Communications policy

Communication Policy Audience:

Staff/Governors/Parents

Status:

Recommended

Date of Issue:

September 2015

Date of Governor Approval: Frequency of Review: Annually Post Holder responsible for Review: Link with Governance:

Curriculum & Learning Committee

Recommended associated documents:

Introduction “Every teacher is a teacher of English because every teacher is a teacher in English.”

(Sampson 1922)

Rationale “In an ever changing world of education, a constant is the need for improving student literacy.

Despite this there is a danger that following high profile attempts to address literacy, it is easy to suppose we can tick a ‘done that’ box and assume literacy has improved.” (Barton, 2014) At Kingsmead School we prefer to discuss communication skills rather than literacy. This is a term students, parents and staff a-like can relate to.

Communication skills more aptly describe what underpin the learning process. It is vital that students are explicitly taught these skills and allowed to perfect communication techniques.

Communication is essentially a process where meaning is assigned or conveyed in an attempt to create shared understanding.

At Kingsmead we refer to the three key strands of communication: reading, writing and speaking and listening. Within our aims we wish to make students more aware of communication techniques and challenge students to improve their skills. It is widely recognised that, “being literate increases the opportunities for the individual in all aspects of life.” (Education Scotland: Literacy across learning, 2009) As stressed by Sue Hackman, we wish to “cultivate skills of marshalling information into answers…<and practice> the use of more sophisticated sentences to express more complex meanings.” (Hackman, 2014) It is clear from the most recent exams that it was students’ literacy skills that prevented them from achieving success, rather than a lack of subject knowledge. If everyone in the school helps address this by making communication a focus in each lesson, the skills will cumulatively build up. This would consequently feed back and benefit all subjects as communication is the universal skill.

Kingsmead’s drive to improve communication is resolute. As put by Hackman, “You need more than a few spelling tests and a word wall.” This communication policy highlights and addresses the need for an agreed, comprehensive approach to be consistently followed in all areas of the school.

Aims The intention of this policy is to meet the following broad aims: Ø Communication skills are taught and assessed consistently to a set, agreed approach in all lessons. Ø Develop communication skills across the school in lessons. Ø Create consistency in the delivery and assessment of the three strands of communication. Ø Share strategies to promote improvement in communication. Ø Skills should be taught and assessed alongside the content in the scheme of work. Ø To have common language regarding communication that allows students to make connections between subjects more easily. Ø Staff feel, through training, confident in ‘teaching’ communication skills. This involves a varied approach depending on the needs of different staff.

The 9 communication requirements - the Kingsmead standard To meet the aims outlined, 9 communication requirements have been decided upon. These are explained below and make up the Kingsmead standard for communication. To help remember all 9 communication requirements, the phrase ‘we love words,’ can be spelt out using the key words.

These are shown as the scrabble plates on the one page summary provided in the resources at the back of the policy.

1.

Schemes for work1 highlight a communication strand focus for a range of activities. All 3 strands2 are included within a unit. A piece of work every 6 lessons has an explicit communication skills focus.

This ensures the consistency of delivery within curriculum areas. It is vital that all 3 strands2 are met, even in subjects where literacy has not previously been widely explored. The signposting of particular activities means they can be pitched in a way that allows them to be assessed using the communication assessment grid3. In terms of quality assurance a ‘unit’ refers to a discrete section of the syllabus. Depending on the subject, a unit would take between half a term and a whole term to complete.

A wide range of activities includes using the Chroma-key room4 where students are able to practise speaking and listening with editing capability. Following its introduction, many students have commented that this technology removes their initial reservation to speak out loud to their friends.

Students are left feeling proud of a professional looking product.

As a minimum, communication skills should be explicitly signposted to students within a 6 lesson cycle. This mirrors the feedback policy5 for the ease of the teacher and is seen as a minimum standard. Staff would likely mention a focus verbally more often in class. For example, “we will now be honing your speaking and listening skills.” In terms of this requirement it should be clear to the

student, parent, and teacher that a particular communication strand has been the focus. Feedback should reflect this and identify areas for improvement using the communication assessment grid3.

At this point subject specific skills/knowledge will be secondary to the communication skill. This aspect of the requirement will be formally checked through learning walks, work scrutiny and lesson observations.

This is likely to include the successful comprehension of command words6. Instructions given by the exam board will be described as ‘command words’ to allow for continuity across subjects that reduces confusion amongst students. The descriptors to be used in all subjects are included in the resources section of this policy. It is envisaged that curriculums will add their own subject based examples.

Some generic methods that support a communication strand have been successfully trialled within the communication learning community7. These are shared by a communication review (on yellow paper) every few months. A copy of 2014-15 reviews is included in the resources. The sharing of these methods and the templates they use can be found using the teaching and learning directory on the Kingsmead intranet.

2. Communication appears as an agenda item in each curriculum meeting.

The importance of communication within the school should be clearly acknowledged through the time given to discuss it. By sharing strategies regularly, staff actively engage with the principle that communication will beneficially impact on student progress.

As Geoff Barton highlighted in his blog, “any literacy meeting should be rooted in practical discussions – for example, looking at samples of pupils’ work. Bring two pieces of pupils’ writing with you, two pieces that surprised you.” http://www.geoffbarton.co.uk/files/english/literacy_at_ks3.htm) This would not necessarily mean passing all minutes on, however the section on communication could be copied and emailed to the member of staff with responsibility for communication.

Alternatively an email or note indicating what was discussed and the actions from this could be shared. By being centrally collated, common themes can be identified and good practise shared.

The member of staff responsible for communication will be required to ensure that this information is collected following meetings.

3. Learning objectives indicate a communication strand when skills are a focus and the up to date communication skills poster is displayed.

It is only by regular reference across subjects that communication strands will be known by students.

Current promotion of literacy has shown that students’ experiences vary depending on the staff and tutors they have. Therefore, it is expected that all staff highlight in their objectives at the start of their lesson which communication strand2 will be the focus, why and how they will achieve this.

Students are then left fully aware and able to engage in the lesson content knowing how they will be

assessed. For communication to be transferable, it needs to be signposted as a skill that can be used in other subjects. This has been seen in skills lessons where students have demonstrated they can collectively refer to the Kingsmead learning cycle8 if its initial introduction is then reinforced in a number of different lessons. We are trying to break the old adage that ‘why are we learning English in subject X.’ (Year 9 student) The skills poster9 supports students with basic skills. To enable students and staff to widely use and refer to these, the posters should be stuck next to the interactive wipe board in each classroom. The posters change to avoid them being just ‘another’ poster on the wall. Help is given on how to work out a difficult spelling, reminding them of key grammatical approaches as well as when (and when not) to use different punctuation.

4. Students are challenged to expand their vocabulary. To ensure the continuity of language, all subjects refer to their ‘expert’ words.

One of the observations that the communication learning community and student forums have made is the need to increase students’ vocabulary. This adds an element of ‘interestingness’ (Barton) to a student’s writing or speaking. Indeed, a more extensive vocabulary is expected of students aiming for the highest grades. Therefore, subjects should aim to challenge students in discussions to use a wide range of words. This should include signposting expert words for the specific subject. For example, History will refer to their expert words and the need for students to think like an historian. Science teachers would refer to scientific expert words and the need for students to think like a scientist.

5. The Word of the Week (WOW) is displayed in all classrooms. Students are encouraged to include this in their writing for a house point.

Challenge is a key aspect of teaching at Kingsmead. To recognise this and to set the stall early in the lesson, a challenge to include the Word of the Week within students’ writing will, over time, expand their vocabulary. Staff will aim to reward students if they use the Word of the Week, in context within their writing. Students will circle the word when they have used it and write ‘WOW’ by it as well as how it has helped them to communicate their point more effectively than other synonyms.

This aids staff when they are marking the work to notice the word has been used and comment on it. The house point would be issued for the correct usage of the word. Students may use the word more than once in one subject within the week. In this case staff should limit the reward to one house point per student. Initially the Word of the Week will be the same across subjects, however over time, this may be added to by subject specific expert words.

6. A wide range of writing aids are used regularly with classes to help organise extended writing.

Students who have been given the opportunity to regularly use communication mats, sentence starters, keyword banks and paragraphing tools perform better in their exams. Too often students struggle to ‘get their ideas down on paper.’ Modelling how to construct answers using appropriate connectives and vocabulary helps students scaffold their writing. Through regular emersion students are increasingly able to independently tackle the longer answer questions, achieving the ambitious SPaG10 requirements of the new examination criteria.

7. Promote reading wherever possible. One piece of homework per unit should be focussed on using reading skills. Opportunities should be given in class to read for pleasure when possible.

Reading will improve literacy in all strands. “Reading is an exercise of the mind.” (Carson, 1992) The opportunity to read should be encouraged and rewarded. Key grammatical rules and a good working vocabulary can all be supported by reading for pleasure (Clark and Rumbold, 2006). It is envisaged that a whole school approach promotes this principle which can then be seen replicated in subject areas.

Subject areas could support this by having a book bank in their classrooms for students to use or references made to reading books in the scheme for learning. Another approach successfully used in a number of lessons observed and from the communication learning community is reading out loud.

The pop corn game explained in the additional notes with this policy is popular with Kingsmead students who understand the rules and appear to enjoy the game.

Tutor time should be used to help support reading through a range of activities accessible from the shared teacher drive. This involves activities like the communication challenge tasks revolving around SPaG, Literacy podcasts, Jackanory and spelling tests. Each week a book of the week is shared with students as part of a house based competition. Equally ‘caught reading’ cards11 are issued by Literacy Champions12 who spot students reading for pleasure around the school.

Regular library initiated activities promote reading and communication skills more generally. These include buying in authors to provide workshops, supporting National literacy days such as World Book Day and running the Youth Teenage Fiction club. The Big Read gives away reading books each year, in bulk, to students to ignite their interest in fiction. This initiative aims to address the fact that, “3.8 million children in the UK don’t own a book.” (2004, NLT) Tutors and staff should help in student engagement with these.

Accelerated Reader13 will be launched every year to new Year 7 students and is continued across KS3.

8. Classrooms have a whole display dedicated to modelling good communication.

With the best practitioners, it is clear that displays are actively used to model good practise.

Communication should be no exception. The skills of communication run through every subject and should be reflected in the classroom and used as a reference point. Good practise currently seen include examples of annotated student’s work, interactive word displays, connective mobiles and marking criteria for speaking activities.

Although this requirement refers to classrooms, corridors and school displays will also be used in a similar way. A number of boards are dedicated to the different communication strands to promote the wider skills students are learning. Equally, the nifty 5014 are commonly misspelt key words scattered around the school site. They act as a reference point for students when attempting the spellings themselves. They have also been successfully used within an orienteering-style activity in tutor time and as an independent treasure hunt task using student planners.

Equally the website provides an opportunity to model good communication with students. A selfhelp book and advice to support reading are provided as links from the main website. Subjects may well decide to do a similar thing to help break down how to answer exam questions.

9. The assessment statements and time given for SPaG10 corrections allow for strand feedback.

To have a universal means of assessing communication skills means less ambiguity or even contradiction of advice from different subjects. The cumulative effect of using the same agreed improvement points increases the chance that progress can be made.

References to spelling corrections or comments about grammar are shown using the feedback stickers. The ‘L’ sticker is used for the SPaG elements of feedback.

To help to determine whether a student is making suitable progress in their communication skills during the year, a column will be provided in the progress check. This will allow staff to feedback to the students and parents. Additional information will be provided through the website and partnership evenings to enable parents to support improvement.

To support the feedback policy5, some template stickers are provided in the resources section of this report. These provide targets pre-populated based on current attainment. A particularly successful method used in a couple of departments revolves around re-doing a piece of extended writing following feedback to show students themselves the progress they are making.

The use of Chroma-key room4 also allows students to self and/or peer-assess using the assessment grid. This allows them to better understand how to improve their own ability.

During the time given to students to respond to written feedback, students should also have time to make SPaG corrections10. These would be flagged within their work. Additional support for the teacher can be sought from Literacy Champions in KS312. These have been trained on key SPaG10 and have a literacy resource they can use with students who are struggling.

Reference to the Nifty-5014 around the school may help reinforce key ‘difficult to spell’ words.

Reference points 1

Schemes for learning

2

The 3 communication strands

3

(Communication) assessment grid 4

Chroma-key room

5

Feedback policy

6

Command words

7

Communication learning community 8

Kingsmead learning cycle

9

Skills poster

10 11

SPaG Caught reading cards

12

Literacy Champions

13

Accelerated Reader

14

Nifty 50

Previously known as schemes of work. These are an outline for the programme of study for staff to plan lessons for students.

Communication is split into 3 strands that can be focussed on separately to some degree: reading, speaking and listening and writing.

The standardised method for assessing the 3 communication strands. This outlines measurable skills students and staff can identify using the new school levels of: emerging, developing, secure, mastery.

Otherwise known as green screen technology, a computer room that can be booked out with a technician to make videos and presentations.

The school policy to allow students time to respond to staff marking every 6 weeks. (Please see separate policy) Instructional verbs used by examiners that inform students what they have to do. For example ‘explain’ means to give reasons and examples for why something happens or has happened.

A group of staff who meet regularly to share effective ways to support communication, across a wide range of subjects, at Kingsmead. This is fed back through a review every few months and can feed into curriculum meetings to generate discussion.

The lesson format regularly taught to students: connect, initiate, activate and evaluate.

Previously called ‘literacy focus sheets.’ Continue giving helpful tips on how to improve SPaG. Spelling, Punctuation and Grammar.

Cards that count for a house point. These post cards are given to students caught reading in and around the school site. Literacy champions have these to hand out.

Students trained and able to help other students with their literacy. Identified on SIMS and with a literacy champion badge.

These students also help with communication events more generally in the school and give caught reading cards out.

There are also staff literacy champions who belong to the communication learning community.

A reading programme that provide incremental challenge to students to raise their reading level. Star tests are conducted when students finish books and these feed in to determine a reading score. The library and English department work to help support this scheme that can feed into lessons and/or tutor time.

Year 7 and 8 students should all have an Accelerated Reader book on them.

50 key words commonly misspelt. They often include double consonants and are widely regarded by staff as well as students as being problematic. These words are placed strategically around the school, some in unusual places.

Monitoring and reporting The communication policy should be evident throughout the school. To monitor its use and report the findings of this, the communication policy will be part of the wider KS3/KS4/KS5 learning focus weeks. Placed throughout the year, these weeks provide a lot of information about the progress of students and delivery of learning across the key stage. The assessment of communication provision can be made here. This will consist of work scrutiny, schemes for learning, lesson observations and student interviews.

Curriculum and Subject meetings should all have a Communication item and these will be collected after each meeting. The information from this will be used to inform staff training and CPD. Alongside this, student forums will run every month to assess the delivery of the policy and to identify any areas or aspects of the policy that are not being met.

Progress check data and the twice annual SPaG tests will also assess progress against national standards.

A new column in the progress check will help identify the communication skills of all students and are reported three times a year.

Success criteria The success criteria by which any monitoring will be judged are: Ø A focus on communication is evident in lesson observations and learning walks where appropriate. Ø Schemes for learning have a communication focus – common activities highlighted. Ø Communication skills and vocabulary in students’ and staff planners. Ø Effective use of literacy champions in class determined from student forums. Ø Training to support the 3 key aspects of communication throughout the year. Ø A school-wide improvement of SPaG skills (increase SPaG skills to above the national standard). Ø A school-wide improvement of reading ages (Student reading age equal to or above expected in 70% of students). Ø A shared and common set of command words referred to in lessons. Ø Progress checks reflect the whole school focus on communication (students graded 3 increase beyond a threshold level following baseline tests).

Proformas and resources 1.

2.

3.

4.

5.

6.

A one page summary of the communication policy (required) Communication assessment grid (required) Communication assessment feedback stickers template (an optional tool) Command words (required) Nifty 50 key words (reference) Strategies to support the 3 strands to help provide a communication focus in schemes of work (reference) 7. Teaching and learning database: generic ideas and template to support communication skills (reference) 8. Literacy reviews from 2014-15 (reference) 9. Supporting writing difficulties â&#x20AC;&#x201C; A practical guide from CALL Scotland (www.optimuseducation.com) (reference)

Communication Policy 1.

Reading 3.

Learning objectives indicate a communication strand when skills are a focus and the up to date communication skills poster is displayed.

6.

A wide range of writing aids are used regularly with classes to help organise extended writing.

Schemes of work highlight a communication strand focus for a range of activities. All 3 strands are included within a unit. A piece of work every 6 lessons has an explicit communication skills focus.

2.

Communication appears as an item in each curriculum meeting.

5.

4.

Students are challenged to expand their vocabulary. To ensure the continuity of language, all subjects should refer to their â&#x20AC;&#x2DC;expertâ&#x20AC;&#x2122; words.

7.

Promote reading wherever possible. One piece of homework per unit should be focussed on using reading skills.

Opportunities should be given in class to read for pleasure when possible.

Speaking & Listening

Writing 8.

Classrooms have a whole display dedicated to modelling good communication.

The Word of the Week (WOW) is displayed in all classrooms.

Students are encouraged to include this in their writing for a house point.

9.

The assessment statements and time given for SPaG corrections should allow for strand feedback.

Communication Assessment Grid (v1.0)

I can support my thoughts with evidence

Communication strands Speaking & Listening I use only a limited number of fillers and hesitations I respond fully to prompts

I can start to make opinions based on evidence

I respond fully to questions

Performance Reading I can identify key points Emerging

I use topic sentences to introduce ideas

Developing

I can describe key points from the text using evidence

I can highlight important words

I can support my comments with quotes

I can speak for at least 3 minutes

I can explain the meaning across a range of texts

I speak fluently, without hesitation I can get responses from the listener

Secure

I can analyse information effectively form different sources

I use intonation in my voice

I can analyse text with a range of meanings

I can speak on equal terms with the listener

I can explain the meaning in text using appropriate terms

I can speak with enthusiasm I can deal with changes to the conversation

Mastery

I can evaluate with precision e.g. close reference to refute an argument I can add knowledge from other sources to clinch an argument I can explore the meaning, connections and evidence in detail I can successfully use specific and advanced terminology

I can speak eloquently I can use or analyse the use of devices (e.g. irony, sarcasm, humour) I can respond confidently to unprepared questions I can draw out points of interest in conversation and respond

Writing I spell most common words correctly I can organise ideas by clustering related points together My ideas are organised simply, with a fitting opening and closing I can use some connectives and the appropriate use of tense I have developed my spelling â&#x20AC;&#x201C; errors may include phonetically plausible spelling and double consonants I can structure by writing so that the text is supported by clear links between paragraphs I can use a range of devices to support cohesion within paragraphs/sections I can use a variety of sentence lengths, structure and connectives as appropriate I can show correct spelling throughout my work. Errors due to ambitious or complex words I can use a range of features to generate a reaction from the reader I can use a range of sentence features to emphasise meaning I can use a full range of punctuation with consistent accuracy and only a few errors My spelling is almost faultless â&#x20AC;&#x201C; includes the use of ambitious or complex words I use a variety of more advanced punctuation such as semi-colons correctly I can use a range of levels of formality fit for purpose with a range of stylistic devices I use a range of punctuation with few if any errors

* Current performance is assessed using the criteria listed above. It is fully expected a student may show traits of a number of performance indicators, so a best fit approach is advised.

Speaking & Listening grade: Emerging WWW

EBI

Speaking & Listening grade: Developing WWW

What were the important words?

EBI

Intonation is varying the pitch in your voice. Why is this useful when you are speaking?

How can you ensure you speak for 3 minutes?

How can you involve the listener in what you talk about?

What causes hesitation? How can we avoid it?

Why is enthusiasm important when you speak?

How can you get responses from the listener?

How can you manage changes in the conversation?

Command Words Word Name…

Give…

State…

Give a reason…

Label…

Draw…

Plot…

Estimate…

Calculate…

Complete…

Describe…

Suggest…

Explain…

Compare…

Discuss…

Evaluate…

Meaning Recall a simple piece of information e.g.

Similar to ‘name…’ or ‘give…’ except often used to ask for more information e.g.

Asking ‘why’ something happens. Require a single answer. e.g.

Show information on a diagram or graph e.g.

Used to ask you to ‘draw’ a diagram, table, picture or graph e.g.

Ask you to put data from a table or written information into a graph. e.g.

Usually to read information from a graph, although might involve a calculation as well e.g.

You need to show working and give your answer as a number e.g.

Can be used to fill in gaps in sentences. Alternatively used to fill in a table with information. e.g.

Say what you see or know. Often more than one mark, so make the number of points equal the number of marks given. e.g.

Apply your knowledge to a new situation. e.g.

Say how or why something happens. e.g.

Your answer should give similarities and differences between the things being compared. e.g.

Similar to a ‘compare’ question, except that a ‘discuss’ question requires you to explain some of the factors that you have compared or make a conclusion. e.g.

Take ideas or evidence and use it to make a judgement or justify your answer.

You are often required to look at a number of different views to help come up with your own opinion. e.g.

(We will most likely give an example for each one from each subject)

TOP TIPS ASSESSMENT FOCUS AF1

use a range of strategies, including accurate decoding of text, to read for meaning;

FOR

TEACHING READING AFS

TEACHING TIPS § Types of reading: A. Skimming – when you need only a general idea of what the text is about and whether it is going to be useful. Run your eyes quickly over the text. Look at headlines, headings, subheadings, titles, the opening lines of paragraphs and words that signal a new point is being made.

B. Scanning – when you want to find a specific piece of information quickly. Glance quickly down the text for key words. Run a finger down the middle of the page as you read to focus your eyes and keep them moving.

C. Close reading – when you need to explore the details in the text. Read all the words in a short section. Read and reread difficult sections, revising your interpretations each time. Use text marking to identify key points and paraphrase what the writer is saying.

D. Continuous reading – when reading for pleasure or to understand a full account of something. Read all the words, but you might be able to read some sections very quickly.

Others might need a slower pace to let you take in all of the ideas. § Reading Strategies: A. See images – visualize what the writer is describing. What pictures can you see of the characters, the settings and the action?

B. Hear a reading voice – as you read, think about whose voices you are hearing and how it changes. Think about how the central characters sound and the sound effects of all the action. What can you hear while you read?

C. Establish a relationship with the narrator – think about the narrator – the person telling you the information in the text. Identify who the narrator is. Do you like her/him?

What would you say to him/her if she/he were in the room?

D. Establish a relationship with the writer – can you hear the writer’s voice? Is the author hiding behind a narrator or character or speaking directly to the reader? What do you think the writer is trying to say to you?

E. Predict what will happen – use what you know about a text to suggest what you think will happen next. Can you explain why? What evidence have you got?

F. Relate ideas in text to own experience – does this remind you of anything you have done in your life or anything you have seen or heard about? How does this make you feel about the events in the text? §

Reading Strategies Card Sort activity.

ASSESSMENT FOCUS AF2

understand, describe, select and retrieve information, events or ideas from texts and use quotation and reference to text;

TEACHING TIPS §

Quotation quests – find quotations to support a view, opinion, statement.

§

PEEL paragraphs.

§

Comprehension questions.

§

Scan the text for the correct information. Present these as a series of bullet points using your own words.

§

Close read the text for specific answers.

§

Write down 3 bullet points that summarise what the text is about.

§

Skim a text for no more than 20 seconds. Which bits of the text caught your attention? Make a list. Now close read.

§

In pairs, close read a text. From each paragraph/section, identify one sentence that makes the main point.

§

Skim read the text. Why do you think the writer uses this title?

§

Highlight the facts and opinions in a text in different colours. What does this tell you about the text?

§

Reduce the text to five sentences, then five words and then one word.

§

Sequence a list of points from the most important to the least.

§

Restructure key information into a different format e.g. spider diagram, bullet points, time line, flow diagram.

§

Reread the 2/3 texts. Make a list if the similarities and differences between the texts.

§

Close read the extract. Ask yourself which you think are the most important pieces of advice and record these in a table.

§

Read a description of a place. Visualise the information by drawing a rough map of the place, annotating it with the details given. Read backwards and forwards in the text to check you are linking up the places correctly.

ASSESSMENT FOCUS AF3

deduce, infer or interpret information, events or ideas from texts;

TEACHING TIPS §

Infer – look for what is implied (suggested) rather than what is explicit (stated/obvious). Read between the lines to find the meaning. Look at the words and how they are organised in order to see the writers’ different meanings.

§

Deduce - be a detective. Use evidence in the text to work out what is meant. You might have to fill in gaps and make links between ideas.

§

Give students statements related to a text. They must infer to decide if they are: a) literally true (the writer actually states them) b) inferentially true ( the writer doesn’t state them but the reader can work out from the text that they are true) c) incorrect (there is no evidence to back up the statements from the text)

§

Create a table; in one column include Information from the text and the other What it tells us about the writer.

§

Close read a text and try and empathise with a central character. (Empathy – imagine you are in the same situation as the characters or people. What would you do? How would you feel?

§

What impression do you get of the writer from the text? Support your answers with close reference to the text.

§

Close read the text. Who does the writer sympathise with? How do we know this? Read the text forwards and backwards finding examples from the text.

Remember you will need to infer.

§

Skim read advertisement(s) to get a general idea of what they are about. Speculate about: o the type of magazine/publication they come from o who would read this magazine/publication

ASSESSMENT FOCUS AF4

identify and comment on the structure and organization of texts, including grammatical and presentational features at text level;

TEACHING TIPS §

Read the text closely. Divide it into sections and give each section/paragraph a subtitle or key word.

§

Scan the text and pick out 6 features that make it clear that it is a non-fiction text (layout, heading, language, other features).

§

Skim the text and identify any features of the layout which the writer uses to emphasise certain points (e.g. bold type, bullet points, etc.)

§

Pick out imperative verbs in a text.

§

How is the information organized in the text? Think about the writer’s purpose and audience and in your answer comment on the following: o layout and design o use of images o the different types of information presented

§

Scan the text and trace the moments of tension.

Draw an ‘emotion’ of ‘tension’ graph for the events of the text. On the vertical axis add quotations that show the events and on the horizontal axis add quotations that show the tension in the central character(s).

§

Draw a graph to show the narrative structure of a text and the changing levels of humour, tension and drama.

§

Produce a narrative map/flow diagram of events/ideas in a text.

§

Log the structure onto a grid e.g. point/evidence grid, cause/effect grid, argument/counter-argument.

§

Look at an example of an advice leaflet. Focus on how the information has been presented to the reader e.g. boxes, fonts, colours, etc. How useful would this leaflet be? In what ways could it be more helpful?

§

Close read the text. How is the whole text structured? How are links made between paragraphs?

How are links made within paragraphs?

ASSESSMENT FOCUS AF5

explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level;

TEACHING TIPS §

Read the text and try to hear a reading voice and think about the following features: o the use of pronouns o the type of punctuation used o the ‘voice’ of the writer o the type of advice given.

§

For each feature, pick out an example from the text and then explain what effect it has on the reader.

§

Find examples of each of the following techniques and explain its effect: o onomatopoeia o simile o personification o metaphor

§

Scan the text and pick out words or phrases which suggest who is the writer and the audience e.g. a science reporter.

§

Pick out the techniques the writer uses to persuade you e.g. the opening statement, use of pronouns - ‘we’ and ‘us’, use of rhetorical questions or exclamation marks, use of repetition, use of verbs, use of metaphorical language, etc.

§

Scan the text and find three examples of emotive language and comment on why the writer has used them.

§

Close read the text. The narrative voice is humorous.

Pick out examples of the following types of humour: o irony o self deprecation o exaggeration o rhetorical devices

How does the writer achieve an informal tone?

Consider the use of the following: o colloquialisms o asides o use of parenthesis o punctuation §

§

Highlight the key language features in the text e.g. adjectives in a persuasive leaflet, emotive language in a charity appeal, imperatives in a recipe.

ASSESSMENT FOCUS AF6

identify and comment on writers’ purposes and viewpoints and the overall effect of the text on the reader;

TEACHING TIPS §

What feelings does the writer want you to have about the characters and events in a text?

Reread the text and note down your feelings about the events? Try to explain why you felt that way.

§

Reread the text. Note down your feelings during the reading and try and explain why you felt that way.

§

Close read the text. What evidence does the writer use to support his argument/view? How convincing do you find his arguments/views?

Make judgements and support your answer with a clear explanation and references to the text.

§

The text is written in the first/third person.

What is the effect of this on the reader?

Support your answer with examples form the text.

§

Write a PEE paragraph to explain the writer’s viewpoint in a text you have read.

§

Ask questions of a text. What effect do the ideas/arguments/views have on the reader? Why do you think the writer has used them?

§

Write a list of questions that can be asked of the writer in order to find out about the writer’s feelings, views and attitudes. Speculate what his/her responses will be.

§

Close read the article. Establish a relationship with the writer. What clues are there in the text about the writer’s attitude to the subject/person he is writing about. You should consider the: o the language the writer uses to describe the person/subject

ASSESSMENT FOCUS AF7

relate texts to their social, cultural and historical contexts and literary tradition.

TEACHING TIPS §

Close read the text. With a partner, create a list of things from the text that are different from nowadays. Has anything not changed? Why?

§

Skim read the text and find examples of words from earlier times/other countries. Read backwards and forwards to help you understand what they mean.

§

What comment on the society in which they lived is the writer making in this text? Support your view with evidence from the text.

§

Pick out the words and phrases that tell you that the text is written about a different country or culture.

What do these words mean? Try to work out the meaning by looking at the rest of the text or use a dictionary to help you.

§

When you have read a text written in the past look closely at the sentence structure. How are they different to modern writing? Support your answer with evidence from the text.

§

Read a text written in the past e.g. Dickens or Shakespeare. Rewrite a section of the text using modern vocabulary and style.

§

When you have read the text produce a chart to record how the language has changed or is different.

Head one column Word from text and the other Modern Meaning/Translation.

§

Investigate how different cultures/countries may use different spellings or grammar by reading examples of texts and highlighting the differences.

N.B. AF 1 and 7 are not assessed on the Reading Paper.

Literacy Review “Planning for Literacy”

No.1

A common language for literacy # 1: Try simply signposting the literacy you do. E.g. “In this task we are going to build on your speaking & listening skills.”

Reading

Speaking & Listening

Writing

Home and Away

Stepping Stones

King of Answers

What do you do?

What do you do?

Students have to read and understand information, summarising each paragraph in just 3 words (they can use as many symbols as they like).

Students then teach someone else the information using their notes.

Give students keywords that help answer a question or explain a process. A set of keywords for each group. These are put on the floor and students physically walk from one to the next verbally explaining their thoughts.

Why does it work?

Students have to read the information more than once. They also have to think about every word they use in their notes. You can differentiate this task easily by making a double sided sheet of information. Pair the students up and have one working with the more difficult information (the away side), and one the easier (the home side.)

What do you do?

Why does it work?

Give students 3 answers to a key question. Students are asked to look at the answers, potentially marking them. As groups/or a class, discuss what are the best parts in each answer. Students then write the ‘best’ answer using the best bits of each.

Why does it work?

You can give one member of the group a help sheet so students can ask for help when they need it. It’s active and helps share ideas before they are written down.

It really supports the less able. They can see what makes good answers.

It helps when they write their own by giving them a starting point.

Prep time?

Prep time?

Simply type out the information or use a text book and do nothing!

Nothing, only the keywords printed on paper or get the students to write them.

A fair amount as you write your own answers for the question. This is less if you save previous mock answers from students.

For further information

For further information

For further information

See SCO

See SCO – works with classes that are responsive and more able.

See SCO

Prep time?

Wacky Races

Post-it planning

Justify

What do you do?

Set the students up into teams. Each team have 6 questions to answer which are stuck on the board. One member of each team collects the top card from their set of questions. The whole group discuss the answer using support material (eg. text book). The teacher checks the answer which is recorded in the exercise books before the next question is collected. The first team to answer all 6 wins.

Why does it work?

It is competitive and engages boys in reading. The questions can be differentiated easily. Mixing up the questions makes it more of a contest.

Prep time?

Quite a lot to make the questions and then stick them up on the board.

For further information See SCO

What do you do?

What do you do?

Ask students to find keywords. These keywords are then used to help structure a written answer. This forms a writing frame for pupils they make themselves.

Give students 3 statements. They have to justify the point and give any evidence they can. You can make it more interesting by asking students to read the statements and give the class the chance to quiz them on it.

Why does it work?

Why does it work?

It is quick, it has a novelty to it. It gives students a starting point and allows them to change their mind. It shows how planning makes better answers. Students discuss and talk with each other and given a start.

It simulates what is asked of in some exam questions. It is writing for a purpose.

Prep time?

Nothing, just some small post-its.

For further information See SCO

Prep time?

Nothing, just some statements – easily found from the syllabus.

For further information See SCO

Literacy Review “Planning for Literacy”

No.2

A common language for literacy # 2: Literacy is only seen as important by students if we make it important. Feel free to share with students if we as adults find it difficult. Highlight spelling in feedback and use the skills posters in class.

Reading

Speaking & Listening

Writing

Proof reading

Erm and Squirm

Building blocks

What do you do?

What do you do?

What do you do?

Take an answer (or essay) that has already been completed by yourself or a student. This ‘model’ is then marked by the students.

Students in pairs, or small groups, are asked to speak for a minute without using erm, er or squirming.

Why does it work?

Why does it work?

Give the students key words on cards. Students have to arrange these into an order of their choice. They will start to verbally link them together. Having experimented and supported each other, they then write their response.

Students examine the text and mark the work. This is particularly effective when the students get to see and use the mark scheme.

Students can have a little prep time to consider keywords. Students then check their understanding verbally with their friends. This promotes the effective planning of extended writing. When students are finally asked to write they are more confident.

Prep time?

Use previous examples from the students, exam boards or PiXL. Once the model has been made, they can be re-used.

For further information

Prep time?

For further information See Nicola Harding

Why does it work?

This task promotes reading out loud as a class. It can be done in small groups with the teacher circulating. This allow for more students to be involved. It works because it helps students to recognise the importance of reading.

Prep time?

None For further information See Leanne Bayley

Once you have made the cards they can be re-used. You could make this quicker using post it notes rather than laminate cards.

For further information See Matt Russell

Reading out loud - Popcorn Students read a section of the text out loud. When they feel they have had enough they say, ‘popcorn,’ and name the next student to read.

This particularly helps boys who struggle to start with a piece of writing.

It allows them to plan before extended writing. Again, the use of keywords is promoted.

Prep time?

None

See Linda Wilcox

What do you do?

Why does it work?

Using different sources

Zondle quiz

What do you do?

What do you do?

Use a poem, film, song or book excerpt to introduce a topic. Students examine and look at what opinion is being presented and how.

Search and sign up your class to this free resource.

Why does it work?

Why does it work?

Students are engaged through content they relate to. This models the use of different evidence sources in exams.

Students love it! This tool particularly highlights command words and promotes good active revision. Keywords are promoted strongly which is reflected in the exam mark schemes.

Prep time?

Very little For further information See Sarah Reid

Prep time?

Once set up this is quite a quick activity and students make it themselves.

For further information See Nadia Thomas

Checks will be made towards the end of the week.

If you haven’t got a yellow A3 skills poster up please do so. Spares are in the office or see SCO.

The number of literacy skills A3 posters up is brilliant. Please use them with students when they are needed and during response time.

If you would like to join us next time we will be meeting Wednesday 15th October 3.00 – 3.30pm.

We discussed strategies that would support literacy in the class room. On the other side of this sheet are just a few ideas shared.

The literacy learning community met last week.

Literacy review –

Literacy Review “Planning for Literacy”

Reading

No.3

A common language for literacy # 3: We all need to highlight the importance of being specific in answers. Students should start sentences clearly identifying what they are talking about. For example sentences shouldn’t generally start with ‘it’ or ‘they.’

Speaking & Listening

Writing

Connective pyramid

A new yellow SPAG sheet will be circulated soon. The aim is to help give advice for staff and students on how to improve their SPAG.

If you would like to join us next time we will be meeting Wednesday 12th November 3.00 – 3.30pm.

Languages already use VCOT (the same as VCOP except ‘T’ for ‘Tense’)

VCOP is used in primary schools. Students should recognise it. Refer to it in your lessons to improve the quality of the writing.

We discussed strategies that would support literacy in the class room. We focused on just one important strategy.

The literacy learning community recently met.

Literacy review –

Literacy Review “Planning for Literacy”

No.4

A common language for literacy # 4: Stress why we are doing any task in the lesson referring to the literacy. This is easy and becomes a habit. It highlights what we are already doing: ‘This task will help you with your writing skills…’

Reading

Speaking & Listening

Writing

Quick on the draw

True and false

PEE strips

What do you do?

What do you do?

What do you do?

Students are read information and rather than being passive have to listen for the information that relates to the statements they have in front of them.

To support the PEE idea, students get given laminated strips with P,E,E on. They then have to connect them up, sequence them and use this as a plan for their writing.

Why does it work?

Why does it work?

Why does it work?

The first team to correctly answer all questions wins! Students only move to the next question if their SPAG is correct – highlighting it’s importance. The questions can be differentiated by either being more difficult as you go through or by having 2 sets of questions . The more able would then have more open, exam style long answer questions.

Students familiarise themselves with the statements first. If they are in groups of 5 this is easier. They can be made more difficult for the more able and yet still have the same basic information given. You ensure a much greater number of students listening to a teacher led discussion.

Helps students realise the importance of planning. Can be differentiated by typing in the information or leaving them as blank and purely a planning tool.

Take information (text book) you want students to comprehend.

Students are in groups. One person from the group collects question 1 and the group attempt it. Once this is answered and all students have it correct and checked, they collect the next question.

Prep time?

Only in designing the questions and cutting them out into cards.

For further information See Leanne Bayley

Prep time?

Just the statements. It is better to put these on a sheet.

For further information

What do you do?

Students read paragraphs of information on a worksheet. They summarise this in two sentences. The follow up is the important part, where another student reads their sentences and correct it or alters it if necessary.

Why does it work?

The original template takes no time and then can be used for future sessions. See Sarah for a template pre-made.

For further information See Sarah Reid

See Nicola Harding

Paragraph chunking

Prep time?

Code breakers

Annotation frame

What do you do?

What do you do?

Provide a code that has letters missing or words missing. Students find this information in the text.

Provide a comprehension piece in the centre of a page. Around the outside include the prompts…the command words. What should they be looking for?

Why does it work?

Why does it work?

This promotes reading back through your answers. It also ensures students actively read the information, underlining key information.

Students need to understand the text as the word may not be in the text but gives a clue as to what the letter maybe. Students are engaged by the discussion involved and then a key passage of information is remember rather than simply written down and not discussed.

Prep time?

Prep time?

Prep time?

None – just a photocopy of text.

A little time to work out the code, however nothing in terms of delivery.

Very quick. Something different to the traditional (but still very effective) writing frames.

For further information

For further information

See Jodie Welch

See Heather Hughes

For further information See Simon Cope

Students love it! This produces a mantra for students when attempting certain styles of questions. They can be differentiated and removed over time. Templates are available from Heather.

1. Find the word in the word eg. There is ‘lie’ in ‘believe.’

2. Speak out the word eg. Hes-it-a-tion.

3. Remember a quick rhyme/rule eg. Necessary – 1 c, 2s.

4. Use a mneumonic.

Below are 4 easy ways to help students remember spellings:

Students have mentioned that they have been supported with spelling more in some classes and in their feedback. Remember the SPAG sheets help with this.

If you would like to join us next time we will be meeting Tuesday 9th December 2014 3.00 – 3.30pm.

We discussed strategies that would support comprehension in the class room. On the other side of this sheet are just a few ideas shared.

The literacy learning community met last week.

Literacy review – Comprehension

Literacy Review “Planning for Literacy”

No.5

A common language for literacy # 5: Stress why we are doing any task in the lesson referring to the literacy. This is easy and becomes a habit. It highlights what we are already doing: ‘This task will help you with your writing skills…’

Reading

Speaking & Listening

Writing

Quick on the draw

True and false

PEE strips

What do you do?

What do you do?

What do you do?

Students are read information and rather than being passive have to listen for the information that relates to the statements they have in front of them.

To support the PEE idea, students get given laminated strips with P,E,E on. They then have to connect them up, sequence them and use this as a plan for their writing.

Why does it work?

Why does it work?

Why does it work?

The first team to correctly answer all questions wins! Students only move to the next question if their SPAG is correct – highlighting it’s importance. The questions can be differentiated by either being more difficult as you go through or by having 2 sets of questions . The more able would then have more open, exam style long answer questions.

Students familiarise themselves with the statements first. If they are in groups of 5 this is easier. They can be made more difficult for the more able and yet still have the same basic information given. You ensure a much greater number of students listening to a teacher led discussion.

Helps students realise the importance of planning. Can be differentiated by typing in the information or leaving them as blank and purely a planning tool.

Take information (text book) you want students to comprehend.

Students are in groups. One person from the group collects question 1 and the group attempt it. Once this is answered and all students have it correct and checked, they collect the next question.

Prep time?

Only in designing the questions and cutting them out into cards.

For further information See Leanne Bayley

Prep time?

Just the statements. It is better to put these on a sheet.

For further information

What do you do?

Students read paragraphs of information on a worksheet. They summarise this in two sentences. The follow up is the important part, where another student reads their sentences and correct it or alters it if necessary.

Why does it work?

The original template takes no time and then can be used for future sessions. See Sarah for a template pre-made.

For further information See Sarah Reid

See Nicola Harding

Paragraph chunking

Prep time?

Code breakers

Annotation frame

What do you do?

What do you do?

Provide a code that has letters missing or words missing. Students find this information in the text.

Provide a comprehension piece in the centre of a page. Around the outside include the prompts…the command words. What should they be looking for?

Why does it work?

Why does it work?

This promotes reading back through your answers. It also ensures students actively read the information, underlining key information.

Students need to understand the text as the word may not be in the text but gives a clue as to what the letter maybe. Students are engaged by the discussion involved and then a key passage of information is remember rather than simply written down and not discussed.

Prep time?

Prep time?

Prep time?

None – just a photocopy of text.

A little time to work out the code, however nothing in terms of delivery.

Very quick. Something different to the traditional (but still very effective) writing frames.

For further information

For further information

See Jodie Welch

See Heather Hughes

For further information See Simon Cope

Students love it! This produces a mantra for students when attempting certain styles of questions. They can be differentiated and removed over time. Templates are available from Heather.

1. Find the word in the word eg. There is ‘lie’ in ‘believe.’

2. Speak out the word eg. Hes-it-a-tion.

3. Remember a quick rhyme/rule eg. Necessary – 1 c, 2s.

4. Use a mneumonic.

Below are 4 easy ways to help students remember spellings:

Students have mentioned that they have been supported with spelling more in some classes and in their feedback. Remember the SPAG sheets help with this.

If you would like to join us next time we will be meeting Tuesday 9th December 2014 3.00 – 3.30pm.

We discussed strategies that would support comprehension in the class room. On the other side of this sheet are just a few ideas shared.

The literacy learning community met last week.

Literacy review – Modelling literacy skills

Literacy Review “Planning for Literacy”

Ø Ø Ø Ø

No.6

We want to see even more literacy IN lessons.

We are already promoting literacy in and around the school to students and staff.

We have seen great examples of literacy in a range of subject areas, particularly the highlighting of key words.

We want to staff using a range of strategies to support literacy skills in your subject and to deliver subject content.

Do you…

Plan for literacy in your lessons.

Use scaffolding and writing frames regularly

Model good answers in class – this could be in lessons and/or a display

Focus: Scaffolding and writing frames Following recent observations it is clear the best lessons are including some elements of scaffolding and or writing frames.

The literacy learning community recently met and prepared a few ideas you might want to try.

The 5W’s.

Fish bone (+/-)

High 5.

Provide a worksheet or template for students to complete.

Draw out a fish bone diagram.

Students draw around their hand.

The bones on the left = for The bones on the right = against

They then use each digit to plan a different point to make in their answer.

They have to refer to the 5W’s connected to the topic or question: What, Where, When, Why, How Mind mapping Students visually group and organise ideas together. Students can plan out longer essays this way.

Numbering the ideas can act as a ‘running order’ to the essay.

This is good for preparing ‘evaluation’ questions Sentence spider Spider diagram. Put the topic in the middle.

Other lines could look at adjectives to use, verbs to use, adverbs to use, where.

Anagrams: scittles Use an anagram to remember the process and give an order to longer question answers.

For example analysing in English: Summary, Content, Intent, Themes, Technique, Language, Effects, Structure

â&#x20AC;&#x2DC;The Nifty Fiftyâ&#x20AC;&#x2122; 1.

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Accommodation Address Analysis Argument Beautiful Because Beginning Believe Business Ceiling Conscious Decided Definitely Development Disappear Disappearance Disappoint Disappointed Embarrass Embarrassment Environment Exercise Extremely Friend Fulfil Government Guarantee Happened Immediately Interesting Minute Necessary Neighbour Nervous Occasion Opportunity Persuade Possession Preparation Queue Quiet Quite Receive Separate Sincerely Skilful Surprised Thorough Tomorrow Until