teaching functional skills english

TEACHING FUNCTIONAL SKILLS ENGLISHSESSION 6: READING AND WRITING AT ENTRY LEVELYour Tutor: Rachel Ö[email protected]

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EDUCATION & TRAINING FOUNDATION 2

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Backwards reading text


Share your experiences of Entry level learners.– Who are they?– What reading and writing challenges might they

experience on their courses?– What strategies have you used so far?– What do you need to know more about?

Learning outcomes


– approaches to reading and writing at entry level – supporting and developing reading– approaches to developing and practising writing

at entry level– teaching grammar and spelling

This session will explore


– Understand main points of a text– Obtain specific information from detailed reading– Use organisational features to locate information – Read texts in different formatsand– Read correctly words designated for E3– Identify and extract main points in and from texts– Identify different purpose of straightforward texts– Use effective strategies to find the meaning of words

What is being assessed in Reading at Entry 3?


– Plan draft and organise writing– Sequence writing logically and clearly– Use basic grammar including verb-tense and subject-verb

agreement– Check work for accuracy including spellingand– Communicate information, ideas and opinions clearly and in a

logical sequence– Write text of an appropriate level of detail and of appropriate

length– Use appropriate format and structure…headings and bullet points– Write in compound sentences and paragraphs where appropriate– Use language appropriate for purpose and audience

What is being assessed in Writing at entry 3?

Which reading skills…? Which skills would you need to activate to interpret this information?

EDUCATION & TRAINING FOUNDATION


Reading is one of the most complex cognitive skills that humans can learn. It is supported by multi-modal networks uniting motor systems, language systems, semantic systems and reasoning systems. It seems inherently unlikely that a ‘simple view’ of reading can provide a framework for teaching that is sufficiently rich to capture this complexity.

(Goswami, 2008, p. 73)

It’s not easy


You were asked to listen to this podcast. https://tesnews.podbean.com“Why are some children leaving school still unable to read?”

– What did you take away from listening to it?– Let’s discuss…

Why does it go wrong?

https://tesnews.podbean.com/


Social sight vocabulary


Make use of many different kinds of clues:– clues of meaning (semantic)– clues of word order and grammar (syntactic)– visual clues – recognising letter patterns such as

ight (graphic)– layout clues (e.g. headlines or columns to show

a text is an article)– graphical clues (e.g. illustrations)– phonic clues – sounding out letters.

‘Good’ readers …


– bring their knowledge of the world to inform their reading

– understand and interact with what they read– move backwards and forwards in the text– recognise many common words and parts of

words– use the sound system to make out unfamiliar

words– use context to monitor meaning

‘Good’ readers


• encouragement of fluent oral reading (re-engages reluctant readers, produces excellent progress, and increases the amount of active reading in class)

• reciprocal teaching (where pairs of learners take turns to be ‘tutor’ and ‘student’ This strategy can be effective with adult learners and you can do it 1:1 by swapping roles.)

• explicit comprehension strategies• accurate phonics teaching• language experience approaches

(NRDC, 2007, and UCL, 2018)

Strategies which have most impact


Click on this Flipperty Link: https://www.flippity.net/ma.php?k=1ex0W9R-ChBLcZHw7jInfsQkmcB-5TieiqdXxUg9o5UY

The statements in the activity all contain tips from literacy teachers on teaching reading.

In groups:• Put these in order of importance to you.• You do not need to be in total agreement – just get a

general order.

TEACHERS’ RECOMMENDATIONS FOR READING: WHAT DO YOU THINK?

https://www.flippity.net/ma.php?k=1ex0W9R-ChBLcZHw7jInfsQkmcB-5TieiqdXxUg9o5UY


Read the piece of work.

Discuss:

– the kinds of errors the learner has made

– the errors you would prioritise to work on

What would you say to this learner about this writing and how would you say it?

R6.3 Activity: Moped Writing


– Use a range of punctuation marks correctly– Form irregular plurals– Use mostly correct grammar (subject-verb agreement,

consistent use of tense, definite/indefinite articles)– Use first, second and third place letters to sequence

words in alphabetical order – Spell correctly designated words

Spelling, Punctuation and Grammar at Entry 3


– Writing frames: A way of scaffolding the writing so that learners are given formats and language to support production of a written piece

– Cloze: a gap fill exercise which is a good indicator of grammatical understanding, vocabulary and text comprehension

– Texts with punctuation and paragraphing removed for dividing and adding to

– Sentence completion– Using pictures as a stimulus

Some strategies

EDUCATION & TRAINING FOUNDATION


Making reading easier

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The approaches:

» Language experience (HO6.1) Group 1

» Simplification of text (HO6.3)

» Active reading (HO6.4) Group 2

» Gap fill (HO6.5) Group 3

» Reading for comprehension(HO6.6)

» Writing frames(R6.8) Group 4

» Text identification and comment (R6.5)

» Coherence card sort(R6.6)

In your breakout room, use the materials you have been allocated to suggest an activity of your

own.

Activity: reading and writing workshop


Reflect on what we have done in session 6, and what you have learnt:– What was helpful?– What was new?– Have you identified any possible changes to your

teaching approaches?– Identify a personal action on teaching at entry

level– Record your reflections/action points in your diary

Review & reflections


– Barton, G. (2013) Don’t Call it Literacy. Oxford: Routledge.

– http://geoffbarton.co.uk/teacher-resources.php– Didau, D. (2014) The Secret of Literacy. Carmarthen:

Independent Thinking Press.– https://learningspy.co.uk/blog/– Gawn et al. (2009) Teaching Reading to Adults. Learning

connections. (available on padlet).– Hughes and Schwab ed. (2010). Teaching Adult Literacy:

Principles And Practice. London: NRDC.

Background reading and resources

http://geoffbarton.co.uk/teacher-resources.php

https://learningspy.co.uk/blog/


• Watch the film - Thai soup: https://www.youtube.com/watch?v=HDi66yKKxDM and think about: o what reading skills are being developed?o how might you use a resource like this with your own learners?

• Read HO7.2 on the Luke and Freebody model• Read and work through HO7.3 Pumpkins - reading and comparing texts.• Read HO 7.4 Lily Allen article and identify any language features used.• Read HO 7.5 DARTs consider how you could use DARTs with your

learners

Before day 4, session 7

https://www.youtube.com/watch?v=HDi66yKKxDM


• Read R8.2 12 ways to develop sentence structure and sequence• Read HO 8.3 The Hand of Argument• Read Ho8.4 Punctuation fan and lesson• Read HO8.5 Punctuation and conjunction pyramids• Read HO 8.6 Didau on feedback• Make sure you have downloaded the Triptico app to your PC or device

(you were already asked to do this for session 6. As before, you do not need to register - unless you particularly want to – as you can use it in the session as a guest.)

• Read HO 8.7a Persuasive techniques bingo and HO8.7b Persuasive techniques

Before day 4, session 8

ETFOUNDATION.CO.UK

THANK YOUANY QUESTIONS?

RACHEL Ö[email protected]

teaching functional skills english

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