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Literacy Across the Curriculum

Literacy Across the Curriculum. Objectives for the Session. To link reading and writing objectives to other subjects To apply literacy skills across the curriculum To identify opportunities for completing Literacy outcomes outside of the Literacy hour.

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Literacy Across the Curriculum

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  1. Literacy Across the Curriculum

  2. Objectives for the Session • To link reading and writing objectives to other subjects • To apply literacy skills across the curriculum • To identify opportunities for completing Literacy outcomes outside of the Literacy hour

  3. OFSTED evaluation of the second year of the NLS • When the teaching of literacy is combined with the teaching of other subjects, progress is made in both subjects. The essential element is the establishment of a link between the two subjects. • Where there were weaknesses in the teaching of writing within other subjects, these stemmed from missed opportunities to link it with the literacy skills which were required. OFSTED 2000

  4. Speaking - Listening - Reading - Writing • The Literacy Strategy contains core skills that are relevant to the activities children undertake in the literacy lesson and all other subjects. They enable children to: • Express themselves correctly and read accurately with understanding. • Organise their writing in logical and coherent forms • Use language precisely and cogently; both spoken and written. • Listen to others and to build on ideas precisely and constructively. • Use reading strategies to help them read with understanding and locate information. • Use the technical and specialist vocabulary of subjects.

  5. Activity - identifying cross-curricular opportunities • Look at the charts on pages 3 to 5 listing the texts and outcomes for each year group. • Discuss and tick those subjects which could be used as vehicles for teaching and applying literacy skills. • Think about texts that could be used to demonstrate language and extend subject knowledge.

  6. Non-Fiction Text-Types • Non-chronological reports - describe the way things are. • Instructions and procedures - to describe or instruct how something is done. • Biography - a life story not written by the subject. • Autobiography - a life story written by the subject. • Recounts - retell events. • Explanations - explain the processes in the natural and physical world. • Persuasion- argue the case for a point of view. (cont.)

  7. Non-Fiction Text-Types • Discussion and Argument -present arguments and information from different viewpoints. • Journalistic Writing - retell events of public interest. • Diaries - personal recounts. • Interviews - reveal a person’s thoughts and experiences. • Public Information Leaflets - to educate and inform. • Internet - the world wide web.

  8. Activity - presenting outcomes • Look at the QCA units of work and the list of non-fiction outcomes on pages 3, 4 and 5. • Using the chart on page 6, showing the six main non-fiction text-types, note down specific pieces of writing that could be produced under each heading for your class.

  9. What texts should I use? • Information books linked to different subject areas. • Explanations. • Instructions. • Historical stories or stories from religious texts. • Different authors treatment of the same theme. • Poems. • Diaries. • Letters. • Biographies/autobiographies

  10. Cross-curricular reading • Using non-fiction texts: • enables children to extend their knowledge of the world • helps children identify appropriate text-types for presenting information • increase vocabulary • distinguish between fiction and non-fiction

  11. Shared Reading of Non-Fiction Texts(Analysing the text) • Identifying non-fiction structure • Headings and sub-headings • Index • Glossary • Register - the tone of the writing • Technical language • Cohesion • Perspective • Reference texts • Illustrations

  12. Techniques for extracting information from non-fiction texts • Brainstorming • Prior knowledge chart - QUADs and KWLs charts • Flow diagrams • Skimming, scanning and key words • Cloze • Text sequencing • Re-telling • Drawing and labelling • Time lines • Note making

  13. QU Questions A Answers D Details S Source Reading for Information

  14. What I KNOW already What I WANT to know What I have LEARNT KWL Grid

  15. Activity • Use the KWL and make notes in columns 1 and 2 on what you know and what you would like to know about insects. • Read the text on insects. • Fill out the final column of your KWL grid listing what you have learned about insects. • Look at the shared reading prompts. Which of these would relevant in analysing this particular text?

  16. Planning Skeletons • Recount • Instructions • Explanation • Persuasion • Discussion

  17. Hometime!

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