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 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

scavenger. I have to get

the cotton that has

fallen. I worck from

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)and 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 1. Weekly dance lesson using Alice

in Wonderland materials followed

by weekly dance lesson

2. Year 6 class assembly to be

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

over narrative and

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

2. Your cross-year group moderation plan,

notes and reflections

3. Evidence of your work on developing

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

SUPER

Suzy Buist

and her AMAZING new

National

Standards Tracker

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