QTS Literacy Booster

1. QTS Literacy Booster Session 4 Thursday 14th February 2013

2. Comments …

3. The weekly spell Speech marks - Revision Apostrophes – Revisited Note to Parents and Carers Grappling with terminology Comprehension Approaches Vocabulary What’s it all about? What we are doing this week

4. committee double, double, double superseded supers eded initiative initi ative activity activ ity demonstrable demons trable regrettably regret tably fuelled double l pursue pur sue automatically auto matic ally curriculum curric ulum Spellings 1

5. exaggerated double g anxiety anx iety exhaustive exhaust ive justifiable justifi able omitted double t implementation imp lem ent ation mathematical math ematical perpetrator per pet rator commemorative com mem orative relieved reli eved Spellings 2

6. Speech marks – quick revision Example 1 hurry up he shouted she asked am I late "Hurry up!" he shouted. She asked, "Am I late?" Example 2 im coming home late tonight she said and added dont expect me before 11 "I'm coming home late tonight," she said and added, "don't expect me before 11."

7. Apostrophe - revision Apostrophes are for: Omission • Aren’t youall here? • It’s going to be fine, thank you. Possession • Singular – the cat’s tail • Plural – the cats’ tails

8. Note to parents and carers Peer assess against these criteria • Have commas, semi colons, colons and full stops been used as required? • Is sentence structure and demarcation accurate? • Has appropriate vocabulary been chosen? • Is the spelling accurate? • Has the audience, form and purpose of this letter been considered?

9. supported Can you find a part of the passage (a sentence or a phrase) that agrees with the statement? That is to say; is the meaning of the statement supported by the meaning of the passage? If you can, then the statement in the question is supported. Grappling with terminology

10. implied • If something is implied it is not stated directly, but as you read the passage you get the drift – you get the implication, there will be hints. • If a passage is about corporal punishment, for example, and the writer was against this, there will be clues in the writing that allow the reader to decide the opinion of the writer - apart from any direct statements.

11. no evidence • As you look over the passage again you will find that there is no evidence in the text for the opinion in the statement.

12. Contradict .. To assert the opposite of a statement made contradicted • In this case you will look through the passage and will find that there is meaning in the passage that is contradicted by the statement in the question. • The statement will say the opposite of what is in the passage.

13. Implicitly – without ever expressing so clearly implicitly contradicted • Imply is the verb, implicit is the adjective and implicitlyis the adverb. • In this case we are looking to see whether there is anything in the passage that, whilst not being said directly, suggests that the statement is not accurate.

14. Comprehension What is in the paragraphs? Paragraph 1. • Two ideas about the management of behaviour are constantly being discussed by teachers. • ‘Rehabilitation’ and ‘just deserts’. Libertarian approaches versus punitive approaches. • Public opinion sees classroom behaviour as a major issue in schools. • Opinion is divided about what approach should be used.

15. Task AUnderstanding the ‘who?’ & ‘what?’ Their observation is that behaviour management is a major issue in class. P Following general appraisal, they have elected to use restorative justice. H The aim (of what?) is to reduce victimisation, fights and absenteeism. RJ They have always been aware of the issues surrounding classroom behaviour. T They have publicly acknowledged the value of implementing this approach. O

16. Task BUnderstanding shades of meaning. • It defines behaviour problems as damaging not disobedient and prompts the offender to accept liability and repair the damage. • It encompasses both ‘empathy’ and ‘liability for the consequences’ when dealing with unacceptable classroom behaviour. • It involves mediation between ‘offender’ and ‘offended against’ to discuss the affects and effects of events that have taken place. • Its process of mediation enables many pupils to take responsibility for their actions and so change their behaviour.

17. Task CUnderstanding vocabulary. ‘ … has been a perennial feature of the teaching landscape.’ B ‘ … to the libertarian renunciation of discipline.’ C ‘… to support the successful reintegration of the excluded pupil.’ B

18. More hard words • … implementation of restorative justice… • … the libertarian ‘rehabilitation’ and the punitive ‘just desserts’… • … the former values an idealised compassion, while the latter values accountability, plus a degree of retribution.

19. http://www.haslamandhall.co.uk/img/K2ESG.pdf Next Steps • Make sure you have a copy of the book and work though it a section at a time • If spelling is your problem area – break up words, work on them little and often. • Do the practice test in the book - Do the on-line practice tests • For 3 make sure you analyse the parts that are going right (to improve your confidence) as well as the parts that are going wrong to target areas for improvement. http://www.haslamandhall.co.uk/img/K2ESG.pdf