Day Five Wellshurst, 2 May 2019 9am 3.30pm Aims To continue to - - PowerPoint PPT Presentation
SSIF Project Literacy Leads Strand Day Five Wellshurst, 2 May 2019 9am 3.30pm Aims To continue to consider vocabulary development To feedback on gap tasks To reflect further on task-setting and how to increase numbers
SSIF Project Literacy Leads’ Strand
Wellshurst, 2 May 2019 9am – 3.30pm
Aims
To continue to consider vocabulary
development
To feedback on gap tasks To reflect further on task-setting and how to
increase numbers achieving ‘greater depth’
To make links to the other project strands To explore the implications of Ofsted’s
curriculum proposals on planning for writing
Word intensity
Responding to delegate requests
More on editing In this session More about the new Ofsted framework (x2) In this session Staff confidence around assessment In this session Spelling (x3) To follow – 9 May additional day Guidance on writing planning, especially for greater depth Greater depth day and in this session Speaking and listening Embedded throughout
Key Performance Indicators (1)
Sept 2018 All schools involved understand their CPD plans and way forward. Nov 2018 Leads are confident and prepared to work with teachers in school to select, design and coordinate effective curriculum enhancement for links to writing. Jan 2019 Leads take action on:
reading for pleasure as a pre-requisite for reading and writing success developing teachers’ reading habits exploiting classroom relationships to impact on writing embedding a global approach to rich texts mapping creative writing opportunities
Key Performance Indicators (2)
Mar 2019
Teachers’ own writing supports writing pedagogy Schools develop strategy to address spelling and vocabulary obstacles
May 2019
Leaders develop effective cross-KS2 moderation in schools Leaders support effective modelling across literacy Leaders support teams in unpicking the ‘pupil can’ statements for end of KS2 assessment
Oct 2019
Leaders take intervention action to support colleagues and pupils not making progress Post-course feedback indicates confident use of resources to support ongoing and
developing CPD in school
Getting More Children to Greater Depth
Engagement Rich text immersion Stamina Modelling Independence Non-negotiables Editing and improvement Writing securely for purpose and audience High expectations (across the curriculum)
My name is Tody and I am ten year. My job is a
the cotton that has
five until nine. Th mill was dusty. I do not like my job. I do get food but it is not verey nise. Yes I do get punished. Sometimes I fall asleep and the overseer drags me to the cistern and dunks me in.
Takeaway task 1 - Feedback
Complete your school plan for improving writing (all pages, template provided)an d upload to Dropbox or email to Jane.
KS2 Improving Writing - School Planning Using Royal Opera House stimulus to impact on KS2 Writing Outcomes School: Literacy Lead:
(Please note that this template is optional – if you have already embedded this work into your school or English action plan, do not replicate!) Agreed actions Year group(s) / Class (es) School adaptation of materials Timescale Outcomes planned (writing and performance) Intended impact on pupils' writing Other intended impacts For example
in Wonderland materials followed by weekly dance lesson
performed to parents at end of term 4, and display of pupils' writing made Year 6 class (include numbers of boys and girls) Lesson plans slightly adapted in order to fit 45 minute lesson slot Ongoing throughout Term 3 - 4 Character studies leading to narrative writing (fantasy). Trial of the Knave of Hearts. % pupils to achieve writing at GDS with writers showing greater control
report writing Pupil voice indicates pupils' engagement and enjoyment; teachers report improved attitudes and attainment in writing
Received by 6am today!
Principles and good practice of moderation
Regularly mark work and test outcomes across different classes Moderate a small number of books at a time Make sure everyone understands the criteria first Develop agreed school portfolios of work that represents evidence at
different standards
Make regular reference to exemplification materials Manage colleague dynamics and relationships Encourage a good understanding of standards in other year groups Dedicate a staffroom noticeboard to ‘work of the week’ annotated to show
why it is that standard
Regularly explore ‘greater depth’ and consider task setting that promotes
attainment at this standard
Gap tasks 2 and 3 review
notes and reflections
TARs in your school (e.g. training notes, learning walk observations)
Background knowledge and reading
In reading, the more you know, the more you learn. Educators often refer to this as the Matthew Effect, in reference to a line in the Bible that details the rich getting richer and the poor getting poorer. In reading, it means that when you know a little about a topic going in, the text adds more knowledge and detail to your framework—easily and naturally deepening your understanding and building connections to existing knowledge while still leaving you enough processing capacity to be able to reflect on the nature of the ideas in the text. This is great news if you start out with broad and deep knowledge, but less positive if you don’t. When you know very little about a topic, it’s easy to be confused or overwhelmed by new information. You can hold just a small fraction of it in your working memory, but you don’t really know enough to decide what’s most important and worth prioritizing.
"Reading Reconsidered" by Doug Lemov, Colleen Driggs and Erica Woolway
Once kids are fluent decoders, much of the difference among readers is not due to whether you're a "good reader" or "bad reader" (meaning you have good or bad reading skills). Much of the difference among readers is due to how wide a range of knowledge they have. If you hand me a reading test and the text is on a subject I happen to know a bit about, I'll do better than if it happens to be on a subject I know nothing about… In sum, once kids can decode fluently, reading comprehension depends heavily on knowledge. By failing to provide a solid grounding in basic subjects we inadvertently hobble children's ability in reading comprehension.
School time, knowledge, and reading comprehension 3/7/2012, Daniel Willingham
What is a knowledge organiser?
A knowledge organiser is a document, usually no more than two sides of A4, that
contains key facts and information that children will learn in order to have a basic knowledge and understanding of a topic.
Knowledge organisers are usually laid out in easy-to-digest chunks and contain: essential facts about the topic key vocabulary, technical terms and their meanings images such as maps or diagrams important dates and events significant places, people and relationships essential quotations What a knowledge organiser includes will depend on the subject. For example, a
‘World War Two’ knowledge organiser and a ‘Rivers’ knowledge organiser would both include maps and key vocabulary, but the former would also include a timeline and a list of relevant historical figures, and the latter would need diagrams.
Mentor texts: keeping it short and focused
Evaluation
References & further reading
Word gradient ideas and resources: http://www.readingrockets.org/strategies/semantic_gradients University of Exeter grammar teaching page: http://socialsciences.exeter.ac.uk/education/research/centres/centreforresearchinwritin g/grammar-teacher-resources/ Semi-subscription site that includes some knowledge organisers: https://www.mracdpresent.com/ KS2 Writing Exemplification: https://www.gov.uk/government/publications/2018-teacher- assessment-exemplification-ks2-english-writing Ofsted Curriculum Slides: https://www.slideshare.net/Ofstednews/curriculum-workshop- 126193516 "Reading Reconsidered" by Doug Lemov, Colleen Driggs and Erica Woolway, Jossey-Bass, 2016 Daniel Willingham Blog: http://www.danielwillingham.com/daniel-willingham-science- and-education-blog/archives/03-2012