Literacy Plus guidance

Transcription

1 1 of 17 The National Strategies Secondary Literacy Plus guidance Literacy Plus is a programme for use with pupils entering secondary school with lower than average levels of literacy, who are likely to have been assessed as level 3 in reading and/or writing in the National Curriculum test at the end of Key Stage 2. These pupils have made slower than expected progress and need additional support with literacy, but they will probably not have been diagnosed as having specific learning difficulties. Literacy Plus provides tuition which is additional to pupils entitlement to National Curriculum English. The teaching focuses on the aspects of speaking and listening, reading and writing that are essential for progressing from level 3 to level 4 in English and for learning effectively in other curriculum areas. It is designed to run in two timetabled sessions per week, each session supported by a teaching assistant (TA) or mentor. The two lessons could be incorporated flexibly into the school timetable in a number of ways depending on the organisation of an individual school. For example: In a school where groups in a lower ability band have five lessons of English a week, two out of five lessons could be designated for Literacy Plus. In a school where some Year 7 pupils experience an integrated curriculum, the Literacy Plus units could be incorporated as part of the timetable. In a school where pupils already have additional time for literacy, the Literacy Plus units can readily be incorporated. The aims of Literacy Plus The aims of Literacy Plus are: To strengthen essential literacy skills in the context of engaging units of work that will interest and motivate pupils. To move pupils quickly from level 3 to level 4 in English and improve their chances of making two levels of progress in Key Stage 3. To help pupils reach the level 1 standard of Functional English. To raise pupils attainment in other subjects that depend on literacy skills. To strengthen the confidence and effectiveness of the learners so they can work with greater independence. What is different about Literacy Plus? Intervention programmes in Key Stage 3 from the National Strategies have thus far been designed to take place outside the school timetable. Many schools are now successfully using programmes such as Literacy Progress Units (LPUs), Reading Challenge and Writing Challenge in this way and will continue to do so. Other schools, however, have found it difficult to organise

2 2 of 17 The National Strategies Secondary intervention outside the timetable for reasons to do with the school context such as accommodation. Literacy Plus adds to the repertoire of interventions by providing a programme that is meant to be built into the timetable, thus avoiding out-of-hours provision or the withdrawal of pupils from other lessons. In addition, Literacy Plus aims to go further than just focusing on literacy skills because it seeks to improve the pupils performance more generally as learners. In order to do this, the programme shares many of the successful features of the Key Stage 4 programme Study Plus especially the attachment of a TA or mentor to the group, whose role is to support the pupils as learners and show them how the skills they develop can be applied in other work they do across the curriculum. School leaders and teachers who are unfamiliar with Study Plus will find it helpful to visit the Study Plus section of the National Strategies website: Six essential features of Literacy Plus 1 Literacy Plus is a Wave 2 intervention programme that is timetabled during the school day in Key Stage 3 for at least two lessons a week. It is additional to pupils entitlement to National Curriculum English. 2 Literacy Plus is planned as a sequence of units. Each unit is a sequence of eight to 12 lessons based on objectives from the Framework for secondary English. 3 Teaching in each unit is tailored to a cluster of curricular targets that have been identified as relevant to the group and individuals by using the English progression maps. 4 There is support for Literacy Plus teachers through training and materials. 5 Pupils learning is supported by another adult, e.g., a TA or learning mentor who is attached to the group. 6 Close links to the main learning in English and other lessons are created and maintained. Features of Literacy Plus lessons Literacy Plus lessons will vary according to where they occur in the unit. At the start, the focus will be on engaging the pupils interest in the topic and ensuring they understand the learning objectives and any personal targets they have been set. In most of the lessons there will be a blend of skillsbuilding activities and work where these skills are applied in an engaging worthwhile context which leads to an outcome that can be shared with pride. Towards the end of the unit there should be time to celebrate the outcomes and reflect on what has been learned. At all times it is essential to teach interactively and maximise the participation of pupils because it is probable that most Literacy Plus pupils do not learn very effectively by sitting and listening. All the example lesson plans for Literacy Plus are set out in a particular way. This has been done for clarity in the sample material, not because it is essential to use this planning format. The design of lessons will always need to vary so they are fit for purpose: planning must facilitate teaching, not put it

3 3 of 17 The National Strategies Secondary into a straitjacket. Nevertheless, the lesson plans do exemplify certain principles: Starter activities, where used, should be a pacy introduction to the lesson in which all pupils are actively involved. The subject matter has a link to the focus of the unit and preferably to what follows in the lesson. Guided group work allows you or the TA to provide a focused session linked to the work of the whole class but designed to meet the specific needs of a selected group. The TA has a good knowledge of all the pupils and is able to support the progress of individual pupils through planned one-to-one tutoring. Final plenary sessions are used for pupils to reflect on their learning and progress and themselves as learners. Certain features of any effective teaching are of particular importance in the context of Literacy Plus: matching teaching to the needs of the whole group and the individuals within it motivating the learners linking the learning to other lessons. These three factors are clearly linked as pupils will be more motivated if teaching meets their needs and they can see its wider usefulness. Building skills Pupils will develop the skills targeted in Literacy Plus units at various rates. Teachers may find they need to extend units by adding additional lessons to secure certain skills. The sample units can be extended in this way and the use of materials from the LPUs is recommended for this purpose. The table below shows which LPU will provide material that matches the objectives of the sample units. Literacy Plus sample unit LPU My character Sentences DfES 0066/2003 Thrills and spells Spelling DfEE 0475/2001 Phonics DfEE 0477/2001 DIY writing Writing organisation DfEE 0473/2001 Going for Gold Information retrieval DfEE 0474/2001 Hero or zero? Reading between the lines DfEE 0476/2001 Words for the web Writing organisation DfEE 0473/2001 Save our park Sentences DfES 0066/2003 Are we there yet? Reading between the lines DfEE 0476/2001 Materials from the LPUs can also be used for homework. Because of differing policies on homework in schools, the sample unit plans do not include specific

4 4 of 17 The National Strategies Secondary homework guidance. There are, however, many clear opportunities for homework that would help to consolidate learning and assist pupils progress and it is recommended that homework is set as part of Literacy Plus when appropriate. The role of the TA The importance of good team work between teacher and the TA cannot be overemphasised. The TA must have access to all the information on the pupils; their curricular targets in particular. The TA s role working with groups or individuals must be planned into every lesson and he or she should be party to these plans in advance. If the TA has the capacity to work with any of the pupils outside the Literacy Plus lessons, this is particularly beneficial as it helps the pupils see how they can apply their new skills more widely. The presence of the TA makes it easier for teachers to plan for guided group work. In this context, the TA can take the role of tutor for the guided group, whereby the teacher plans the guided session with the TA so that the objectives, outcomes and activities are clear and the TA is confident that he or she can run the group session successfully. While the TA runs the group session, the teacher takes responsibility for the rest of the group. Alternatively, the teacher may tutor the guided group, leaving the TA to monitor the independent work of the rest of the group and support individuals as appropriate. TAs also fulfil an important role working with pupils one-to-one. It is important, however, that they do not fall into a position whereby they often have a general support role responding to demands from various individual pupils in an ad hoc way. They will be more effective and gain greater job satisfaction where they have a planned role. There are a number of planned roles working with individuals, for example: updating a pupil who has missed work working on filling a specific individual knowledge/understanding gap (e.g. by using a mini-lesson from Writing Challenge) reviewing with an individual pupil how their work (possibly from another subject) matches up to their Literacy Plus targets supporting an individual pupil who is struggling with an aspect of the work (e.g. reading a piece of challenging text independently). Literacy Plus planning model for units of work The planning model shown in the tables below is a framework for planning nine Literacy Plus units. There is one unit that focuses on speaking and listening, three units on reading, and five on writing. All the units do, however, contribute to progress in all three attainment targets. The model shows for each unit: relevance to Functional English level 1 the assessment focus areas (reading and writing) the learning objectives from the English framework

5 5 of 17 The National Strategies Secondary a range of targets taken in nearly all cases from the progression maps some of which are likely to be appropriate for pupils in the group. In each unit there is a main learning focus shown by the objectives in bold print. Other objectives shown are those that can profitably be addressed at the same time. The targets are suggestions for individual pupil curricular targets to help teachers personalise the learning. Assessment focuses for the speaking and listening unit will be added following the publication of the speaking and listening element of Assessing Pupils Progress. Using these unit frameworks as a basis, a year s course can be planned for the Literacy Plus group. The teacher should select the units that best match the needs of the group and complement the work they are doing in English and elsewhere in the curriculum. It is particularly important that the plans are coordinated with the scheme of work being followed in main English lessons so that overlaps and repetitions are avoided but skills can be reinforced and consolidated. Teachers can plan work for their own groups using the objectives from the unit frameworks and selecting content and activities that they consider will be particularly motivating for their pupils. When planning Literacy Plus units there are a number of golden rules that should be observed: In school, units are planned to meet the needs of the specific Literacy Plus group and the individuals within it. In every unit there is a blend of learning through talk, learning from text and learning through writing. In every unit, there is a blend of shared, guided and independent work. Apart from brief interactive starter sessions, all work designed to boost skills must take place in the context of relevant, purposeful and motivating reading and writing. Where possible, all work should emphasise cross-curricular links and applications. There is an emphasis on leading pupils towards independent work and producing quality outcomes that can be shared and celebrated.

6 6 of 17 The National Strategies Secondary Literacy Plus units Main focus speaking and listening Improving speaking and listening: discussion Literacy Plus SL1 Relevant to: Functional English level 1 Speaking and listening L1.1 Take full part in formal and informal discussions/exchanges 3.1 Developing and adapting discussion skills and strategies in formal and informal contexts make clear and relevant contributions to group discussion help discussions succeed by acknowledging and responding to the contributions of others 1. Explain my opinions clearly 2. Listen carefully and regularly make useful comments and ask searching questions 3.2 Taking roles in group discussion 4.1 Using different dramatic approaches to explore ideas, texts and issues contribute to discussions in different ways such as promoting, opposing, exploring and questioning explore ideas, texts and issues through a variety of dramatic approaches and conventions Prepare for a discussion which includes facts, opinions and explanations 1. Understand how different roles and behaviours can affect a discussion

7 7 of 17 The National Strategies Secondary Literacy Plus units Main focus reading Literacy Plus R1 Improving reading: developing reading for information skills Relevant to: Functional English level 1 Reading L1.2 Read and understand a range of texts Reading assessment focuses AF2, AF3 5.1 Developing and adapting active reading skills and strategies use skimming and scanning to locate the main points and relevant information from a text or source use inference and deduction to recognise implicit meanings at sentence and text level make relevant notes when gathering ideas from texts 1. Find information in the fiction and non-fiction texts I am reading 2. Find a quotation which could support my ideas 3. Skim and scan to find information quickly 4. Understand the connection between the purpose of a text and its layout and organisation 5. Use clues from the text to work out what the writer means even when it is not stated directly 6. Find the main ideas in a text and support them with evidence 7.2 Using and adapting the conventions and forms of texts on paper and on screen draw on the conventions of written forms to plan writing and develop ideas to fit a specific task 1. Plan and organise my writing so that my reader will be able to follow it easily from beginning to end 2. Begin to use paragraphs/sections to organise my writing using topic sentences to help my reader make sense of the text 8.1 Developing viewpoint, voice and ideas develop their own viewpoint, drawing on evidence, opinions and the particular purpose of the task and their understanding of what a personal viewpoint is in nonfiction texts

8 8 of 17 The National Strategies Secondary Literacy Plus R2 Improving reading: understanding and responding to texts Relevant to: Functional English level 1 Reading L1.2 Read and understand a range of texts Reading assessment focuses AF3, AF6 5.2 Understanding and responding to ideas, viewpoint, themes and purposes in texts identify and understand the main ideas, viewpoints, themes and purposes in texts make a personal response to a text and provide some textual reference in support 1. Find a quotation which could support my ideas 2. Use empathy to make judgements about a character 3. Use clues from the text to work out what the writer means even when it is not stated directly 4. Use a range of imaginative reading strategies when I read, such as speculation, prediction, questioning, empathy and visualisation 5. Find the main ideas in a text and support them with evidence 6. Explain why I like or dislike a text 8.5 Structuring, organising and presenting texts in a variety of forms on paper and on screen make ideas and purpose clear by appropriate use of paragraphs and by choosing from a range of linking words and phrases shape the overall organisation, sequence and presentation of a text to convey ideas clearly and effectively 1. Plan and organise my writing so that my reader will be able to follow it easily from beginning to end 2. Begin to use paragraphs/sections to organise my writing using topic sentences to help my reader make sense of the text

9 9 of 17 The National Strategies Secondary Improving reading: independent reading skills Literacy Plus R3 Relevant to: Functional English level 1 Reading L1.2 Read and understand a range of texts Reading assessment focuses AF2, AF3, AF6 5.2 Understanding and responding to ideas, viewpoint, themes and purposes in texts identify and understand the main ideas, viewpoints, themes and purposes in texts make a personal response to a text and provide some textual reference in support 1. Choose the best reading strategy to work out the meaning of words I do not know 2. Scan long sentences to make sure that I know where they end and how they are organised 3. Find a quotation which could support my ideas 4. Use empathy to make judgements about a character 5. Use a range of imaginative reading strategies when I read, such as speculation, prediction, questioning, empathy and visualisation 6. Explain why I like or dislike a text 5.3 Reading and engaging with a wide and varied range of texts make informed personal choices of texts and express their preferences understand how readers choose and respond to texts 1. Explain why I like or dislike a text

10 10 of 17 The National Strategies Secondary Literacy Plus units Main focus writing Improving writing: sentences Literacy Plus W1 Relevant to: Functional English level 1 Writing L1.3 Write documents to communicate information, ideas and opinions using formats and styles suitable for their audience and purpose Writing assessment focuses AF1, AF2, AF5 7.2 Using and adapting the conventions and forms of texts on paper and on screen draw on the conventions of written forms to plan writing and develop ideas to fit a specific task 1. Plan and organise my writing so that my reader will be able to follow it easily from beginning to end 8.2 Varying sentences and punctuation for clarity and effect use punctuation accurately to clarify meaning and create effects in clauses, sentences and when writing speech vary sentence length and structure in order to provide appropriate detail, make clear the relationship between ideas, and create effects according to task, purpose and reader 1. Join my ideas in sentences using other connectives as well as and, but, then, so 2. Add detail and interest to my sentences by the words I use 3. Use complex sentences in my writing with a wider range of connectives 4. Use adjectives and adverbial words and phrases to add detail, interest and variety to my writing 5. Vary my sentences in length and structure 6. Use commas correctly in long sentences

11 11 of 17 The National Strategies Secondary Improving writing: organisation Literacy Plus W2 Relevant to: Functional English level 1 Writing L1.3 Write documents to communicate information, ideas and opinions using formats and styles suitable for their audience and purpose Writing assessment focuses AF1, AF2, AF3, AF4 8.1 Developing viewpoint, voice and ideas develop their own viewpoint, drawing on evidence, opinions and the particular purpose of the task and their understanding of what a personal viewpoint is in nonfiction texts 8.5 Structuring, organising and presenting texts in a variety of forms on paper and on screen make ideas and purpose clear by appropriate use of paragraphs and by choosing from a range of linking words and phrases shape the overall organisation, sequence and presentation of a text to convey ideas clearly and effectively 1. Plan and organise my writing so that my reader will be able to follow it easily from beginning to end 2. Begin to use paragraphs/sections to organise my writing using topic sentences to help my reader make sense of the text

12 12 of 17 The National Strategies Secondary Improving writing: impact Literacy Plus W3 Relevant to: Functional English level 1 Writing L1.3 Write documents to communicate information, ideas and opinions using formats and styles suitable for their audience and purpose Writing assessment focuses AF1, AF2, AF7 7.2 Using and adapting the conventions and forms of texts on paper and on screen draw on the conventions of written forms to plan writing and develop ideas to fit a specific task 1. Plan and organise my writing so that my reader will be able to follow it easily from beginning to end 8.3 Improving vocabulary for precision and impact use vocabulary precisely to clarify and extend meaning and create specific effects, drawing on their own word knowledge and a range of reference sources or other reading 1. Add detail and interest to my sentences by the words I use 2. Use adjectives and adverbial words and phrases to add detail, interest and variety to my writing 3. Choose words for accuracy and impact

13 13 of 17 The National Strategies Secondary Improving writing: style and accuracy Literacy Plus W4 Relevant to: Functional EnglishlLevel 1 Writing L1.3 Write documents to communicate information, ideas and opinions using formats and styles suitable for their audience and purpose Writing assessment focuses AF1, AF2, AF6, AF8 8.1 Developing viewpoint, voice and ideas develop their own viewpoint, drawing on evidence, opinions and the particular purpose of the task and their understanding of what a personal viewpoint is in nonfiction texts 1. Plan my writing so I know how it will develop all the way through 2. Choose the way I write by thinking about my readers and why I am writing for them 9.1 Using the conventions of standard English understand the conventions of standard English and how to use them consistently in their writing understand and use degrees of formality in a range of texts according to context, purpose and audience 1. Choose words for accuracy and impact 2. Use standard English in my writing

14 14 of 17 The National Strategies Secondary Improving writing: spelling Literacy Plus W5 Relevant to: Functional English level 1 Writing L1.3 Write documents to communicate information, ideas and opinions using formats and styles suitable for their audience and purpose Writing assessment focuses AF1, AF2, AF8 8.1 Developing viewpoint, voice and ideas develop their own viewpoint, drawing on evidence, opinions and the particular purpose of the task and their understanding of what a personal viewpoint is in nonfiction texts 9.3 Reviewing spelling and increasing knowledge of word derivations, patterns and families spell common words correctly increase knowledge of word families, roots, derivations, morphology and regular spelling patterns 1. Use a range of strategies to improve my spelling 2. Improve my knowledge of common spelling patterns 3. Identify my most common spelling mistakes and find my own way to reduce them

15 15 of 17 The National Strategies Secondary Exemplification: the sample units To assist the planning process, nine units are exemplified with full planning and associated resources in the Literacy Plus sample units. It should be stressed that these units are not offered as an off-the-peg resource. The sample units are exemplification and a good model and starting point for teachers own planning. The sample units have all been written by National Strategies consultants with extensive classroom experience who have worked with teachers to test them in classrooms with Year 7 pupils, revising them in the light of experience. They can, therefore, be used with confidence in schools as a basis for the programme, but Literacy Plus teachers should adapt them to match the needs of their classes. The adaptation will maximise the pupils interest and participation and emphasise the learning most needed. It will also take account of the pace and level of challenge appropriate for the class. A good adaptation will, however, keep to the learning objectives from the unit framework. The sample units are: Sample unit name Literacy Plus unit exemplified 999 in an emergency Improving speaking and listening: discussion Going for Gold Improving reading: developing reading for information skills Hero or zero? Improving reading: understanding and responding to texts Are we there yet? Improving reading: independent reading skills My character Improving writing: sentences DIY writing Words for the web Save our park Thrills and spells Improving writing: organisation Improving writing: impact Improving writing: style and accuracy Improving writing: spelling Overview of Literacy Plus sample units 999 in an emergency In this unit, pupils engage in discussions, a debate and a simulation to develop their speaking and listening skills and learn to work effectively with others. As far as possible, links are made with real-life contexts and the unit culminates with a visit from a local emergency service to provide a genuine audience for discussion. A

16 16 of 17 The National Strategies Secondary personal journal gives pupils regular opportunities to reflect on the skills they are developing and to assess their own progress. Going for Gold In this unit, pupils adopt the role of a panel of expert commentators on the Olympic Games. In groups, they work towards a final presentation in which questions are put to the panel as part of a programme for children s TV. In the process pupils read a range of texts and build their skills in retrieving information, note-making and the representation of reading material. There are many opportunities planned into the lessons for pupils to practise and develop their thinking, speaking and listening skills. Hero or zero? This unit focuses on developing pupils skills as critical readers, evaluating the quality and reliability of different sources. Pupils conduct a historical enquiry into the legendary figure of Robin Hood by interrogating a range of texts and sources and practising the skills of using appropriate evidence to support their points. A variety of texts will be studied including prose fiction and moving image. Are we there yet? In this unit, pupils learn and apply key reading strategies using the analogy of a journey. The independent reader is seen as a traveller who needs to develop certain strategies in order to reach the desired destination/understand the text. Pupils work individually, in pairs and in groups and move from text to text writing postcards as they go. A passport allows them to record the reading strategies they use and these passports and postcards are then used to map the journey and display in presentations at the end of the unit. My character In this unit, pupils compose their own personal web page and invent and describe a character for a comic book or an animated film or TV series. In doing so they build their sentence writing skills. There are many opportunities planned into the lessons particularly in plenary sessions for pupils to learn through talk and to practise their speaking and listening skills. DIY writing In this unit, pupils work towards gaining a DIY Master Writer certificate. The focus is on developing a toolkit of writing strategies and applying the right skills to each job. The first six lessons address the needs of audience and purpose and the skills of linking sentences and paragraphs. The next four lessons give pupils the opportunity to use the toolkit to produce independent texts for which they receive a DIY Master Writer certificate. The regular opportunities for self- and peer-assessment give pupils the opportunity to internalise and independently apply the skills they have learned.

17 17 of 17 The National Strategies Secondary Words for the web In this unit, pupils write for a school charity website focusing on choosing and using vocabulary and sentences for precision and impact. They write short, but complete texts, each of which has a specific purpose and which combine to form a larger text. The unit aims to revisit and consolidate word and sentence level skills from Key Stage 2 and from the other Literacy Plus units studied. The unit asks pupils to consider the structure of web pages as well as the internal structure of each writing task and its impact on the reader. Save our park In this unit, pupils learn and apply a range of writing and communication skills based on a campaign to save a local park from closure. Outcomes include a formal letter, a speech, a campaign leaflet and a newspaper article and focus on audience, purpose and the accurate use of punctuation and standard written English. Thrills and spells In this unit, each lesson hinges around an experiment (simple but scientific) linked to a particular spelling strategy (such as sounding-out or knowledge of word families). In this way, learners have a kinaesthetic memory on which to hook their learning. The unit introduces science subject terminology to provide a relevant context for practising spelling strategies and focuses pupils on moving from description to scientific explanation. The unit also provides opportunities for pupils to practise their speaking and listening skills as they explain how the experiments and spelling strategies work.