Literacy update.

1. Literacy briefing Sept 2014.notebook
1
November 03, 2014
Literacy at RHS
Speak like an essay in EVERY lesson
Write like an expert in EVERY subject
Aim high: allow TIME to improve work

2. Literacy briefing Sept 2014.notebook
2
November 03, 2014
http://www.savethechildren.org.uk/resources/online­library/
read­get
Forty per cent of UK children who are eligible for free school meals (FSM)
say that their parents do not care if they spend time reading, compared with
25 per cent of their peers. Seven per cent of the FSM pupils surveyed have
no children’s books in their home and are less likely to have been given a
book as a present, or to have visited a library or bookshop.
The research was commissioned for the Read On Get On campaign,
launched this week. This coalition of educationalists and charities,
spearheaded by Save the Children, aims to ensure that all pupils leave
primary school able to read well by 2025.
According to the campaign, “reading well” means being able to read,
understand and discuss books such as the Harry Potter novels and Treasure
Island, and is equivalent to national curriculum level 4b. In 2013, 40 per
cent of FSM pupils did not reach this level, compared with 22 per cent of
their classmates.
The research finds that daily reading is strongly linked to literacy skills, with
children who read daily outside class five times more likely to perform
above the expected level for their age in reading than their peers.
Jonathan Douglas, director of the National Literacy Trust, said the research
highlighted the vital role parents and carers played in reading with children,
even for short periods. “They don’t need to find big chunks of time,” he
said. “Parents, carers, grandparents and anyone with a child in their life can
make a huge difference by reading for just 10 minutes a day.”

3. Literacy briefing Sept 2014.notebook
3
November 03, 2014
Literacy at RHS Ofsted criteria ‐ see checklist
· Display key words for the topic in general, and the lesson specifically
· Refer to key words during the lesson. Praise the use of key words & ensure understanding
· Differenat e key words for pupils who need it eg. EAL.
· READING ‐ Before any reading acvity, explain reading skill to be used. State whether pupils are
reading every word, skimming for meaning, scanning for key informaon or annotang for later use.
· Be aware of reading ability. Reading ages on SIMS from Sept: add to seang plans.
· WRITING ‐ Be very clear about what you are asking pupils to write. Give clear instrucons
· Make a clear statement about the level of formality needed in the responses you want.
· Share / mind map success criteria AND model / create Shared Wring example as a class
· SPEAKING ‐ Model the sort of English you wish to see in the pupils. Ensure all quesons are
answered using correct English.
· Correct errors in pupil speech which reflect poor grammar
SPAG ‐ Pick up on spelling, punctuaon and key word errors when you circulate around the room. Use
TAs to support.
Use proofreading as an starter, extension or plenary . Try using CUPS (check for Capital leers,
Understanding, Punctuaon & Spelling)

4. Literacy briefing Sept 2014.notebook
4
November 03, 2014
LITERACY TUTORIALS
Reading for pleasure
Y7 ‐ Private Peaceful
Y8 ‐ A Monster Calls
Y9 ‐ Noughts and Crosses
Y10 ‐ To Kill a Mockingbird
Y11 ‐ 1984 ‐George Orwell
+ Literacy booklets
+ Literacy tutorials ‐ Teaching & Learning

5. Literacy briefing Sept 2014.notebook
5
November 03, 2014
Literacy Every Lesson
· Literacy policy
· Ofsted guidance sheet
· Resources ‐ posters, mats ‐ Fbk?
Literacy in tutorial
· Reading for pleasure
· Literacy booklets
· Tutorials in shared area
Literacy intervention and support
· Year 7 DEAR
· Intervenon ‐ KS3 intervenon metable
· Accelerated Reader
· Events eg. Naonal Poetry Day & World Book Day
· Reading Challenges ‐ 16 before 16, Carnegie, Hillingdon Book of the Year

6. Literacy briefing Sept 2014.notebook
6
November 03, 2014
..... am reading .... posters