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Teaching Higher Order Literacy Skills through the LNF at KS3 The Professional Literacy Company.

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Presentation on theme: "Teaching Higher Order Literacy Skills through the LNF at KS3 The Professional Literacy Company."— Presentation transcript:

1 Teaching Higher Order Literacy Skills through the LNF at KS3 The Professional Literacy Company

2 Agenda Higher Order Literacy Skills: definitions Literacy in Action Literacy and the LNF – challenges and solutions for secondary schools The Literacy of Individual Subjects Whole School Literacy: Communities of Researchers The Literacy Rich School: Next Steps

3 Higher Order Reading Skills – What Are They? Location Re-organisation Inference Evaluation Appreciation

4 HORS and the LNF Higher Order Reading SkillsLNF Expectation Statements KS3 (Y7) LocationUse a range of strategies to skim texts for gist, key ideas and themes, and scan for detailed information ReorganisationCollate and summarise relevant information from different texts InferenceRead between the lines using inference and deduction EvaluationEvaluate the content, presentation and appeal of a text AppreciationIdentify how a text is organised to make the content clear and informative

5 Literacy in Action

6 HOLS and the LNF What higher order skills (oracy, reading, writing) did you use in your role as Reading Detectives? What helped you to use them? How are these skills represented in the LNF? What are the implications for us as teachers?

7 Reading Detectives and the LNF Year Group Oracy: Collaboration & Discussion Reading: Comprehension Writing: Meaning, purposes, readers Y6Contribute purposefully to group discussion to achieve agreed outcomes Infer ideas which are not explicitly stated use a range of strategies to plan writing Y7Make a range of contributions to discussions Read between the lines using inference and deduction Plan writing making choices about the best ways to present content for effect Y8Take a range of roles in more formal group contexts, e.g. when working with unfamiliar peers or adults Use inference and deduction to understand layers of meaning Make connections between texts, their themes and factual content, and identify any agreement and contradictions In planning writing make choices about content, structure, language, presentation to suit the purpose

8 Reading and Writing for Real

9 Providing students with: An engaging and motivating hook A clear purpose for reading and writing A strong context for applying literacy skills Authentic audiences for their writing An unfolding narrative to retain their interest

10 Real, Realistic or Pure Fantasy? Real Realistic – could be real – but it isnt! (or maybe there are elements of truth?) Fantasy – developing the imagination – having fun!

11 Classroom based e.g. artefacts, letters, visitors, adult in role School based e.g. playground or field event Out of school e.g. visit or trip

12 Reflection activity How could you make Reading and Writing for Real, or aspects of it, work for you in your curriculum area? Think about what you are planning to teach: Decide on an exciting way in. Where possible, give your writing tasks purpose and audience Consider the quality of your outcomes

13 Priorities for Todays Course Identify a range of Higher Order Literacy Skills Show how these are represented in the LNF Demonstrate how HOLS can be taught and practised in the context of daily lessons Provide working models of strategies and units for delegates to take away and trial Invite schools to evaluate and share the outcomes of their work

14 Literacy and the LNF in Secondary Schools Challenges and Solutions

15 The LNF: Some Key Messages Focuses mainly on planning and assessment Establishes national expectations year on year Guide to progression in key aspects of literacy Cross-curricular (all subjects, incl. English) Cross-phase (5-14) Statutory from September 2013

16 The LNF: Some Key Issues What definition of literacy are we using? What is the relationship between English (or Welsh) and Literacy? At secondary level, should literacy be taught in English, then practised across the curriculum, or taught in the context of individual subjects? How/where do we bring together the whole picture of a students competence as a reader, writer, speaker, listener? Whats the timescale?

17 Definitions of Literacy Literacy is not narrowly about the mechanics of being able to decode the words on a page or write a grammatically correct sentence, although these are essential skills in their own right. It is about the skills needed to understand written and spoken language, to interpret what has been written or said, and draw inferences from the evidence that surrounds us. It is also about being able to communicate in our turn – fluently, cogently and persuasively.

18 Extracts from LNF Handbook The LNF focuses on the learners acquisition of and ability to apply the skills and concepts they have learned in order to complete realistic tasks appropriate to their stage of development. Teachers will be able to use the LNF to integrate literacy … into their teaching whatever the subject matter

19 Extracts from LNF Handbook Literacy is not the same as English/Welsh; as a consequence the LNF expectations do not address all aspects of the English/Welsh subject orders and need to be used in combination with other forms of assessment to develop a comprehensive picture of learner achievement. The literacy component of the LNF will help teachers to address the literacy skills requirements of the English/Welsh programmes of study but not the more literary/creative aspects of the subject orders.

20 Some Current Challenges for Secondary Schools Student attainment and attitudes on arrival The pre-eminence of Content and coverage within subject curriculum Staff expertise and orientation Constraints of existing structures: -Subject orientation -Timetable and time allocations -Variable groupings -Multiple use of rooms -Resources

21 Some Working Solutions Ability grouping based on attainment Literacy Co-ordinator Intervention Teams/Literacy Champions Technical vocabulary displays in classrooms Literacy Placemats; Writing Frames Student Handbook Whole School Marking Guidelines

22 Something More Radical? High visibility for literacy: whole school, all areas High priority for reading: at all levels Redesign KS3 curriculum to strengthen focus on acquiring, using, applying, celebrating literacy skills Use Writing for Real approaches to strengthen context, purpose and audience Use Talk for Writing strategies to train students to become effective writers across the curriculum Make LNF clear and intelligible to students Monitor and mentor student progress in literacy: track and support, with particular emphasis on Y7

23 The Literacy of Individual Subjects

24 Developing Speaking and Listening Across the Curriculum

25 Using visual imagery to stimulate talk

26 Using speaking frames to develop use of language

27 The Writing Demands of GCSE SubjectTask ScienceInvestigate the factors that will increase the rate of a chemical reaction GeographyWhat traffic management scheme would best suit this city? HistoryWhy did more and more Americans begin to turn against the Vietnam War? English LiteratureLady Macbeth was the driving force behind the murder of Duncan. Discuss. ArtCompare the work of two artists that have impressed you. REWe should not feed the hungry. Discuss, showing that you have considered more than one point of view. PEDevise and evaluate a fitness programme

28 Strategies for Teaching Writing Across Curriculum Identify the kinds of writing central to your subject: are students already familiar with them? Find or create model text(s), at the upper end of what you expect your class to achieve Imitate - make sure students get to know and understand the texts really well Innovate – work on the texts together: same purpose, different subject matter Invent – can they now produce versions of the model independently?

29 The Teaching Process Read it Talk it Write it

30 Familiarisation Talk about the content Discuss the audience and purpose Identify the author Focus on language features (e.g. cloze) Identify most and least effective pieces Improve weak pieces of writing Reconstruction

31 Explanation Text Stage 1 – Problem to explain Stage 2 – Research process Stage 3 – Parallel Model Text Stage 4 – Boxing Up; Talk the Text; Toolkit Stage 5 – Shared Writing Stage 6 – Students Writing Stage 7 – Marking/Evaluation Stage 8 – Consolidate the Learning: exemplars

32 Emma – a case study Why is Bangladesh one of the most flood prone countries in the world?

33 Focusing on literacy Text level Sentence level Word level

34 Working on introductions Marking Oral rehearsal Physical practice What makes a good one Modelling

35 Read it, Talk it, Write it and the LNF Activity: Written explanationExpectation Statements: Year 8 Read It Collect information on a specific topic from a range of sources Make notes, selecting relevant info Organise notes according to agreed structure Use a range of reading strategies to skim for gist and scan for detailed information Make connections between texts, and identify any agreement and contradiction Summarise and synthesise information, using different sources Talk It Share information in pair/group and sift out relevant material Orally rehearse and perform the text Discuss opposing viewpoints and negotiate ways forward Present topics and ideas coherently, using techniques effectively Write It Make notes based on research Contribute to Shared Writing session Produce own draft, drawing on class models Revise draft in light of peer review and publish Select, analyse and present ideas and information convincingly/objectively Use technical terms, language and expression consistent with subject Use the full range of punctuation to clarify meaning

36 A word on assessment and marking Students write to communicate effectively not to achieve a level Students edit and assess their own work Marking should reflect the focus of the teaching Assessment should guide the next piece of teaching

37 Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparison with other pupils. Black & Wiliam 1998 – Inside the Black Box

38 A Community of Researchers The Unlocked Guide

39 What we KnowWhat we Would like to know What we have Learned

40 QuestionAnswerDetailsSource

41 Research process Identify research questions Set a purpose for reading Navigate non-fiction texts Interrogate the text Record and evaluate information

42 Skimming and scanning Skimming – to quickly identify the main ideas in a text Scanning – to find specific information

43 Skimming Read the title, headings and sub-headings Look at visuals Read first and last sentences of paragraphs and sections Keep thinking about the meaning of the text

44 Scanning Know what questions you are trying to answer Dont try to read every word Read vertically rather than horizontally Visualise key words Look for clues e.g. capital letters, spelling patterns, word shapes, numbers Use signposts e.g. sub titles, headings, headers Use textual organisational devices e.g. alphabetical order

45 Interrogate the text Unknown words – to work out word meanings Stop and think – to monitor understanding Check the text – to interpret visuals Text marking – to identify key information Read, write, read – to read for meaning Ask the teacher – to formulate questions and monitor understanding Analyse the question – to answer different types of question Find the main idea – to identify key information

46 Record and evaluate information Key words Notemaking Change the form Create student quiz Next steps

47 DARTs Directed Activities Related to Texts

48 Reconstruction DARTs Text completion Sequencing Grouping Table completion Diagram completion Prediction activities

49 Analysis DARTs Text marking Text segmenting and labelling Table construction Diagram construction Questioning Summarizing

50 The teaching process Read it Talk it Write it

51 A Community of Researchers: Benefits in relation to LNF Provides a meaningful context for learning to take place Opportunity to practise and apply skills for a clear purpose and audience Mixes literacy skills with subject content Focuses on active learning Flexible and transferable – can tweak existing programmes of work

52 Options for adopting this approach 1.Self-contained projects within individual subjects 2.Short-term collaborations between two or more subjects with pooled objectives 3.A collapsed timetable at key points during the year to assess students ability to apply learning in real situations 4.Transition project: Y6/7 (Y7/8; Y8/9) 5.An integrated curriculum: Y7, KS3

53 Building a Literacy Rich School

54 What would Estyn hope to see? A rich and dynamic literacy environment, where speaking, listening, reading, writing have high status Plenty of good opportunities for pupils to show higher-order reading skills and good quality writing in all areas of the curriculum Good quality displays of a wide range of texts illustrating the forms and purposes of writing, and pupil-generated examples celebrating best work Practitioners who are good language role models for oracy, reading and writing Practitioners who support the development of good literacy skills in all areas of the curriculum

55 Visible evidence of literacy Is your school a literacy –rich environment?

56 8 Key Propositions to Improve Writing Do the research: what is writing like now? Give time to writing: do less, but do it better Prepare students carefully for writing Be clear about purpose and audience in writing Use the classroom to support and reflect student writing (home grown rather than shop bought) Use AfL techniques to provide practical feedback to students on their writing Encourage students to see themselves as writers Increase students experience of reading

57 Student Reading Survey (Y7) Do you think of yourself as a good reader? How often do you find time to read for pleasure? Daily, weekly, less Which of the following are you most likely to read if you have some spare time? Fiction, non-fiction, magazine, website What would you say is your favourite book? Can you name 3 authors whose books you enjoy? Would you say you read more or less now than you did when you were at primary school? Where is your favourite place to read? Do you borrow books from the library? Local, school Some books are made into films. If you had a choice, would you prefer to read the book or see the film? Would you say it was cool in your class to be seen as a keen reader? What would you say is the best thing about being able to read?

58 Student Writing Survey (Y8) Do you enjoy writing? Do you think of yourself as a good writer? Do you write outside school? What kinds of writing in school do you like most/least? How do your teachers help you with your writing? Do you prefer to write by hand or on screen? Did you find writing easier or more difficult at primary? What advice would you give to a fellow student who was trying to improve their writing? What advice would you give to your school on how they could help students improve their writing?

59 A Blueprint for Change High visibility for literacy: whole school, all areas High priority for reading: at all levels Redesign KS3 curriculum to strengthen focus on acquiring, using, applying, celebrating literacy skills Use Writing for Real approaches to strengthen context, purpose and audience Use Talk for Writing strategies to train students to become effective writers across the curriculum Make LNF clear and intelligible to students Monitor and mentor student progress in literacy: track and support, with particular emphasis on Y7

60 An Implementation Strategy Form core group of committed staff (plc): to include SMT member; literacy leader; range of subject staff; SENCO Develop range of model texts: use with students via T4W to improve their writing: record before and after outcomes Use the LNF in planning and assessing: to guide focus, expectations, progression, achievement Keep other staff (dept, school) informed: spread practice in school/cluster through demonstration, coaching Look for opportunities to restructure curriculum once new subject orders are known: links between subjects; integrated units; balance between literacy/content

61 The Professional Literacy Company Fax: (questionnaires) Website:

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