Teaching Skills in English Development Day 1

1. Teaching Skills in EnglishDevelopment Day 1 Length: 3 hours Subject specific • Session outcomes • By the end of this session, trainees will: • Have reviewed the position of spoken word, reading, writing and SPaG in the English curriculum • Have considered how to teach and embed skills over the year • Have planned to address specific skills in upcoming lessons • Teacher Development Framework • TS3 Take responsibility for promoting high standards of literacy • TS4 Impart knowledge and develop understanding through effective use of lesson time • Links to other sessions • Reading for secondary teachers in English • Writing for secondary teachers in English • Context • In this first session of the QTS year, trainees will revisit key skills in English and consider how to include them routinely in their planning and teaching.

2. English Skills • Spoken word • Reading • Writing • SPaG Slide footer if required

3. Session outcomes: • By the end of this session, you will: • Have reviewed the position of spoken word, reading, writing and SPaG skills in the English curriculum • Have considered how to teach and embed skills over the year • Have planned to address specific skills in upcoming lessons Slide footer if required

4. Session overview: TDF links Standards TDF A Understand the importance of Standard English C Ensure a secure grasp of Standard English is reflected in all interactions with pupils TS3 Demonstrate good subject ad curriculum knowledge • Take responsibility for promoting high standards of literacy and articulacy.

5. Key message Spoken word Slide footer if required

6. Classroom talk • Talk is not just social – it is essential to children’s thinking and learning and to their productive engagement in classroom life. • The teacher’s own competence as a speaker and listener contributes significantly to the developing oral competence of the student. • Alexander • Speaking bridges the gap between thinking and writing. • Teachers must model speech which moves away from everyday language and moves towards the academic language of their subject. • Robin Alexanderothread D Didau Slide footer if required

7. Talk to… question speculate justify • narrate argue reason explain discuss imagine explore Slide footer if required

8. Teach to talk • Model clear speech • Model your thoughts through speech • Use Tier 2 and 3 language • Get pupils to speak in sentences • Get pupils to listen to each other • Use questioning to get pupils talking – don’t allow opt-out! Slide footer if required

9. Time to think: How are you planning to improve Spoken Word? Slide footer if required

10. Key message Reading Slide footer if required

11. Reading Slide footer if required

12. Reading strategies • Skim: • Quick overview of a text • Topic sentences • Focus on ‘information’ words • Scan: • Find specific information • Look for key phrases • Use clues such as capital letters and dates • Zoom: • Zoom in on single words and short phrases • Zoom out to see how they fit into the ‘big picture’ Slide footer if required

13. A Day at the Gulag • Skim • Scan • Zoom Slide footer if required

14. Improve reading: • Read harder texts • ‘Close read’ texts rigorously and intentionally • Read more non-fiction more effectively • Write more effectively in direct response to texts • Lemov Slide footer if required

15. Reading bursts • From:‘The Giver’ by Lois Lowry (‘releasing’ the newchild) • 1. Jonas watched as his father bent over the squirming newchild on the bed. • “And you, little guy, you’re only five pounds ten ounces. A shrimp!” • 2. Jonas watched as his father bent over the squirming newchild on the bed. • “And you, you’re only five pounds ten ounces. A shrimp!” • 3. Jonas watched as his father bent over the squirming newchild on the bed. • “And you, little guy, you’re only five pounds ten ounces. A baby!” • Lemov Slide footer if required

16. Time to think: How are you planning to improve reading? Slide footer if required

17. Key message Vocabulary Slide footer if required

18. Robust Vocabulary Instruction

19. Teaching new words • 1. Capture the essence of the word • e.g. ‘A controversy is a strong disagreement about something that often involves a lot of angry feelings’ • 2. Explain in everyday language • e.g. ‘Covert describes something that is done in a hidden or secret way.’ • 3. Point out (less obvious) multiple meanings • e.g. fast, distinction • Make the definition show how the word is used.

20. Fixing new words • Word association:Why are these words associated? covet yearn begrudge • Have you ever? Have you ever coveted something? • Applause: Clap if you would like to be described as these things: exuberant, morose, covetous etc. • Which would you rather be? Exasperated or elated? Truculent or radiant? etc.

21. 10 words, 10 times a week • Day 1: introduce new words found in text – briefly, comprehension only • Days 2-4: carry out activities that show meaning of word and practiseusing words in different contexts • Day 5: Assessment: • Cloze: fill correct words in the blanks • Situations: Would you admire someone who did x? Would you be incredulous when a friend did y? (yes or no and explain why) • Opposites: People condemn villains, but they _____ heroes (choose from bank of target words) • Tell me about a time when you were perplexed / anxious/ disorientated.

22. Definitions • Tolerable • Compassion • Compensation • Homage • Suppress • Profound • Blurt • Imperious • Indecorum • Would you pay homage to something tolerable? • Would blurting out your thoughts be an example of indecorum? • Would you have compassion for someone imperious? Slide footer if required

23. Multiple choice practice • If you can do puzzles, you are clever: T or F? • If you can’t remember your phone number, you are not clever: T or F? • Clever means trying hard: T or F? • Clever means being good at things: T or F?

24. Vocabulary tiers • Tier 1 – commonly used, everyday words, regularly used in speech • Tier 2 – more precise, less familiar words, used less frequently in speech, and often in formal writing • Tier 3 – subject specific technical terminology e.g. metaphor, simile, personification Slide footer if required

25. Tier 2 analytical verbs Slide footer if required

26. Tier 2 connectives Slide footer if required

27. Vocabulary strategies • Teach sophisticated words alongside synonyms and linked vocabulary e.g. ubiquitous + everywhere, rife, inescapable, common and pervasive. • Create vocabulary taxonomies for characters, poetry, non-fiction etc. • Use a colour chart to teach range intensity: Arrange these words in order of intensity: Frustrated Irritated Outraged Furious Annoyed Angry Slide footer if required

28. 4. Be aspirational when you model e.g. This suggests that the boy is consumed with sinister thoughts because his experience has traumatised him. • 5. ‘Hot or Not’ list to encourage upgrade choices e.g. • 6. Vocabulary explosion: train pupils to look at an exam question and immediately write down Tier 2 and 3 words they could use e.g. Lady Macbeth – zealous, scheming, manipulative, treasonous, disturbing, scandalous, unsettling etc. Slide footer if required

29. Time to think: How are you planning to improve vocabulary? Slide footer if required

30. Key message Writing Slide footer if required

31. Look familiar? Slide footer if required

32. Start with a sentence • Sentence structure matters because: • It is about ordering and sequencing thought • Pupils need to understand the principles of sentence organisation, sequencing and subordination to express complex ideas about complex topics • It is the clearest example of how form and content are intertwined • Writing complex ideas about complex issues is not possible without a strong command of sentence structure • Reading complex ideas about complex issues is probably also not possible without an understanding of sentence structure. Slide footer if required

33. Mastering sentences • Pupils need to: • Know what a complete sentence is • Understand correct word order • Use capital letters, punctuation, spelling and vocabulary correctly • Know parts of speech: verb, noun, adjective, article, preposition • Understand basic grammar: clauses – independent and subordinate • Sense check their own writing • Practise! Slide footer if required

34. Fragments to whole: • Definitions of a sentence are too abstract • We often speak in fragments – but more precision is needed in writing • Present fragments and sentences – pupils mark S / F • Present scrambled sentences • Teach sentence types: declarative (statement); imperative (command) interrogative (question) exclamatory (exclamation) • Use pictures to prompt questions • Provide an answer and get pupils to devise questions Slide footer if required

35. Because, but, so … • Useful prompts for analytical writing or as AfL / Exit Tickets • becauseexplains why something is true • but indicates a change of direction • so relates to cause and effect • Romeo is a hopeless romantic because he adores unattainable women. • Romeo is a hopeless romantic but his love for Juliet seems genuine. • Romeo is a hopeless romantic so he proposes to Juliet within hours. Slide footer if required

36. Subordinating conjunctions • E.g. before, after, if, when, although, since, unless • Regular practice will: • Promote the use of complex sentences • Boost vocabulary development • Improve comprehension • Although Lennie thought like a child, ____________________ • Unless Slim gave his approval, _________________________ • After her body was discovered, _________________________ Slide footer if required

37. Slow Writing • Pupils often rush their writing • ‘Slow Writing’ makes them think first • Each sentence has a rule • Easily adjusted for different tasks • Double spacing makes redrafting easier Slide footer if required

38. Slow Writing prompts • Your sentence will: • start with ‘When’. • start with an adverb • have 12 words in it • contain a semi-colon • start with a word beginning with ‘E’ • start with a present participle (a verb ending in ‘ing’) • include 2 commas • be a rhetorical question Slide footer if required

39. More Slow Writing ideas • Have a collection of sentence instructions (hat?) and give out a random (or specific) selection • Give pupils a list of numbers to dictate the number of words in each sentence • Paired writing: get pupils to write alternate sentences and question each other about their choices • Use a professionally written text on a different subject and get pupils to copy the structure and techniques Slide footer if required

40. Time to think: How are you planning to improve writing? Slide footer if required

41. Key message SPaG Slide footer if required

42. Two views: • Direct: (Daisy Christodoulou) • Grammar is taught separately and sequentially throughout the year / key stage • In context: (Debra Myhill) • Grammar teaching is integrated as it occurs during teaching of texts How is SPaG taught in your school? Slide footer if required

43. Essentials • Pupils should: • Know parts of speech: verb, noun, adverb, adjective, article, preposition • Understand basic grammar: clauses – independent and subordinate • Use basic punctuation correctly: capital letters + . , ? ! “” • Spell high frequency and ‘regular’ words correctly • Spell most irregular words correctly • Know how to use a dictionary • Refer to the NC glossary for guidance Slide footer if required

44. Spelling builders: • 80% of spelling is regular and predictable • Teach spelling patterns • Let pupils discover patterns e.g. listing all the ways to spell long ‘a’ at the end of a word e.g. late, say, weigh • Try proofreading in timed conditions as starter • Frequent revision of high frequency words – reading and spelling • Regular differentiated spelling practice and games • Nominate dictionary and spelling ‘champions’

45. Dictionary skills • Teach: • Quartiles • Guide words • Alphabetical 1st, 2nd, 3rd letter searches • Prediction • and practise!

46. Time to think: How are you planning to improve SPaG? Slide footer if required

47. Useful ideas • www.presentationmagazine.comjigsaw templates – multiple uses • myfreebingocards.com/bingo-card-generator - retrieval / spaced practice • Thunksby Ian Gilbert – thinking and discussion Slide footer if required

48. Session outcomes: • By the end of this session, you will: • Have reviewed the position of reading, writing, spoken word and SPaG skills in the English curriculum • Have considered how to teach and embed skills over the year • Have planned to address specific skills in upcoming lessons Slide footer if required

49. Slide footer if required

50. o p e n s p a c e Slide footer if required