Literacy and Numeracy for Learning and Life
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1 Literacy and Numeracy for Learning and Life
2 Literacy Session 3 Hospital Schools Literacy and Numeracy for Learning and Life
3 Link Teacher Communication Leading Literacy Core Team Collaboration Assessment Support & CPD Literacy SSE Resource Building Raising Awareness & Understanding Handout - Reflection
4 Outline 1 big picture understanding 2 good assessment 3 focused and purposeful interventions Handout: Challenges and Strategies
5
6 Language and the Curriculum Language has a vital role to play in children's development. Much learning takes place through the interaction of language and experience. Language helps the child to clarify and interpret experience, to acquire new concepts, and to add depth to concepts already grasped. (Ireland 1999,p.15).
7 SEDL Framework The Cognitive Foundations of Learning to Read
8 Types of Words Tier 1 Tier 3 SPECIALISED Low frequency. Topic specific vocabulary Tier 2 DESCRIBING Abstract words. Cross curricular. Often descriptive adjectives, adverbs, vocabulary of time. Can usually be explained using easier and more familiar words CORE High frequency. Objects. Rarely taught at secondary level. Tier 3 words Tier 2 words Words can be classified into three tiers (Beck, McKeown and Kucan, 2002)
9 Strategies to Support Tier 2 Words Tier 2 DESCRIBING Abstract words. Cross curricular. Often descriptive adjectives, adverbs, vocabulary of time. Can usually be explained using easier and more familiar words
10 Pre teach key words Subject Words Word Walls Question Words Key Vocabulary Key Words List Words you will need Word Definition Hint
11 Word Webs Create links Meaning Synonym Syllables? word Opposite Personal link Picture Rhymes with
12 Word Maps What do you do with it? Where do you find it? Hoe many syllables? What parts does it have? Word What sound does it start with? What group does it belong to? What word does it rhyme with? Semantic Information Anything else? Phonological Information
13 Word Wise Whizz Think of a meaning Think of a sound Think of a sentence
14 More Strategies for Vocabulary Development Word Storm Connections - Choice Word Bluff Barrier Games Vocabulary Maps Attribute Web Multiple Word Tree light light
15 Strategies to Support Grammatical Development Modelling Self-monitoring Barrier games Colour coding - I went home Board games Echo games. Gap cards The is.
16 Strategies to Support Grammatical Development Extended sentences Feely bag Sequencing Pictures
17 Strategies to Support the Development of Abstract Language and Verbal Reasoning Blank, Rose and Berlin (1978) devised the Language of Learning model which encourages the development of children's verbal reasoning and abstract language It breaks this area of language into four steps Naming Describing Re-telling Justifying
18 Naming Describing Re-Telling Justifying Language of Learning model. Blank, Rose and Berlin (1978) Elklan (2012) use the headings Naming, Describing, Re-Telling, and Justifying in order to make the table more accessible.
19 Supporting a Child Working at Level III of the Language of Learning Model Follow a set of directions Sequencing Predicting Understanding others
20 Supporting a Child Working at Level IV of the Language of Learning Model The child begins to be able to justify why or how events may have occurred Problem solving Problem solving from another s perspective Justifying a decision Justifying a prediction Inference
21 Challenges for the Student Mismatch between Ability and Performance Processing Speed Understanding key Message/s Decoding and Encoding Skills Memory Information Storage and Retrieval Organisation and sequencing Self-Confidence, Self-Esteem, Motivation
22 Oral Language Development Strategies Assignments: Oral and Written Allow for Discussion Themes and Topics Role-Play Debate Presentations Games Programmes and Initiatives
23 Written Language Development Strategies Graphic Organisers Group-Work Planning Structuring Writing Frames Genres Drafting, re-drafting and re-drafting Interpret Mood, Emotion, Atmosphere in various forms of Media
24 Classroom Environment Print Rich Key Words/Phrases in Context Subject-Specific Vocabulary Social Vocabulary Show-case Student Work Appropriate Books, Magazines, Newspapers, Films and Programmes Explore Software
25 Classroom Environment Apply Wait-Time Homework and Classwork Pitch at an Appropriate Level Check for Understanding Model Good Practice Value Opinions Encourage and Reward
26 School Environment Cross-Curricular Approach Whole-School Approach Home/School Communication Guest Speakers Library Clubs and Societies
27 Communication and Language are core skills for literacy Many students face challenges in communication and language Assessment informs learning and teaching We need to explicitly teach communication and language in order to improve literacy.
28 1 big picture understanding 2 good assessment 3 focused and purposeful interventions
29 Literacy Link Teachers Seminar Key Messages Key Messages The link teacher for literacy is a facilitator of change for improvement A number of key components inform the planning, teaching and assessment of literacy in the context of your school.
30 Working Together Norms When? First meeting but always thereafter What? Procedural & Interpersonal Why? Open dialogue, trust, productive work
31 Norms Procedural &Interpersonal A river without banks is a pond. Likewise, a team without relationship norms leaves itself open to potential interpersonal problems.
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34 Final Word.. To effectively communicate, we must realise that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others Robbins, A. (2003) Unlimited Power: The new Science of Personal Achievement
35 Contact Details c/o Cork Education Support Centre The Rectory, Western Road Cork Website: Telephone: Callsave:
This document has been produced to support the development of effective questioning and dialogue between teacher and pupils.
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