Thurrock by niusheng11


									                                            GEOFF BARTON:
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                                      Making an Impact with Literacy
                                             Thurrock Literacy Conference
                                                Monday, May 16, 2011

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   1. Why is whole-school literacy one of the
      most important things we can be doing?
   2. How to achieve IMPACT?
   3. How can we help learners in their
Why do we need it?
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• Nearly 40% of pupils make a loss and no progress
  in the year following transfer, related to a decline
  in motivation
• Pupils characterise work in Years 7 and 8 as
  „repetitive, unchallenging and lacking in purpose‟
• “Year 7 adds so little value that actually missing
  the year would not disadvantage some children”
  (Prof John West-Burnham)
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It‟s an L&T thing
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   “Schools are places where the pupils go to watch the
           teachers raised (John West-Burnham)
  „Standards areworking” ONLY by changes
                    into direct effect by teachers
 which are put attendance at school has been required
 “For many years,
            and pupils in classrooms‟
  (for children and for teachers) while learning at school
            has been optional.” (Stoll, Fink & East)
                                                 Black and Wiliam,
                                             „Inside the Black Box‟

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       DOGS MUST
         ON THE

        Please don't
       smoke and live
       a more healthy
     PSE Poster

        Sign at Suffolk
       Criminals operate
          in this area

        ICI FIBRES

           Churchdown parish
        „would the congregation
      please note that the bowl at
         the back of the church
       labelled „for the sick” is for
        monetary donations only‟

      Why cross-
      curricular literacy?
The literacy context ...

  •A 1997 survey showed that of 12 European
  countries, only Poland and Ireland had lower
  levels of adult literacy
  •1-in-16 adults cannot identify a concert venue on
  a poster that contains name of band, price, date,
  time and venue
  •7 million UK adults cannot locate the page
  reference for plumbers in the Yellow Pages

More than half of British
motorists cannot interpret
road signs properly, according
to a survey by the Royal
Automobile Club.

The survey of 500 motorists -
conducted to mark the 70th
anniversary of the publication
of the Highway Code -
highlighted just how many
people are still grappling with
According to the
survey, three in
five motorists
thought a "be
aware of cattle"
warning sign
indicated …

   an area
   with foot-
Common mistakes

•No motor vehicles -
Beware of fast motorbikes

•Wild fowl - Puddles in
the road

•Riding school close
by - "Marlborough
country" advert
October 2005: Key findings
October 2005: Key findings

• The Progress in International Reading Literacy Study
(PIRLS), published in 2003, found that, although the
reading skills of 10 year old pupils in England compared
well with those of pupils in other countries, they read less
frequently for pleasure and were less interested in
reading than those elsewhere.
• An NFER reading survey (2003), conducted by Marian
Sainsbury, concluded that children’s enjoyment of
reading had declined significantly in recent years.
• A Nestlé/MORI report highlighted the existence of a small
core of children who do not read at all, described as an
‘underclass’ of non-readers, together with cycles of
non-reading „where teenagers from families where parents
are not readers will almost always be less likely to be
enthusiastic readers themselves
October 2005: Key findings

      The role of teaching assistants was
      described in the report as „increasingly
      effective‟. Many of them are responsible for
      teaching the intervention programmes and
      this work has improved in quality as a result
      of improvements in their specialist
October 2005: Key findings

      The Strategy has improved some teachers‟
      understanding of the importance of pupils‟ literacy
      in developing their subject knowledge and to some
      effective teaching, especially in writing and the
      use of subject-specific vocabulary. Despite this,
      weaknesses remain, including:
           • the stalling of developments as senior
           management teams focus on other initiatives
           • lack of robust measures to evaluate the
           impact of developments across a range of
           • a focus on writing at the expense of
           reading, speaking and listening.
                                                  Key principles of Literacy Across the
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                          •             Good literacy skills are a key factor in raising
                                        standards across all subjects
                          •              Language is the main medium we use for teaching,
                                        learning and developing thinking, so it is at the heart
                                        of teaching and learning
                          •              Literacy is best taught as part of the subject, not as an
                          •              All teachers need to give explicit attention to the
                                        literacy needed in their subject.
                                               Consistency in teaching literacy is achieved
                                               when …
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         •                              Literacy skills are taught consistently and systematically
                                        across the curriculum
         •                              Expectation of standards of accuracy and presentation
                                        are similar in all classrooms
         •                              Teachers are equipped to deal with literacy issues in their
                                        subject both generically and specifically
         •                              The same strategies are used across the school: the
                                        teaching sequence for writing; active reading strategies;
                                        planning speaking and listening for learning
         •                              Teachers use the same terminology to describe language.
                                              Ofsted suggests literacy across the curriculum is
                                              good when …
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              •                         Senior managers are actively involved in the planning
                                        and monitoring
              •                         Audits and action planning are rigorous
              •                         Monitoring focuses on a range of approaches, e.g.
                                        classroom observation, work scrutiny as well as formal
              •                         Time is given to training, its dissemination and
              •                         Schools work to identified priorities.
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                                        LITERACY IMPACT!
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                                         LITERACY IMPACT!

                                        So what are we going to do
                                         about it at whole-school
     Focus relentlessly
     on T&L

  “Schools are places where the pupils go to watch the
          teachers raised (John West-Burnham)
 „Standards areworking” ONLY by changes
                   into direct effect by teachers
which are put attendance at school has been required
“For many years,
           and pupils in classrooms‟
 (for children and for teachers) while learning at school
           has been optional.” (Stoll, Fink & East)
                                                Black and Wiliam,
                                            „Inside the Black Box‟
    Key players
  Strategy manager
                       Working party

Teaching assistants
                       Subject leaders
   Key players

 Strategy manager

Focus, tailor, customise
See as professional development rather than delivery
Differentiate training
Emphasise monitoring more than initiatives
Use pupil surveys for learning & teaching
                           Reading                     Writ ing             Speaking & listening
                   Use layout and language        Be clear and explicit         Using a varie ty of
Essential          to make texts accessible Ğ about the conventions         groupings for structured
                          eg white space,       of the writing you expect    talk Ğ pairs, same-sex,
literacy rooted      typographical features,        from students Ğ eg      friendship, triads, ability
in professional     summaries, bullets, short       audience, purpose,               groups
development                 paragraphs           layout, key words and
                                                     phrases, level of
An example …                                                       m
                  Using a range of strategie s Providin g asse ss ent       Setting objectives for talk
                       to support studentsÕ      crite ria and models of     and providin g language
                  reading Ğ eg reading aloud,     appropriate text types      mode ls Ğ eg level of
                   key words and glossaries,                                formality, key words and
                  word banks, display, paired                                        phrases
                  reading, talking about texts
                         before answering
                     Spe lling Ğ marking no            Using shared         Providin g alternatives to
                        more than 3-5 key         composition to show           traditional Q&A
                  spellin gs per work, writin g   students how to write      approaches Ğ eg open
                   the correct spelling in the                              questions, thin king time,
                       margin with the error                                big questions, no-hands,
                  identified; students puttin g                             paired consultation ti me,
                  these into spellin g pages in                              dealing with answers,
                      the middle of exercise                                prompts, answer starters
                      books; using starters /
                  word games / mnemonics /
                      display / rules / words
                     within words to support
                         studentsÕ spelling

Must be actively involved as head TEACHER
Eg monitoring books, breakfast with students,
feedback to staff
Must be seen in lessons
Must be reined in to prioritise

Key part in improving literacy
Include in training
Part of curriculum meetings
Library should embody good practice - eg key
words, guidance on retrieving information, visual
Active training for students, breaking down subject
Get a library commitment from every team
Then sample to monitor it

Visit library, get in classrooms, talk to students
Clearly signal the “literacy” focus
Emphasise s/he‟s discussing consistency
Sample of students and feedback
Part of faculty reviews on (say) how we teach
  Working party

Maintain or disband?
Less doing and more evaluating - questionnaires,
looking at handouts, working around rooms, talking
to students
Asking questions: “What do teachers here do that
helps you to understand long texts better?”
Work sampling
Creating a critical mass

Tell us how we‟re doing
Build into school council
Small groups work with faculty teams to guide and
Audit rooms for key words, etc
Teaching Assistants

Make them literacy experts
Let them lead training
Make their monitoring role explicit
Publish their feedback
  Subject leaders

Help them to identify the 3 bits of literacy that will
have the biggest impact
Prioritise one per term or year
Join their meetings at start and end of process
Help them to keep it simple
Provide models and sample texts
Build literacy into their team‟s performance
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                                     So what are we going to do
                                     about it at whole-school

   Why do students find it
   harder to understand
   non-fiction than

    Fiction is more personal. Non-fiction has fewer

    • Holidays were taken at resorts
    • During the 17th century roads became

     Children‟s fiction tends to be
  Fiction becomes easier to read; non-
   fiction presents difficulties all the
              way through

 Non-fiction texts rely on linguistic
 signposts - moreover, despite therefore,
 on the other hand, however.
 Learners who are unfamiliar with
 these will not read with the same
 predictive power as they can with

  Non-fiction tends to have more interrupting
  The agouti, a nervous 20-inch rodent from
  South America, can leap twenty feet from a
  sitting position
  Asteroids are lumps of rock and metal whose paths
  round the sun lie mainly between Jupiter and Mars

  Fiction uses more active verbs.
  Non-fiction relies more on the copula (“Oxygen is a
  gas”) and use of the passive:
               Some plastics are made by …
                        rather than
                  We make plastics by …
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                                           LITERACY IMPACT!

                    Subject-specific                                  Approaches to reading


                                        Active research
                                        process, not FOFO               Using DARTs
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                                            LITERACY IMPACT!

                                        Teaching subject-specific vocabulary:
                                        •   Identifying
                                        •   Playing with context
                                        •   Actively exploring
                                        •   Linking to spelling
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                                         LITERACY IMPACT!

                                Approaches to reading:
                                        • Scanning
                                        • Skimming
                                        • Continuous reading
                                        • Close reading
                                        • Research skills, not FOFO
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                                         LITERACY IMPACT!

                                        Using DARTs:
                                          •   Cloze
                                          •   Diagram completion
                                          •   Disordered text
                                          •   Prediction
England won the first corner straight off in the first minute, and from the clearance coming
out, Gazza fired in a rocket of a volley that looked to be just curving wide – but Illgner
lunged to push it away anyhow, and we had a second corner. And then we had a third …
our football was surging and relentless – we were playing like the Germans did, and the
Germans didn‟t like it. Bruises and knocks, sore joints and worn limbs, forget it – there‟s
no end to the magic hope can work. Wright had Klinsmann under wraps; Waddle released
Parker, Beardsley went through once, and then again … Hassler took the German‟s first
serious strike, and it deflected away from Pearce for their first corner – but Butcher towered
up, and headed away. Then Wright picked a through ball off Klinsmann‟s feet; the German
looked angry and rattled. You could feel their pace, their threat – but still we had them, and
the first phase was all England.

No question: England could win this.

The press box was buzzing. Gazza tangled with Brehme; he got another shot in, then broke
to the left corner, won a free-kick …

Let‟s all have a disco
Let‟s all have a disco.

It was more than a disco, it was history.
The Life of Charles Dickens
Chapter 1

CHARLES DICKENS, the most popular novelist of the century, and one of the greatest
humorists that England has produced, was born at Lanport, in Portsea, on Friday, the seventh
of February, 1812.

His father, John Dickens, a clerk in the navy pay-office, was at this time stationed in the
Portsmouth Dockyard. He had made acquaintance with the lady, Elizabeth Barrow, who
became afterwards his wife, through her elder brother, Thomas Barrow, also engaged on the
establishment at Somerset House, and she bore him in all a family of eight children, of whom
two died in infancy. The eldest, Fanny (born 1810), was followed by Charles (entered in the
baptismal register of Portsea as Charles John Huffham, though on the very rare occasions
when he subscribed that name he wrote Huffam); by another son, named Alfred, who died in
childhood; by Letitia (born 1816); by another daughter, Harriet, who died also in childhood;
by Frederick (born 1820); by Alfred Lamert (born 1822); and by Augustus (born 1827).

CHARLES DICKENS was dead. He lay on a narrow green sofa – but there was room
enough for him, so spare had he become – in the dining room of Gad‟s Hill Place. He had
died in the house which he had first seen as a small boy and which his father had pointed out
to him as a suitable object of his ambitions; so great was his father‟s hold upon his life that,
forty years later, he had bought it. Now he had gone. It was customary to close the blinds
and curtains, thus enshrouding the corpse in darkness before its last journey to the tomb; but
in the dining room of Gad‟s Hill the curtains were pulled apart and on this June day the bright
sunshine streamed in, glittering on the large mirrors around the room. The family beside him
knew how he enjoyed the light, how he needed the light; and they understood, too, that none
of the conventional sombreness of the late Victorian period – the year was 1870 – had ever
touched him.

All the lines and wrinkles which marked the passage of his life were new erased in the
stillness of death. He was not old – he died in his fifty-eighth year – but there had been signs
of premature ageing on a visage so marked and worn; he had acquired, it was said, a
“sarcastic look”. But now all that was gone and his daughter, Katey, who watched him as he
lay dead, noticed how there once more emerged upon his face “beauty and pathos”.

Brian Moore, Cold Heaven

       The wooden seats of the little pedal boat were
     angled so that Marie looked up at the sky. There
      were no clouds. In the vastness above her a gull
    calligraphed its flight. Marie and Alex pedalled in
     unison, the revolving paddles making a slapping
         sound against the waves as the pedal boat
    treadmilled away from the beach, passing through
      ranks of bathers to move into the deeper, more
       solitary waters of the Baie des Anges. Marie
          slackened her efforts but Alex continued
    determinedly, steering the pedalo straight out into
                    the Mediterranean.

                   „Let‟s not go too far,‟ she said.
     „I want to get away from the crowd. I‟m going to swim.‟
     It was like him to have some plan of his own, to translate
     idleness into activity even in these few days of vacation.
       She now noted his every fault. It was as though, having
      decided to leave him, she had withdrawn his credit. She
      looked back at the sweep of hotels along the Promenade
    des Anglais. Today was the day she had hoped to tell him.
    She had planned to announce it at breakfast and leave, first
    for New York, then on to Los Angeles to join Daniel. But
    at breakfast she lacked all courage. Now, with half the day
          gone, she decided to postpone it until tomorrow.

    Far out from shore, the paddles stopped. The pedalo rocked on
     its twin pontoons as Alex eased himself up from his seat. He
        handed her his sunglasses. „This should do,‟ he said and,
    rocking the boat even more, dived into the ultramarine waters.
      She watched him surface. He called out: „Just follow along,
     okay?‟ He was not a good swimmer, but thrashed about in an
       energetic, erratic freestyle. Marie began to pedal again, her
     hand on the tiller, steering the little boat so that she followed
    close. Watching him, she knew he could not keep up this pace
     for long. She saw his flailing arms and for a moment thought
    of those arms hitting her. He had never hit her. He was not the
      sort of man who would hit you. He would be hurt, and cold,
             and possibly vindictive. But he was not violent.

     She heard a motorboat, the sound
     becoming louder. She looked back
      but did not see a boat behind her.
     Then she looked to the right where
     Alex was swimming and saw a big
    boat with an outboard motor coming
       right at them, coming very fast.

    Of course they see us, she thought, alarmed, and then
      as though she were watching a film, as though this
    were happening to someone else, she saw there was a
     man in the motorboat, a young man wearing a green
     shirt; he was not at the tiller, he was standing in the
      middle of the boat with his back to her and as she
    watched he bent down and picked up a child who had
     fallen on the floorboards. „Hey?‟ she called. „Hey?‟
     for he must turn around, the motorboat was coming
    right at Alex, right at her. But the man in the boat did
    not hear. He carried the child across to the far side of
          the boat; the boat was only yards away now.

    „Alex,‟ she called. „Alex, look out.‟ But Alex flailed
      on and then the prow of the motorboat, slicing up
     water like a knife, hit Alex with a sickening thump,
    went over him and smashed into the pontoons of the
     little pedal boat, upending it, and she found herself
      in the water, going under, coming up. She looked
     and saw the motorboat churning off, the pedal boat
    hanging from its prow like a tangle of branches. She
    heard the motorboat engine cut to silence, then start
      up again as the boat veered around in a semicircle
                  and came back to her. Alex?
    She looked: saw his body near her just under the water. She
     swam toward him, breastroke, it was all she knew. He was
       floating face down, spread-eagle. She caught hold of his
        wrist and pulled him towards her. The motorboat came
    alongside, the man in the green shirt reaching down for her,
    but, „No, no,‟ she called and tried to push Alex toward him.
    The man caught Alex by the hair of his head and pulled him
        up, she pushing, Alex falling back twice into the water,
      before the man, with a great effort, lifted him like a sack
     across the side of the boat, tugging and heaving until Alex
      disappeared into the boat. The man shouted, „Un instant,
      madame, un instant‟ and reappeared, putting a little steel
     ladder over the side. She climbed up onto the motorboat as
    the man went out onto the prow to disentangle the wreckage
                             of the pedalo.

     A small child was sitting at the back of the boat, staring at Alex‟s
      body, which lay face-down on the floorboards. She went to Alex
     and saw blood from a wound, a gash in the side of his head, blood
    matting his hair. He was breathing but unconscious. She lifted him
      and cradled him in her arms, his blood trickling onto her breasts.
      She saw the boat owner‟s bare legs go past her as he went to the
      rear of the boat to restart the engine. The child began to bawl but
    the man leaned over, silenced it with an angry slap, the man turned
     to her, his face sick with fear. „Nous y serons dans un instant,‟ he
       shouted, opening the motor to full throttle. She hugged Alex to
           her, a rivulet of blood dripping off her forearm onto the
                   floorboards as the boat raced to the beach.

Brian Moore, Cold Heaven
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                                        LITERACY IMPACT!

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              Don‟t aim for false links with main
              lesson content
 No Blue Peter
                      Do aim for coherence
                      across starters
Kick-start learning
                                  collaboration &
  Avoid writing
          Avoid the
         temptation to
         extend the activity
-ible            -able

Sound of Music   Kylie          Beethoven

their            there          they‟re
too              two            to
pray             prey

 Freeze       Stand

 advice       advise
 practice     practise
 effect       affect

 It‟s         its

Jake began to dial the number
  It was on bright day of midwinter, in
slowly York.aThe little girl who eventually
       as he had done every
  became me, but as yet was since
evening at six o’clock everneither me
  nor anybody else in particular, For
his father had passed away. but
  merely a soft anonymous morsel of
               Urquhart castle he
the next fifteen minutesis probably
  humanity – this of the most
settled was goinglittle agirl, who bore my
         back one listenwalk whather
               to for        to with his
               picturesquely situated
  father. The episode is day
mother had done thatliterally the
               castles in the Scottish
                can remember about her,
  first thing I Highlands. Located 16 miles
                south-west of birth of her
  and therefore I date theInverness, the
  humanity from that day. the largest in
                castle, one of
                Scotland, overlooks much of
                Loch Ness. Visitors come to
                stroll through the ruins of            QuickTime™ and a
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                because Urquhart has
                earned the reputation of
                being one of the best spots
                for sighting Loch Ness’s
                most famous inhabitant
                                      So ..

                                      1. If it‟s a priority, do something
                                      2. Customise and simplify ruthlessly
                                      3. Identify the essential (simple) skills of
                                         reading - eg by asking students
         QuickTime™ and a
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   are neede d to see this picture.   4. Build into school systems of training,
                                         observation, performance management
                                      5. Don‟t forget reading for pleasure: keep
                                         it in the public domain
                                            GEOFF BARTON:
         QuickTime™ and a
TIFF (Uncompressed) decompre ssor
   are neede d to see this picture.
                                      Making an Impact with Literacy
                                             Thurrock Literacy Conference
                                                Monday, May 16, 2011

                                              Download this presentation at

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