LITERACY IMPACT!

1. LITERACY IMPACT! The 20 most important bits of grammatical knowledge needed by effective teachers

2. LITERACY IMPACT! Teaching sequence Key conventions WRITING Connectives Sentence variety

3. LITERACY IMPACT! Subject-specific vocabulary Approaches to reading READING Active research process, not FOFO Using DARTs

4. LITERACY IMPACT! Having 4 approaches Mnemonics SPELLING Starters Word webs Rules

5. LITERACY IMPACT! Essentials for fiction GRAMMAR Essentials for non-fiction

6. LITERACY IMPACT! Teaching sequence Key conventions WRITING Connectives Sentence variety

7. 1 LITERACY IMPACT! • Know the writing sequence: • Establish clear aims • Provide examples • Explore conventions of the text • Define the conventions • Demonstrate how it is written • Compose together • Scaffold first attempts • Independent writing • Draw out key learning

8. 2 LITERACY IMPACT! Know the dominant text-types for your subject: Purpose: What is its purpose? Who is it for? How will it be used?

9. 3 LITERACY IMPACT! Text level: Layout? Structure? Sequence?

10. 4 LITERACY IMPACT! Sentence level: Viewpoint? Prevailing tense? Active/passive? Sentence types and length? Cohesion devices?

11. 5 LITERACY IMPACT! Word level: Stock words and phrases? Specialist vocabulary? Elaborate or plain vocabulary choices?

12. 6 LITERACY IMPACT! Know your connectives Adding: and, also, as well as, moreover, too Cause & effect: because, so, therefore, thus, consequently Sequencing: next, then, first, finally, meanwhile, before, after Qualifying: however, although, unless, except, if, as long as, apart from, yet Emphasising: above all, in particular, especially, significantly, indeed, notably Illustrating: for example, such as, for instance, as revealed by, in the case of Comparing: equally, in the same way, similarly, likewise, as with, like Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the other hand

13. 7 LITERACY IMPACT! • Encourage sentence variety • Start with an -ing verb (Reaching 60 these days is ..) • Start with an -ed verb (Frustrated by ….) • Start with an adverb (Well-done chicken leads to …) • Start with a preposition (Within the city limits you will …)

14. 8 LITERACY IMPACT! Students must see you writing

15. LITERACY IMPACT!

16. LITERACY IMPACT! So … What have you done? What are you going to do?

17. LITERACY IMPACT! Subject-specific vocabulary Approaches to reading READING Active research process, not FOFO Using DARTs

18. 9 LITERACY IMPACT! • Subject-specific vocabulary: • Identifying • Playing with context • Actively exploring • Linking to spelling

19. 10 LITERACY IMPACT! • Approaches to reading: • Scanning • Skimming • Continuous reading • Close reading

20. 11 LITERACY IMPACT! • Research skills, inc: • Prior knowledge • Purposes • Locating information • Interacting with the text • Making a record • Evaluating information • Assisting memory • Communicating information

21. 12 LITERACY IMPACT! • Using DARTs: • Cloze • Diagram completion • Disordered text • Prediction

22. LITERACY IMPACT! So … What have you done? What are you going to do?

23. LITERACY IMPACT! Having 4 approaches Mnemonics SPELLING Starters Word webs Rules

24. 13 Literacy Across the Curriculum Spelling approaches: RULES (etymology, family of words [muscle/muscular]) PRACTICAL STRATEGIES (mnemonics, key word triggers, spelling logs) VISUALS (words within words, word webs) SOUNDS (break into syllables/sounds, spellspeak)

25. 14 Literacy Across the Curriculum Mnemonics Fun Necessary = never eat chips eat sausage sandwiches and raspberry yoghurt Words within words enviRONment buSINess deFINitely sePARAte Got any others?

26. 15 Literacy Across the Curriculum Signature Signatory Consign Consignment Consigned Resign Resignation Resigning Resigned Sign Design Designer Designing Designed Designation Designate Redesign Signal Signalling Assign Assignment Assignation Reassign

27. 16 LITERACY IMPACT! RULES: I before e Effect of final ‘e’: hop - hope

28. 17 LITERACY IMPACT!

29.  Don’t aim for false links with main lesson content Kick-start learning  No Blue Peter badges  Do aim for coherence across starters  Emphasise collaboration & problem-solving  Avoid writing  Avoid the temptation to extend the activity

30. www.geoffbarton.co.uk

31. -ible -able www.geoffbarton.co.uk

32. Homophones Sound of Music Kylie Beethoven their there they’re too two to pray prey www.geoffbarton.co.uk

33. Hard Homophones Freeze Stand advice advise practice practise effect affect It’s its www.geoffbarton.co.uk

34. Activity • I’ll say some sentences containing homophones. You tell me whether it’s list A or list B. • Make up sentences – eg “The pilot of the aircraft was really rather plain”) • A – stand up B – under table • plain Plane • weak Week • steal Steel • main Mane • rows Rows • fareFair • breakBrake • sew So • due Jew • whetherwhether www.geoffbarton.co.uk

35. LITERACY IMPACT! So … What have you done? What are you going to do?

36. LITERACY IMPACT! Essentials for fiction GRAMMAR Essentials for non-fiction

37. 18 LITERACY IMPACT! • GRAMMAR ESSENTIALS (fiction): • Sentence variety for effect: simple, compound, complex • Multiple narration • Plot - dialogue - description • Location of the speech verb • Direct / indirect speech • Figurative language • Descriptive detail • Point of view

38. 19 LITERACY IMPACT! • GRAMMAR ESSENTIALS (Non-fiction): • Topic sentences • Headlines / subheadings / puns • Paragraph organisation - main point … illustration … contrast • Connectives • Tense • Sentence functions: statement, command, question, exclamation • Formality / impersonal tones • Layout features • Building an argument: generalisation, supporting points, statistics, facts, quotation

39. 20 LITERACY IMPACT! George Sampson, 1922: “Every teacher IN English is a teacher OF English”

40. LITERACY IMPACT! So … What have you done? What are you going to do?

41. LITERACY IMPACT! The 20 most important bits of grammatical knowledge needed by effective teachers

42. LITERACY IMPACT!

43. LITERACY IMPACT!