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Supporting Literacy

Supporting Literacy. Your role as a subject teacher. Why bother?. Are my pupils required to speak? Do they need to listen? Are they expected to read? Do I ask them to write?

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Supporting Literacy

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  1. Supporting Literacy Your role as a subject teacher

  2. Why bother? Are my pupils required to speak? Do they need to listen? Are they expected to read? Do I ask them to write? If you have answered yes to any of the above then you should be planning and providing literacy support in your classroom!

  3. Language across the curriculum • Speaking: pupils should be taught to use language precisely and cogently. • Listening: pupils should be taught to listen to others, and to respond and build on their ideas and views constructively. • Reading: pupils should be taught strategies to help them read with understanding, to locate information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading. • Writing: pupils should be taught to use correct spelling and punctuation and to follow grammatical conventions. They should also be taught to organise their writing in logical, coherent forms.

  4. Why is Literacy so important? 4% 15% 10% 54% 79% 97%

  5. Speaking and Listening • Provide opportunities • Provide a purpose • Make the outcomes clear • Model how • Provide support

  6. Activity a • Talk about what is written on your card.

  7. Activity B In groups of 3 1 is the speaker, 1 is the listener, 1 the recorder decide who is who. Look at the statement on your card and in your designated role talk/listen/record accordingly. You have 3 minutes. At the end I want the person who is recording to feed back to the speaker and the listener. Think about how well the speaker put their thoughts across and how engaged the listener seemed.

  8. Listening Activity - Note making Jobs in Europe

  9. Speaking and listening • When do I ask my pupils to speak/listen? • How do I support this? • Do I explicitly plan for this?

  10. Reading Activity • When do you ask pupils to read? • List all the occasions, within your subject, KS3/4 when you require your pupils to read.

  11. Reading • How do you read? What strategies do you use to help you with difficult or unfamiliar texts? • How do you know how to do this? • Have a look at the sensor case worksheet • How did you read this?

  12. Reading strategies • Continuous reading Uninterrupted reading of a piece of text • Close reading Careful, detailed reading which might involve pausing to think or look back • Skimming Glancing quickly through the passage to get the gist of it • Scanning Searching for a particular piece of information

  13. What can we do whilst reading? Reading for a purpose • Students are given a focus/question before reading • You explain what kind of reading will need to be done for this purpose with this text • You can give weak readers true or false statements to tick and explain

  14. contd Paired or group reading • In pairs each reader takes a turn then swaps at punctuation, sentence or paragraph breaks • Each reads a paragraph then explains the contents to a partner • Pupils record unfamiliar vocab for discussion or clarification, later • Pupils record/highlight key words • Use mixed ability and differentiated groups to suit the reading task • Allocate different roles within the group so each reader has a responsibility eg one looks for technical language • When reading a long text, give individual groups a different focus ready to feed back to the whole class

  15. contd Annotating texts • Circling/highlighting/underlining keywords for later discussion • Use an enlarged text on OHP to model annotations • A detailed annotation of one small section of the overall text, as a model • Displaying annotated texts around the classroom

  16. Reading Activity 1 Look at the sensor case worksheet again. SCAN the text looking for all the materials you will need to make this sensor and list them. SCAN the text again and highlight any points that you may need to consider or avoid when making the sensor.

  17. Reading Activity 2a Closely read the text about jobs in Europe [you should be familiar with this as we looked at it earlier]. Highlight each topic sentence in each paragraph, provide a sub-heading for each section of the text. Activity 2b Skim read the text Using 2 colours, highlight the advantages and disadvantages of being a member of the EU

  18. Supporting reading • When do I ask my pupils to read? • How do I support this? • Is this made explicit in my planning?

  19. WritingMain categories of non-fiction • Instructions • Recount • Explanation • Information • Persuasion • Discursive • Analysis • Evaluation

  20. Writing • Think about when you ask your pupils to write. HO 4.1 • Select the key areas of writing for your subject. Now think about how you support this. HO 2.2

  21. Teaching Writing • Establish clear aims • Provide examples • Explore the features • Define the conventions • Demonstrate/model how it should be written • Compose together • Support/scaffold the first attempt • Provide opportunities for independent writing • What have we learnt?

  22. Writing Strategies Planning • What is the purpose, who is the audience what is the form? • Use a stimulus for writing • Guide a brainstorming session • Teach organisation

  23. Contd Modelling • Look at other examples of this kind of writing • Explain the features of the text type • Explain your own thinking • Assess/evaluate how well the text meets its aims

  24. contd Scaffolding • Outline the structure, what shape will it take? • Provide specialist vocabulary • Provide sentence starters or linking connectives to use within sentences and across paragraphs. • Look at other texts that are organised in this way

  25. contd Proof reading/editing • Proof read each others work considering the objective • Pupils look at their own work and consider the objective, how well does the writing match? • Have a manageable focus to work on then build upon this-do not try to “change” everything all of the time!!

  26. Supporting Writing • When do I ask my pupils to write? • How do I support this? • Do I explicitly plan for this?

  27. Key Vocabulary • Vocabulary word map • What other strategies do you use to support pupils’ learning of keywords?

  28. Spelling Strategies • Break into sounds [d-i-a-r-y] • Break into syllables [re-mem-ber] • Break into affixes [dis+satisfy] • Use a mnemonic • Refer to words in the same family [muscle-muscular] • Say it as it sounds [Wed-nes-day] • Concentrate on the part you cannot spell

  29. Spelling Test!!! Withhold Occurred Benefited Transferred Liaise Accommodation Incur calendar

  30. Why is Literacy important in my subject? • I will be able to support my pupils when they are asked to speak • I will be able to support my pupils when they are asked to listen • I will be able to support my pupils’ reading • I will be able support my pupils’ writing • I will be able to support their learning

  31. Resources • LAC • Literacy in… cd • Literacy and Learning • Websites • Consultant support

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