Week 8 15 06 20 SKE 12 5

Week 8 15. 06. 20 Ø SKE 12. 5 hours Ø Blue Sky – weekly overview and reflections; Professional Objectives, Review evidence Ø Weekly evaluation Ø School-related to tasks – meetings, planning etc Ø Check Summer Institute details (Seminar: Wednesday 24 th at 10. 00) Ø Review Meeting For Thursday’s seminar: 1. Plan a creative writing lesson (you can use your picture) with opportunities for pupils to practise at least 2 English skills. Ø Prepare 4 -5 slides; use the Teach First planning proforma, or use the headings to add notes to your presentation) Ø Include the Lesson Objective, Do Now and activities to develop the skills Ø You do not need to prepare all the slides you might include in your lesson Ø Be prepared to share your lesson, take and give feedback 2. Watch Bailey video ‘Show them who’s boss’ in IRIS Connect TTT Sharing Group for discussion and practice. 1

SNT EN 8. 1 English Skills Spoken word Reading Writing SPa. G 05/11/2020 2

Session outcomes: By the end of this session, you will: Ø Have considered the position of Spoken Word, Reading, Writing and SPa. G skills in lessons Ø Have considered how to adapt planning to teach skills through texts. 05/11/2020 3

Session overview: TDF links TDF themes Standards Theme 1: Subject knowledge and pedagogy 1. 2 A Demonstrated an understanding of the ways in which subject specific resources can be used 1. 4 Demonstrated an understanding of identifying and addressing misconceptions

Skills Knowledge Reading Writing SPa. G + Vocabulary Spoken word Language Structure Intent Impact 5

Spoken word 05/11/2020 6

Classroom talk Ø Talk is not just social – it is essential to children’s thinking and learning and to their productive engagement in classroom life Ø The teacher’s own competence as a speaker and listener contributes significantly to the developing oral competence of the student. Robin Alexander Ø Speaking bridges the gap between thinking and writing Ø Teachers must model speech which moves away from everyday language and moves towards the academic language of their subject. David Didau 05/11/2020 7

Talk to… question speculate narrate justify argue reason explain discuss imagine explore 05/11/2020 8

Teach to talk Ø Model clear speaking and thinking Ø Model your thoughts through speech Ø Use Tier 2 and Tier 3 language Ø Get pupils to speak in sentences Ø Get pupils to listen to each other Ø Use questioning to get all pupils talking. 05/11/2020 9

Model your thoughts Non-fiction script: ØI read the title or heading and see how it fits with what I know ØI skim read the whole text to get an overview ØI read the first two sentences to get the main idea, then scan the whole text for related words ØI read each paragraph and note new ideas ØI summarise the main ideas and jot them down ØI zoom in on 3 key phrases or ideas and zoom out to link them to the main idea.

Big Question: Does Lennie have to die? What? Who? When? Where? Why? How?

Sayer’s grid What? Where? When? Who? Why? How? Is…? present Did…? past Could…? possibility Will…? prediction Might…? imagination

Time to think: 2 ways to improve Spoken Word 05/11/2020 13

Reading 05/11/2020 14

Reading Word recognition: Language comprehension: • Phonological awareness • Decoding • Sight recognition • • • Background knowledge Vocabulary Language structures Verbal reasoning Genre knowledge 05/11/2020 15

Reading strategies Skim: Scan: Zoom: • Quick overview of a text • Find specific information • Topic sentences • Look for key phrases • Zoom in on single words and short phrases • Focus on ‘information’ words • Use clues such as capital letters and dates • Zoom out to see how they fit into the ‘big picture’ 05/11/2020 16

A Day at the Gulag Skim Scan Zoom 05/11/2020 17

Improve reading: 1. Read harder texts 2. ‘Close read’ texts rigorously and intentionally 3. Read more non-fiction more effectively 4. Write more effectively in direct response to texts Lemov ‘Reading Reconsidered’ 05/11/2020 18

Reading bursts From: ‘The Giver’ by Lois Lowry (‘releasing’ the newchild) 1. Jonas watched as his father bent over the squirming newchild on the bed. “And you, little guy, you’re only five pounds ten ounces. A shrimp!” 2. Jonas watched as his father bent over the squirming newchild on the bed. “And you, you’re only five pounds ten ounces. A shrimp!” 3. Jonas watched as his father bent over the squirming newchild on the bed. “And you, little guy, you’re only five pounds ten ounces. A baby!” Reconsidered’ Lemov ‘Reading 05/11/2020 19

Time to think: 2 ways to improve reading 05/11/2020 20

Vocabulary 05/11/2020 21

Robust Vocabulary Instruction Context Meaning Example Misdirective Incorrect understanding of word formed through ‘The concert was dire’. Might guess that dire = a bad guess. good. Therefore, the concert was good. Non-directive Cannot infer exact meaning as context could suppose a number of different meanings. Usually leads to omission of word. ‘He heard the lumbering footsteps’ Could mean any number of things: light footsteps, heavy, loud, etc. General Get a sense of the general category to which a word belongs, but may not be able to reapply it accurately. “He enjoyed parties and was gregarious” – word to describe a person who enjoys parties. Still unsure of precise meaning. Directive Teach meaning through clues in the description and a definitional phrase that uses language already known to the reader. As the noise and confusion mounted, Mum shouted, ‘What’s all the commotion? ”- ‘noise and confusion’ is a definitional phrase to describe ‘commotion’ leading to accurate understanding of word.

Teaching new words 1. Capture the essence of the word e. g. A controversy is a strong disagreement about something that often involves angry feelings. 2. Explain in everyday language e. g. Covert describes something that is done in a hidden or secret way. 3. Point out (less obvious) multiple meanings e. g. fast, distinction Make the definition show the meaning

Link to texts Context: ‘Kamikaze’ Example: incantations … a shaven head full of powerful incantations… The Japanese Admiral’s incantations were like a magic spell to convince the Kamikaze pilots it was an honour to die for their country. ‘like a magic spell ’ is a definitional phrase to describe ‘incantations’ … covetous old sinner! A person is covetous if they desperately want other people’s things. I covet my neighbour’s new car. Bringing Words to Life: Beck, Mc. Keown and Kucan 2002

Fixing new words Ø Word association: Why are these words associated? covet yearn begrudge Ø Have you ever? Have you ever coveted something? Ø Applause: ‘Shoe Me’ if you would like to be described as these things: exuberant, morose, covetous etc. Ø Which would you rather be? Exasperated or elated? Truculent or radiant? etc.

10 words, 10 times a week Day 1: introduce new words found in text – briefly, comprehension only Days 2 -4: carry out activities that show meaning of word and practise using words in different contexts Day 5: Assessment: Ø Cloze: fill correct words in the blanks Ø Situations: Would you admire someone who did x? Would you be incredulous when a friend did y? (yes or no and explain why) Ø Opposites: People condemn villains, but they _____ heroes (choose from bank of target words) Ø Tell me about a time when you were perplexed / anxious/ disorientated.

Definitions practice Create a definitional phrase: Create sentences to check understanding: Tolerable Would you pay homage to something tolerable? Compassion Homage Blurt Would blurting out your thoughts be an example of indecorum? Imperious Indecorum Would you have compassion for someone imperious? 05/11/2020 27

Vocabulary tiers Ø Tier 1 – commonly used, everyday words, regularly used in speech Ø Tier 2 – more precise, less familiar words, used less frequently in speech, and often in formal writing Ø Tier 3 – subject specific technical terminology e. g. metaphor, simile, personification 05/11/2020 28

Tier 2 analytical verbs Advocates Alludes to Asserts Categorises Characterises Collates Compares Concludes Conveys Creates Defends Depicts Develops Elevates Emphasises Establishes Expands Expresses Highlights Identifies Illustrates Implies Informs Persuades Portrays Presents Raises Recalls Reduces Relates Reinforces Responds Reveals Strengthens Suggests Supports Underlines Validates Verifies 05/11/2020 29

Tier 2 connectives Alternatively Although Before Beneath Beyond Despite Earlier Equally Especially Finally Firstly For example For instance However Indeed In the case of Likewise Moreover Next On the other hand Particularly Secondly Significantly Similarly Throughout Towards Unless Unlike Whereas Within 05/11/2020 30

Vocabulary strategies 1. Teach sophisticated words alongside synonyms and linked vocabulary e. g. ubiquitous + everywhere, rife, inescapable, common, pervasive 2. Create vocabulary taxonomies for characters, poetry, non-fiction etc. 3. Use a colour chart to teach range intensity: Arrange these words in order of intensity: Frustrated Irritated Outraged Furious Annoyed Angry 05/11/2020 31

4. Be aspirational when you model e. g. This suggests that the boy is consumed with sinister thoughts because his experience has traumatised him. 5. ‘Hot or Not’ list to encourage upgrade choices e. g. HOT NOT Traumatised Sad Oppressed Upset Subdued Scared Symbolises Shows Implies Says 6. Vocabulary explosion: train pupils to look at an exam question and immediately write down Tier 2 and 3 words they could use e. g. Lady Macbeth –zealous, scheming, manipulative, treasonous, disturbing, scandalous, unsettling, image, motif, simile, etc. 05/11/2020 32

Time to think: 2 ways to improve vocabulary 05/11/2020 33

Key message Writing 05/11/2020 34

WWW / EBI … 05/11/2020 35

Start with a sentence Sentence structure matters because: Ø It is about ordering and sequencing thought Ø Pupils need to understand the principles of sentence organisation, sequencing and subordination to express complex ideas about complex topics Ø It is the clearest example of how form and content are intertwined Ø Writing complex ideas about complex issues needs a strong command of sentence structure Ø Reading complex ideas about complex issues needs an understanding of sentence structure. 05/11/2020 36

Mastering sentences Pupils need to: Ø Know what a complete sentence is Ø Understand correct word order Ø Use capital letters, punctuation, spelling and vocabulary correctly Ø Know parts of speech: verb, noun, adjective, article, preposition Ø Understand basic grammar: clauses – independent and subordinate Ø Sense check their own writing Ø Practise! 05/11/2020 37

Fragments to whole: Ø Definitions of a sentence are too abstract Ø We often speak in fragments – more precision is needed in writing Ø Present fragments and sentences – pupils mark S / F Ø Present scrambled sentences Ø Teach sentence types: declarative (statement); imperative (command) interrogative (question) exclamatory (exclamation) Ø Use pictures to prompt questions Ø Provide an answer and get pupils to devise questions 05/11/2020 38

Because, but, so … Useful prompts for analytical writing or as Af. L / Exit Tickets Ø because explains why something is true Ø but indicates a change of direction Ø so relates to cause and effect Ø Romeo is a hopeless romantic because he adores unattainable women. Ø Romeo is a hopeless romantic but his love for Juliet seems genuine. Ø Romeo is a hopeless romantic so he proposes to Juliet within hours of meeting her. 05/11/2020 39

Subordinating conjunctions E. g. before, after, if, when, although, since, unless Regular practice will: Ø Promote the use of complex sentences Ø Boost vocabulary development Ø Improve comprehension Ø Although Lennie thought like a child, __________ Ø Unless Slim gave his approval, _____________ Ø After her body was discovered, _____________ 05/11/2020 40

Webb’s planning tool 1 2 3 4 5 Writer’s name …writing verb …your point comma quotation Nichols presents creates describes conveys contrasts portrays suggests implies illustrates the bright colours of the island with the gloom of London , How to teach English Literature ‘blue surf, emerald island; sands of a grey metallic soar’ Jennifer Webb 41

Time to think: 2 ways to improve writing 05/11/2020 42

SPa. G 05/11/2020 43

Two views: Decontextualised: (Daisy Christodoulou) Grammar is taught separately and sequentially throughout the year / key stage Contextualised: (Debra Myhill) Grammar teaching is integrated as it occurs during teaching of texts How is SPa. G taught in your school? 05/11/2020 44

Essentials Pupils should: Ø Ø Ø Know parts of speech: verb, noun, adverb, adjective, article, preposition Understand basic grammar: clauses – independent and subordinate Use basic punctuation correctly: capital letters +. , ? ! “” Spell high frequency and ‘regular’ words correctly Spell most irregular words correctly Know how to use a dictionary Refer to the NC glossary for guidance 05/11/2020 45

Improve spelling: 80% of spelling is regular and predictable ØTeach spelling patterns and origins ØTeach irregular words and common errors ØTeach pupils to use dictionaries Omni Super Auto Phobe Phile ØProof-reading partners ØInsist on correction of known errors Persuade + s / d Persuading Persuasion Persuasive

Write 3 sentences explaining how the poster could ______ people to join the army. P What ‘p’ means to give people reasons to do something? rusdepea ‘You must go to war!’ ‘I don’t want to! Nothing you say will persuade me to change my mind!’ persuade (+s/d) persuading persuasive persuasion

Word families for variety 1. The poster uses many forms of persuasion. 2. The picture is persuasive because the men are smartly dressed and … 3. Volunteers might be persuaded by the pink background … 4. Both the words and images are persuading people to … Describe Describing Description Descriptive Suggests Suggesting Suggestion Suggestive Indicates Indicating Indication Indicative 48

Dictionary skills Teach: Ø Quartiles Ø Guide words Ø Alphabetical 1 st, 2 nd, 3 rd letter searches Ø Prediction and practise! 49

Hinge questions: Dylan Wiliam

Hinge Questions Hinge questions are those which allow us to assess learning at key transitions. They: 1. Have wrong answers that match the most common misconceptions 2. Make it difficult for a student to get the correct answer(s) with the wrong reasoning or knowledge 3. Are quick to answer (in less than two minutes) 4. Allow the teacher to realistically view and interpret all pupils’ responses in 30 seconds or less, and so will often be in multiple choice format

Candy’s dog gets shot: 3 -2 -1 Show Me A. because it smells so bad B. to foreshadow Lennie’s death C. because Candy wants a new puppy D. because it is kinder to put old dogs down

Which of these is not a sentence? 3 -2 -1 Show Me: A. the boy fell B. his friend rushed to help him C. a car travelling at high speed D. where is the ambulance

Which one uses speech marks correctly? A. ‘If you do that, ’ she said ‘you will fall. ’ B. ‘If you do that, ’ she said, ‘You will fall. ’ C. ‘If you do that’ she said, ‘you will fall. ’ D. ‘If you do that, ’ she said, ‘you will fall. ’

‘Practise’ practice 3 -2 -1 Show me: 1. Netball _______ is on Wednesday. 2. You must ______ every day. 3. Let’s _______ that together. To practise (To advise) Verb The practice Noun (The advice) 4. You need more _______. 55

Create! Ø Create multiple choice tasks to check vocabulary and grammar 56

Time to think: 2 ways to improve SPa. G 05/11/2020 57

Session outcomes: By the end of this session, you will: Ø Have considered the position of Spoken Word, Reading, Writing and SPa. G skills in lessons Ø Have considered how to adapt planning to teach skills through texts. Slide footer if required 05/11/2020 58

Questions? 59