Notemaking Support Strategies

Give note-making frames e.g. cause/effect, similarity/difference, spider diagrams, pyramid diagrams, tree diagrams Model how to take notes in a variety of ways encourage pupils to find a preferred style Use text-marking - pupils highlight topic sentences, number key points, delete unhelpful information Give pupils key questions or sub-headings to structure notemaking Pupils convert text into a diagram or label a diagram Pupils write points on cards which are later sorted or sequenced e.g. for/against Pupils reduce text to 5 main points or 5 words/phrases Use grids with headings KWL (Know already, Want to know, have Learnt), QUAD (Question, Answer, Detail source) or The 6 Ws (Who, What, When, Where, Why, How)

10 Tips for Setting a Research Task

(Based on The Exit Model) 1. Remind students what they know so far 2. Give a clear aim and outcome for the task 3. Ensure pupils know where to go to research and what texts to use 4. Help pupils to plan their approach to the research e.g timescales 5. Discuss what kind of reading style is appropriate (skimming, scanning, close reading) 6. Encourage pupils to keep reviewing their understanding 7. Make sure pupils know how to make notes and have useful formats 8. Demonstrate to pupils how to decide what information should be used. Is it reliable? 9. Model how to blend findings together into an appropriate form Set research outcomes which vary in form e.g. giving a talk, powerpoint

Organising Group Talk

Listening Triads - Groups of three; a talker, a questioner and a recorder who reports back. Envoys - after a task, one person from each group visits another group to share ideas, then reports back to the original group. Snowball - pairs discuss or brainstorm then double up to fours, which then double up to eight, leading to a whole-class debate. Rainbow Groups - after a separate group task, pupils are regrouped by colour, to make new groups comprising someone from each old group. Jigsaw - before a task, 'home' groups allocate a section to each member. New 'expert' groups then form for each section. Finally, 'home' groups reform and share findings. Spokesperson - each spokesperson is asked in turn for a new point until every group passes.

Supporting Listening
Play an extract as a prediction activity - helps to cue pupils in to the task and activate prior knowledge Provide a focus or hook for listening e.g. a specific question for each group Give pupils a format for recording information e.g. diagram, flow chart, notemaking frame (increases retention dramatically) Pupils could: identify a limited number of key words or phrases; list 3 major points and 3 minor points; respond physically when they hear key ideas e.g. hands-up Plan group activities where pupils are required to feed back and listen to each other Before a task, model listening and notemaking Provide a glossary if necessary Break up the listening into chunks and gradually increase the complexity and demands of tasks to build up listening stamina

Ten Strategies for Key Words

1. Have subject-specific dictionaries in subject rooms 2. Create word banks written on strips, displayed on word wall 3. Make word and definition cards useful for starters and plenaries 4. Create interactive glossaries page of key words stuck in book. Definitions added by pupil during unit. 5. Keyword crosswords/wordsearches 6. Create word-cluster posters to link common roots e.g. equi/equa, graph 7. Create mnemonics

Spelling Strategies

Break it into sounds (u-n-i-o-n) Break it into syllables (con-tin-ent) Break it into affixes (dis + satisfy) Use a mnemonic (Never Eat Chips Eat Salad Sandwiches And Remain Young!) Refer to a word in the same family (chemical, chemist, chemistry) Over-articulate it (Wed-nes-day) Words within words (GUM in argument) Refer to word history (bi = two, cycle = wheels) Use analogy (through, rough, enough) Use a key word (Im to remember a apostrophe can replace a missing letter)

Retention Rates
Lecture - 5%

Reading - 10%

Audio-visual 20%

Demonstration - 30%

Discussion

50%

The Little Book of Literacy

Practice by doing - 70%

Teaching others 90%

Does Your Lesson Plan Wear a VEST?

V a VARIETY of activities that appeal

to different learning styles

Strategies for Supporting

8. Create calligram posters the meaning of a word is visually represented 9. Use icons alongside words comic sans font recommended 10. Play word games (on mini-whiteboards) hangman, dominoes, finding words in words

Apply spelling rules ( hopping = short vowel

sound, hoping = long vowel) Learn by sight (look-say-cover-write check) Visual memory (recall images, colour, font)

E ENGAGEMENT for all pupils S opportunities for SOCIABLE

learning T TRANSFORMATION of information into a new form maximises learning

Literacy across the Curriculum

Hertfordshire KS3 English and Literacy Team

3 Tips for Improving Writing Style

Vary the openings of sentences:
Start with Start with Start with Start with a verb ending in ing a verb ending in ed an adverb ending ly a preposition e.g. over, at, on,

CONNECTIVES
Adding And, also, as well as, moreover, too Sequencing Next, then, first, finally, meanwhile, after Emphasising Above all, in particular, especially, significantly, notably Comparing Equally, similarly, likewise, as with, like Cause and effect Because, so, therefore, thus, consequently Qualifying However, although, unless, except, if, yet Illustrating For example, such as, for instance, in the case of, as revealed by Contrasting Whereas, unlike, alternatively, on the other hand, otherwise

What do Good Readers do?

See images Hear a reading voice Predict what will happen next Speculate Ask questions, tease at puzzles Pass comments Feel Empathise Rationalise what is happening Reread Reinterpret Interpret patterns Relate to own experience/knowledge Pass judgements - likes, dislikes

Supporting Reading of Difficult Texts

Create a context - provide a 'warm-up' activity such as a lesson starter involving brainstorming, key words or prediction Glossaries - to explain difficult and new technical vocabulary Collaborative work - pooling ideas helps with confidence Shared Reading - where the passage is read on the OHP by the whole class. The teacher can annotate the OHT. DARTS "directed activities relating to texts" can make a difficult passage more accessible Modelling - teacher discusses and demonstrates the reading strategies that could be used Opportunities to read similar texts

Use connectives to:

-

combine sentences start sentences (with a comma) link sentences and paragraphs express thinking more clearly

Vary sentence length and construction:

John sprinted to work. He was very late. John sprinted to work, because he was very late. Because he was very late, John sprinted to work. John, who was very late, sprinted to work.

* Modelling and discussing these

behaviours benefits all students

A Sequence for Teaching Writing

Establish clear aims what is the FAP? (Form, Audience, Purpose) Provide examples of that text type Explore features of the example shared reading looking for word, sentence and text-level features Define the conventions list the ingredients for this kind of writing

Help Students to Organise their writing by:

Modelling planning, introducing a variety of planning formats and providing note-making frames Teaching Mr PEEL for paragraphs - point, evidence, explanation, link Looking at paragraphing in exemplar texts e.g. highlighting topic sentences

DARTS
(Activities

Reading Strategies
Continuous reading Uninterrupted reading of an extended piece of text e.g. novel Close reading Careful study reading, which usually includes pausing to think or look back e.g. making notes from a text book Skimming Glancing quickly through the passage to get the gist of it e.g. first reading of a new passage Scanning Searching for a particular piece of

which encourage close reading)

Cloze - filling the gap with a

missing word or phrase.

Sequencing - reconstructing
a text that has been cut into chunks.

Demonstrate how it is written teacher models thought processes Compose together class contributes Scaffold the first attempts e.g. writing frames, key words, sentence starters Independent writing Draw out key learning

Preparing pupils for the structure of that genre of writing e.g. recipe = chronological Providing writing frames and sentence starters for those students who need them Organising sequencing activities: - students ideas on post-its or cards - key words or phrases which can be expanded - topic sentences/ sub-headings

Text marking - underlining,

annotating or numbering text to show sequence.

information e.g. using an index Supporting weaker readers What are we reading for? Which strategy do we need to use? How do we do this? What do we do with our eyes? What sort of information are we looking for? Watch me model what I do as I read this.

Text restructuring reading and then remodelling the information in another format e.g. flow charts, diagrams, venn diagrams, grids, lists, maps, charts, concept maps or rewriting in another genre.