Secondary Whole-School Literacy Every teacher supporting every student s literacy in class

Transcription

1 23 rd January 2015 Secondary Whole-School Literacy Every teacher supporting every student s literacy in class An enlightening session on how this can be achieved within a Secondary School setting Joanna Jeffery MBE. Sophie Killock Educational Speaker and Former Teacher Director of English and Literacy, King Edward VI Community College, Totnes.

2 This is what students in class are faced with if they cannot read the words put in front of them... Commute not your immature gallinaceans prior to the puncture of their brittle epidermis. Cleave gamineous matter for fodder during the period in which the orb of the day is refulgent. Every substance which coruscates is not fashioned from aureate material.

3 23 rd January 2015 Secondary Whole-School Literacy 1. Introduction 2. Legislation 3. School Intervention 4. Oxford Research 5. One Intervention Programme 6. Any Questions

4 23 rd January 2015 Secondary Whole-School Literacy The New National Curriculum for England (July 2014) states Teachers should develop pupils' reading and writing in all subjects to support the acquisition of knowledge. i.e. Every teacher in the English language is a teacher of the English language.

5 23 rd January 2015 Secondary Whole-School Literacy Some words Yr9 students are expected to be able to read,,,,

6 23 rd January 2015 Secondary Whole-School Literacy Some words Yr9 students are expected to be able to read pugnacious, isomerase, urbanisation, interdependence, anthropometrics, ecclesiastical, efficacy, geocentrism, heliocentrism, eschatology

7 23 rd January 2015 Secondary Whole-School Literacy Some words Yr9 students are expected to be able to read Students need to be able to read so that teachers can teach their subject... If students cannot read then they will find it harder to follow the lesson.

8 The SEND Code of Practice 2014 Subject teachers must assess, plan, do, review. Provide high quality differentiated teaching.

9 The SEND Code of Practice 2014 High quality teaching, differentiated for individual pupils is the first step in responding to pupils who have or may have SEN. The key message of the new code is that teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.

10 OFSTED The Ofsted School Inspection Handbook (July 2014)

11 The Ofsted School Inspection Handbook (July 2014) clearly outlines how they will be inspecting the impact of the teaching of literacy in all subjects. Inspectors will consider the impact of the teaching of literacy (reading, writing and oral communication) and the outcomes across the range of the school s provision. In secondary schools, inspectors may hear lower-attaining pupils read in Years 7 and 8. This is to find out how effectively the school is teaching reading to its weakest readers and to assess whether the pupils are equipped with the phonic strategies needed to tackle unfamiliar words.

12 What this means for schools There are a large number of pupils who enter Year 7 not reading at the nationally expected standard. This has huge implications for all subjects. No secondary school teacher is trained to teach the basics of reading we have very little phonics knowledge (those with young children of their own may be at an advantage!) This is the same for English teachers they are trained to teach Shakespeare and analysis not to teach the fundamental basics of reading.

13 A Whole College Strategy Disciplinary Literacy Skill specialised to specific subjects (with overlap between some subjects) Intermediate Literacy Generic comprehension strategies, common word meanings and basic fluency Basic Literacy Decoding and knowledge of high frequency words

14 Accessing the Curriculum Most secondary school text books have a reading age of 9.6+ GCSE exam papers require a reading age of 15+ In a 2008 study, the reading ages of 24,795 children in GCSE Years 10 and 11 were assessed. While the average reading age of the exam materials was found to be 15 years and seven months. Our current Year 7 ranged from 6.3 to 16.5!

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16 Surname Forename Reg Group FSM SEN Status Reading Age (Latest) Spelling Age (Latest) a typical class ADAMS Danni 9LNL N A 10/3 12/8 BASSNETT Summer 9HRL N 10/4 14/4 BOWEY Tia 9LNL N A 11/4 12/8 The BRIDLE current Jack Year 9 will be 9LNL N P 12/3 12/4 taking BROCK linear JessicaGCSE courses 9LNL N 15/0 11/6 CHAPPLE Ellie 9LHY N 13/0 13/4 with 100% examination at CLARKE Isaac 9CFZ Y A 13/3 13/2 CONSTABLE the end Kieran of Year 11. 9RPS Y A COSTELLO Louis 9HRL N N 9/8 11/6 CRAVEN Shannon 9RPS Y P 9/9 11/4 To access the exam (no EYERS Faith 9RPS N N 9/6 12/8 HOLMES longer Clarice tiered in English 9HRL N A 10/2 11/2 and HORNER many Jadda other subjects), 9RPS N A 10/8 8/10 NEWTON-WHITE Eli 9CFZ N 16/3 15/3 they will need to be able NUNN Oscar 9RPS N A 10/3 11/10 PRATT to read Ross the exam paper. 9CFZ N P 9/8 9/0 SIMONS Seb 9RPS N 15/6 14/4 TAYLOR Brogan 9RPS N 11/9 13/4 WAY Saffron 9LNL N 14/9 15/10

17 Dr Ian Thompson Associate Professor of English Education University of Oxford /Department of Education Literacy Across the Curriculum 1. What does literacy across the curriculum mean to you? 2. What role do you play in the teaching of literacy in the school? 3. What constitutes effective literacy learning in your school? 4. What are the features of a strong literacy across the curriculum policy? 5. What are the key factors that affect pupils levels of literacy? 6. What role do pupils play in their development of literacy in the school? 7. What role would you like pupils to play? 8. How do you prepare your pupils for extended writing in your subject? 9. How do you prepare your pupils for extended reading in your subject?

18 TRUGS Plus The Trugs (teaching reading using games) phonics interventions have been used for several years in the Literacy base to help students to read. TRUGS Plus is a new computer programme, linked with SIMS which help staff to provide differentiated word lists and reading help for every student in every subject. We are trialling this initially with Year 9. Next year, if we think it is helpful, we will use it with all KS3 students.

19 What is TRUGS? In Learning Support: In your classroom: All students assessed for a TRUGS level (word processing speed) Selected students work with Learning Support staff using the TRUGS games to build familiarity with word patterns You create topic based vocabulary lists for your schemes of learning The site links to SIMS to allow you to create differentiated vocabulary lists for every student in your class

20 Students tick the word they can read easily (they have the phonics strategy for those sounds). Students cross words they can t read. The teacher selects a random word (not on the test) and all students write it on the reverse of the paper. The teacher models how to write a sentence that contains that word. Students must be told to write a sentence that is interesting; try not to begin every sentence with the same word, and that they must write QUCKLY and NEATLY. This informs us of the strengths and weaknesses of their writing (speed and legibility as well as ability to read)

21 When all data has been inputted into SIMS, the teacher simply selects the topic for their class:

22 The classroom teacher then uses the four green buttons...

23 which show which students will struggle to read which topic words:

24 and generates individual lists for each student to work on in class and at home:

25 and gives an overview of the whole class s writing issues for the teacher:

26 There is also a phonics information guide for the topic words:

27 It is possible for the team leader to keep a record of who has accessed the site, and for the teacher to evidence his literacy interventions for his own records:

28 It is also possible to track individual literacy progress and the progress of cohorts such as Pupil Premium students:

29 Why TRUGS Plus? It is a tangible and easy to use intervention that cuts across all subjects whole-school literacy It quickly assesses pupils in terms of their reading needs It supports Ofsted s requirements for pupils to have phonic strategies to tackle unfamiliar words Evidenced based Oxford University evaluation Every teacher needs to take responsibility for every pupil this is a personalised programme for every single student It is easy to share with parents word lists can be taken home It provides half termly assessment and tracking of students progress, in both reading and writing It links with the popular TRUGS (teaching reading using games) games. i.e. students at Trugs stage 4 can be extracted from registration or lessons to play the games together to help them build up the phonic reading skills needed to access the next level of words.

30 23 rd January 2015 Secondary Whole-School Literacy 1. Introduction 2. Legislation 3. School Intervention 4. Oxford Research 5. One intervention programme 6. Any Questions