Wrotham School

Literacy Twilight17/10/2012

AIMS

• To improve the quality of literacy delivery and intervention in teaching and learning to raise attainment in all subjects in all year groups.

• To improve reading ages of all students particularly those with recognised lower than expected progress.

• To narrow the literacy gender gap that is likely to contribute to lower performance at GCSE and A-Level.

Core focus

• SPEAKING• LISTENING•READING •WRITING

SKILLS

• Research• Evaluate• Argue• Compare• Discuss• Persuade• Record• Communicate• Extend

Literacy/ Reading Time(From November 2012)

• Monday Silent reading.

• Tuesday Paired reading.

• Wednesday Theme of the week discussion.

• Thursday News and Current affairs.

• Friday Open. Spelling, review, homework checking, student voice, handwriting.

Student Voice

• 6th Form leadership to renew student voice opportunities alongside the school council.

• To ensure that all students are able to voice their opinions and feelings in a way that enhances their persuasive literacy skills.

Literacy Toolkit

• Literacy skills and ideas for all staff to use in lessons with students including assessment

and delivery ideas.

Narrowing the Gap - TLIG

TLIG meetings for staff to work on research and pilot schemes aimed at improving boys literacy and narrowing the gender gap in all subjects.

• See RB for details/ to express an interest.

Reading Tests and Reading Recovery

• Reading tests for all Key stages, information published to staff to inform planning.

• Low reading age students to receive reading recovery support from key, trained staff and sixth form students.

Extended Writing

• Each subject to deliver one opportunity for KS3 students to complete a piece of extended writing in each academic year.

• Each piece to be drafted, checked, improved and “levelled up”.

Lesson Observation Feedback

Revised lesson observation form to start from November 2012 to include specific feedback on literacy delivery for speaking, listening, reading and writing.

What is “Good” or “Outstanding” literacy in the classroom?

• Students are given opportunities to develop literacy skills in speaking, listening, reading and writing.

• Students are able to fluently demonstrate and apply these skills to the subject they are studying.

• Students demonstrate sophisticated use of subject language and understand context and audience.

• Teachers use a wide range of methods to support weaker students and to challenge higher ability students in communicating their learning.

• Students are able to express informed opinions with balance, evidence and using persuasive arguments. Students work is corrected for basic spelling, grammar and punctuation.

Literacy Progress Mats

ah

Varied Vocabulary

Sensitive, timid, aggressive, fantastic, wonderful, amazing,

excellent, fabulous, exhilarating, tremendous, marvellous , weird,

gigantic, V

How do I make progress in literacy?

Because. next..

exciting.. Bad. .afraid.. good ..lonely

interesting..

nice

Outstanding.. Tender.. formidable.. pathetic. ..dwell.. ..foreboding.. speculation.. apparel..

atmosphere.. Hallucinate.. Dreadful.. Horrendous.. Horrific.. Appalling

Ghastly.. Daunting, disposition, notion, gravity, Contrive, exploit, conspicuous, impose

Arduous, onerous, laborious, distort , resonant , conscientious, conscience, adverse, muster, pertinent, placid, ominous, conjure, scrupulous, aversion, stipulate, elude, foster, stupendous, innate, demoralise, amicable, hostile, amalgamate, accentuate, dote

Macabre, melodic, abhorrent, draconian, pungent, encumber, uncouth, obliteration, ratify, beseech, bequeath, prowess, salient, tenable, blighted, meander, grovel, hubbub, whittle, revelry, maul, gentility, unmitigated, vilify, pacifist, blatant, revulsion

Connective Challenge

but, so, then,

because ,whenand

If, after , while, as well as, although, however

also, besides, therefore

in addition to ,contrary to, despite so as to, above all, importantly, likewise, in comparison, finally, furthermore,

additionally, nevertheless

Evidently, certainly, decidedly, indeed, obviously, possibly, presumably, one might consider, despite this, contrary to,

moreover, similarly

None the less, notably, specifically, alternatively, thus, hence, initially, on the contrary, for instance, as revealed by, evidently,

undoubtedly, conversely, on the other hand

How do I move up my levels?

C

Never… Always… Besides… Even though… Before the/the Meanwhile… Before very long… However… In addition… Despite…

An important thing… We always… If/then… I felt as… Although I had. I discovered… Having decided… I actually… Despite… Due to…

As time went…

Another thing… After a while Although…

Afterwards… Before… Eventually…

Sometimes… Often…Firstly… Then… Next.. So. Last… But… Another thing.. The last

time… Soon… At last… If… Another

time… After

Sentence Starters

O

What do I need to do to improve?

The … My …

I… Because

As..

Use a rhetorical question… Use imagery… Use a connective… Use an adverb (ed or ly).. Use a verb… Use a noun or adjective ….Use a simile or metaphor… Use a feeling… Use a quotation..

Use personal pronouns.. Use alliteration .. Use rule of three… Use anaphora…

: ; / , . ? “” ( ) ! ‘ _ …

. : ‘ , … ? ! “ ” ( )

. ? , ! ‘ “ “

. ? , ! “”

. ? ,

Punctuation Pyramid

How do I use punctuation to improve?

P

Language devices match-up

• On your tables there is an envelope with a series of language devices, definitions and examples.

• In your groups try to match- up the devices with their correct example and definitions.

Identifying devices in song lyrics

• http://www.youtube.com/watch?v=ySqyQAs1XtM&feature=related

On your table is an A3 page with a series of examples of lyrics from songs. Listen to the song lyrics and try to decide what devices have been used in the lyrics.

The answers

Using the devices

• On the following slides there are a series of images and scenarios. When the presentation is stopped on a certain slide as a group you must use as many devices as possible to complete the activity.

Using as many devices as you can.

Using as many devices as you can.

Using as many devices as you can.

Using as many devices as you can.

Using as many devices as you can.

Write a first person account of one day in the life of a 5 pound note.

Using as many devices as you can.

Using as many devices as you can.

Using as many devices as you can. Describe…

Using as many devices as you can.

Using as many devices as you can.

Using as many devices as you can. Describe…

Using as many devices as you can.