Download Embedding Literacy by Gemma Dye

Embedding literacy in
schemes of work
Gemma Dye
Why should we care about literacy?
• Reading is the critical route to other subjects as well as a provider of
wider opportunities for giving more and getting more from life and
work. (‘Read On. Get On’ Save the Children)
• Literacy includes the key skills of reading, writing and oral
communication that enable pupils to access different areas of the
curriculum. (OFSTED)
• Demonstrate an understanding of and take responsibility for
promoting high standards of literacy, articulacy and the correct use of
standard English, whatever the teacher’s specialist subject (Teachers’
Standards)
Cultural Capital
Working from Bourdieu’s theory of cultural capital:
‘Bourdieu states that cultural capital consists of familiarity with the
dominant culture in a society, and especially the ability to understand
and use 'educated' language. The possession of cultural capital varies
with social class, yet the education system assumes the possession of
cultural capital. This makes it very difficult for lower-class pupils to
succeed in the education system.’ (Sullivan 2007)
We need to make the implicit ideas that are available to us about the
education and examination system, explicit to the students.
Simple strategies to make the implicit become
explicit
Reading Strategies:
• SKIMMING
• SCANNING
• READING FOR MEANING
A volcano is a rupture on the crust of a planetary-mass object, such as
Earth, that allows hot lava, volcanic ash, and gases to escape from a
magma chamber below the surface. Earth's volcanoes occur because
its crust is broken into 17 major, rigid tectonic plates that float on a
hotter, softer layer in its mantle. Therefore, on Earth, volcanoes are
generally found where tectonic plates are diverging or converging. For
example, a mid-oceanic ridge, such as the Mid-Atlantic Ridge, has
volcanoes caused by divergent tectonic plates pulling apart; the Pacific
Ring of Fire has volcanoes caused by convergent tectonic plates coming
together. Volcanoes can also form where there is stretching and
thinning of the crust's interior plates, e.g., in the East African Rift and
the Wells Gray-Clearwater volcanic field and Rio Grande Rift in North
America.
We know that each paragraph is likely to contain a topic
sentence which we read first.
We instantly identify the likely source
and conventions e.g. factual
encyclopaedia entry/ web page
therefore read from left to right and
structured in paragraphs
A volcano is a rupture on the crust of a planetary-mass object, such as Earth, that
allows hot lava, volcanic ash, and gases to escape from a magma chamber below
the surface. Earth's volcanoes occur because its crust is broken into 17 major, rigid
tectonic plates that float on a hotter, softer layer in its mantle. Therefore, on Earth,
volcanoes are generally found where tectonic plates are diverging or converging.
For example, a mid-oceanic ridge, such as the Mid-Atlantic Ridge, has volcanoes
caused by divergent tectonic plates pulling apart; the Pacific Ring of Fire has
volcanoes caused by convergent tectonic plates coming together. Volcanoes can
also form where there is stretching and thinning of the crust's interior plates, e.g.,
in the East African Rift and the Wells Gray-Clearwater volcanic field and Rio Grande
Rift in North America.
We instantly skim for the important
words and ignore the function words
1. What do plants use to absorb light energy in
their leaves?
2. Find two factors that limit the rate of
photosynthesis.
3. What mineral ions might plants need?
1. What do plants use to absorb light energy in their leaves?
2. Find two factors that limit the rate of photosynthesis.
3. What mineral ions might plants need?
Green plants absorb light energy using chlorophyll in their leaves. They
use it to react carbon dioxide with water to make a sugar called
glucose. The glucose is used in respiration, or converted into starch and
stored. Oxygen is produced as a by-product.
This process is called photosynthesis. Temperature, carbon dioxide
concentration and light intensity are factors that can limit the rate of
photosynthesis.
Plants also need mineral ions, including nitrate and magnesium, for
healthy growth. They suffer from poor growth in conditions where
mineral ions are deficient.
An understanding of question commands
allows us to understand whether we are
looking for noun, verb, adjective etc.
1. What do plants use to absorb light energy in
their leaves?
2. Find two factors that limit the rate of
photosynthesis.
3. What mineral ions might plants need?
A knowledge of skimming skills means we can
search the text quickly for the phrases
‘mineral ions’ and ‘limit the rate’
An understanding of question conventions
means we know that the answer to the first
question is most likely to be in the first
paragraph and we answer sequentially
Tackling unfamiliar words (DARTs)
Ragged schools originated in the Sunday School founded in 1780 by Robert Raikes
in Gloucester, who taught children to read so that they could read the Bible. Then a
Portsmouth cobbler, John Pounds, gathered groups of children to play with his
disabled nephew, and by 1818 had a class of 30 or 40 who he was teaching to read,
from the Bible because it was the only book easily available. The idea spread to
London. In 1844, nineteen Ragged Schools joined to form a Ragged School Union,
headed by Lord Shaftesbury. By 1861 they were teaching over 40 thousand children
in London, including the children of convicts, drunks and abusive step‐parents, and
deserted orphans – and even ‘the children of poor Roman Catholics who do not
object to their children reading the Bible’. By 1870 there were 250 Ragged Schools
in London and over 100 in the provinces. Meanwhile Quintin Hogg, the ex‐Etonian
son of a prosperous London merchant, had set up a Ragged School, just off the
Strand in London, in 1863, when he was just eighteen. His pupils were the wildest
and most destitute of the street children. Hogg persevered, and even set up a ‘doss
house’ for homeless boys. One of his sisters was enlisted to run classes for girls,
who were just as wild. The London Polytechnic, now the University of Westminster,
can trace its origin to Quintin Hogg.
Approaching the exam requirements in your
subject
• Simple tricks – highlighting/underlining the question
• Teach them how to answer the questions – let them know what you
(and the examiners) are expecting. Interpret the assessment
objectives.
• Use the marking codes available for the subject (where possible)
• Mock up an exam paper using fake questions but familiarising them
with the style of the paper
• Do a guided mock/ mock walk through.
Simple tricks – highlighting/ underlining the
question
d) The partnership is expanding and opening offices in France and
Australia. It has been advised that video conferencing facilities would
benefit the solicitors. Discuss the advantages and disadvantages of
video conferencing for the partnership and its members. (7 marks)
1. Buddhism
(a) Describe Buddhist beliefs about what happens to evil people after death. (8 marks)
(b) Explain how a Buddhist funeral service might comfort someone whose close friend
has died. (7 marks)
(c) ‘It cannot be true that there is life after death, because there is no evidence for it.’
Do you agree? Give reasons to support your answer and show that you have thought
about different points of view. You must refer to Buddhism in your answer. (5 marks)
A fun game (prize available for first to finish)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Write five adjectives to describe this room.
Name two ways you can travel to school.
Write all seven days of the week in alphabetical order.
Name all seven of Snow White’s dwarves.
Write the subject you teach backwards.
Write five things you remember from the previous presentation.
Draw a picture of your favourite person.
Describe, in detail, what your favourite meal involved.
What do you hope to get out of this training session today?
How much did you spend on food in the last fortnight to the nearest pound?
Ignore all previous questions, stand up and shout ‘I’m awesome’ to win the prize.
Teach them how to answer the questions
Point
Evidence
Analysis
Link
Checklist
When making a personal response have you:
•considered different themes or approaches to your brief?
•carefully selected and studied your source materials?
•made a personal choice about materials, media and working processes?
•experimented with media, materials and techniques?
•recorded and developed your ideas in a personal way?
•presented your work carefully?
•realised your intentions?
When developing your personal visual language have you:
•selected appropriate source material?
•worked with different media and processes?
•experimented with media, materials and techniques?
•recorded and developed your ideas in a personal way?
•realised your intentions?
Zeb
Friedman
– The
Story of
Maths
What is the
question asking
me?
What Maths
will I be
using?
What information
do I already have?
What calculations /
working out do I need to
do?
How can I check that
my answer is correct?
Two companies, Barry's Bricks and Bricks ArUs,
deliver bricks.
The graph shows the delivery costs of bricks from
both companies.
Prakash wants Bricks ArUs to deliver some bricks.
He lives 2 miles away from Bricks ArUs.
(a) Write down the delivery cost.
.................................................................................
.............................................................
John needs to have some bricks delivered.
He lives 4 miles from Barry's Bricks.
He lives 5 miles from Bricks ArUs.
(b) Work out the difference between the two
delivery costs.
.................................................................................
.............................................................
(Total for Question is 4 marks)
A03 Question
What is the
difference between
the two delivery
costs?
Reading
information
from a
graph.
Subtraction.
Barry’s Bricks £50
Bricks R Us £65
£65 - £50 = £15
£50 + £15 = £65
Mock up an exam paper/
Do a walk through mock
Reading: make the skills explicit
• https://www.youtube.com/watch?v=WbLAt2Hc7Rw&safe=active
Writing skills – making the implicit explicit
• Not just model answers, model the process
• Be specific with the requirements – success criteria for essay writing
conventions in your subject as well as content requirements
• Support this with verbal questioning, encourage full sentence
responses with reasons.
• Model planning and proofreading
Model the process
• Allows them to see the value of reading through their answers
• Model the process of improving an answer and redrafting
• Have two models – encourage students to pick the better model
answer and explain why it is better
Literacy focused
success criteria
Top Tips for Writing in Physical Education
• Use a checklist to plan all of the key content you need
to
include in answering a question. Tick off each point as
you include it.
• Avoid using information which will not gain marks
because it is not relevant to the question. This may
include long-winded introductions. Get straight to the
point!
• Present one point at a time and complete this before
introducing the next point. This will make your writing
flow better.
• Answer the question asked and make sure that you
fulfil the criteria set out.
• Always ask yourself the following questions:a. Can I say more?
b. Can I be more specific?
c. Does this make sense?
Plan questioning strategies
• Plan to extend learning
• Think – pair – share
• Developing webs of understanding
• Pose pause pounce bounce etc.
Make the skills explicit!
• Any questions?
• Feel free to email
[email protected]