. Their progress is then tested in online challenges. Completing the challenges will unlock exclusive video tutorials from top freestyle footballers, which will teach your students impressive football tricks. Skills Academy video www.literacytrust.org.uk

26. Resources to support schools evaluate and develop reading • Annual Literacy Research & Policy Guidehttps://literacytrust.org.uk/resources/annual-literacy-research-and-policy-guide-201819/ • Annual Literacy Reviewhttps://literacytrust.org.uk/resources/annual-literacy-school-review-201819/

27. Fiona Oakley Literacy Adviser School Partnerships fiona.oakley@literacytrust.org.uk