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Literacy for All. Literacy has once again become a key focus of the new OFSTED schedule. In a recent report, OFSTED highlighted four areas of concern about literacy in schools: a. Weak spelling and handwriting b. Lack of reading for pleasure
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Literacy for All Literacy has once again become a key focus of the new OFSTED schedule. In a recent report, OFSTED highlighted four areas of concern about literacy in schools: a. Weak spelling and handwriting b. Lack of reading for pleasure c. Missed-opportunities in non-English lessons d. Weakness in oracy – speaking and listening. A, C and D were all alluded to by HMI Cook and his team during the last OFSTED inspection.
Literacy for All Yet, OFSTED should not be our only motivation for developing Literacy across the curriculum. By improving focus on literacy in all lessons, every subject will benefit from increased pupil comprehension and improved pupil ability to articulate answers both verbally and in their written work. Moreover, students will stand a better chance, post-education, if we all help them to develop their basic literacy levels. Literacy is not just the job of the English Faculty but of us all.
Literacy for All We know that Literacy has come and gone as an OFSTED focus over the last 15 years and that what we are saying is nothing new to many of you. We also know that there is a lot of good practice out there which we need to share across the school. Our aim in these sessions is to highlight some techniques which can be integrated into lesson sequences which we hope will reignite and/or reinforce your thinking about what every teacher can do to make the most of the opportunities to develop oral and written literacy in every Manor learning space.
Literacy for All • Text to Pictures • Teacher/students read a piece of text, students then draw a picture to represent their understanding of the text. • The picture is an overall image of the text, this is not listening for Gist or seven monkeys. • Teacher could read to class. • Students could read to each other in pairs. • Students could be given text. • Interpretation of exam questions.
Literacy for All Text to Pictures – Dragons There he lay, a vast red-golden dragon, fast asleep; a thrumming came from his jaws and nostrils, and wisps of smoke, but his fires were low in slumber. Beneath him, under all his limbs and his huge coiled tail, and about him on all sides stretching away across the unseen floors, lay countless piles of precious things, gold wrought and un-wrought, gems and jewels, and silver red-stained in the ruddy light.
Literacy for All • Reading Strategies • Silent sentences and Collapsed text • A paragraph of text or a set of sentences is broken up into fragments. These could relate to prior learning or new learning. Students work in pairs/groups to reconstruct the fragments into meaningful sentences. • Could be done in silence. • There could be a time limit. • Cards could be shared out. • Differentiation by level/size of fragments. • Clues maybe given.
Literacy for All Reading Strategies Collapsed text a Buddha Buddhism. by find founder Gotama He HeHe his horrified in in in India. king life Northern of of out people palace renounced son suffer. suffering the thethethethe to was was was world. why Clues: There are 4 sentences.
Literacy for All Reading Strategies Collapsed text Gotama Buddha was the founder of Buddhism. He was the son of a king in Northern India. He was horrified by the suffering in the world. He renounced his life in the palace to find out why people suffer.
Literacy for All • Reading Strategies • Silent Sentences • Working in groups of three or four, share the cards between you. • Your aim is to make a series of sentences about your given topic. • You must do this without speaking. • You may not take a card from another person – they must add it to a sentence. • Think about how all sentences start and end – this will help you to organise some of the cards.
“I like to listen. I have learned a great deal from listening carefully. Most people never listen.”
Over to you… • Talk to each other about the following questions but be prepared to feedback your partner’s thoughts. • How can you use one of these techniques next week? • What is your biggest priority for developing literacy in your classroom/with your classes? • What techniques have you used in the last three weeks to develop literacy?
