ENLISH

Geoff Barton

Friday, April 21, 2023

Download this presentation at: www.geoffbarton.co.uk Download this presentation at: www.geoffbarton.co.uk (Number 50)(Number 50)

“From Good to Outstanding”

+ G&T+ Grammar+ FS+ Starters+ 5*A-C(EM)+ ???

• Where have we come from?

• Where are we now?

• Where are we going?

Barton: ENLISH

Barton: ENLISH

“The past is another country:they do things differently there”

LP Hartley

“Never such innocence again”

Philip Larkin

Parse the italicised words:“The lady protests too much, methinks”“Sit thee down”“I saw him taken”

Rewrite these sentences correctly:“Louis was in some respects a good man, but being a bad ruler his subjects rebelled”“Vainly endeavouring to suppress his emotion, the service was abruptly brought to an end”

Alfred S West, The Elements of English Grammar

Barton: ENLISH

Barton: ENLISH

For each of the following write a sentence containing the word or clause indicated:

a) That used as a subordinating conjunctionb) That used as a relative pronounc) An adjective used in the comparative degreed) A pronoun used as a direct objecte) An adverbial clause of concessionf) A noun clause in appositiong) A collective noun

JMB O-level English Language, 1967

Barton: ENLISH

Barton: ENLISH

Barton: ENLISH

Autonomy

Barton: ENLISH

Disempowerment

16+16+

NCNC

CourseworkCoursework

GCSEGCSE

FrameworkFramework

Performance tablesPerformance tables

Where we are now…

English

and the Strategy

English Review 2000-05

October 2005: Key findings

English is one of the best taught subjects in both primary and secondary schools.

October 2005: Key findings

Standards of writing have improved as a result of guidance from the national strategies. However, although pupils’ understanding of the features of different text types has improved, some teachers give too little thought to ensuring that pupils fully consider the audience, purpose and content for their writing. Schools also need to consider how to develop continuity in teaching and assessing writing.

October 2005: Key findings• Schools do not always seem to understand the importance of pupils’ talk in developing both reading and writing. • Myhill and Fisher quote research which argues that ‘spoken language forms a constraint, a ceiling not only on the ability to comprehend but also on the ability to write, beyond which literacy cannot progress’. Too many teachers appear to have forgotten that speech ‘supports and propels writing forward’. • Pupils do not improve writing solely by doing more of it; good quality writing benefits from focused discussion that gives pupils a chance to talk through ideas before writing and to respond to friends’ suggestions.

October 2005: Key findings

• The Progress in International Reading Literacy Study (PIRLS), published in 2003, found that, although the reading skills of 10 year old pupils in England compared well with those of pupils in other countries, they read less frequently for pleasure and were less interested in reading than those elsewhere. • An NFER reading survey (2003), conducted by Marian Sainsbury, concluded that children’s enjoyment of reading had declined significantly in recent years. • A Nestlé/MORI report highlighted the existence of a small core of children who do not read at all, described as an ‘underclass’ of non-readers, together with cycles of non-reading ‘where teenagers from families where parents are not readers will almost always be less likely to be enthusiastic readers themselves

Implications for you …?

Writing: is there an understanding across any teams

of how to develop writing - eg how to get better evaluations, better essays, better scientific

writing?

Reading: Who is teaching reading? Has reading for pleasure slipped

from your radar?

S&L: Does it happen systematically anywhere to

develop thinking and to model writing?

Leadership: Has your leadership team lost interest in literacy? How

will you reignite interest?

ENGLISH NOW!!

What’s the

latest news?

• The standard of writing has improved in recent years but still lags 20% behind reading at all key stages (eg around 60% of students get level 4 at KS2 in writing, compared to 80% in reading).

• Writing has improved as a result of the National Strategy.

• S&L has a big role in writing - it allows students to rehearse ideas and structures and builds confidence.

• But S&L has lower status because of assessment weightings.

• In teaching writing we tend to focus too much on end-products rather than process (eg frames). We should think more about composition - how ideas are found and framed, how choices are made, how to decide about the medium, how to draft and edit.

• We are still stuck with a narrow range of writing forms and need to emphasise creativity in non-fiction forms.

• We need to rediscover the excitement of writing.

What we know about Writing …

With thanks to Professor Richard Andrews, London Institute

• Aged 7: children in the top quartile have 7100 words; children in the lowest have around 3000. The main influence in parents.

• Using and explaining high-level words is a key to expanding vocabulary. A low vocabulary has a negative effect throughout schooling.

• Declining reading comprehension from 8 onwards is largely a result of low vocabulary. Vocabulary aged 6 accounts for 30% of reading variance aged 16.

• Catching up becomes very difficult. Children with low vocabularies would have to learn faster than their peers (4-5 roots words a day) to catch up within 5-6 years.

• Vocabulary is built via reading to children, getting children to read themselves, engaging in rich oral language, encouraging reading and talking at home

• In the classroom it involves: defining and explaining word meanings, arranging frequent encounters with new words in different contexts, creating a word-rich environment, addressing vocabulary learning explicitly, selecting appropriate words for systematic instruction/reinforcement, teaching word-learning strategies

What we know about vocabulary …

With thanks to DCSF Research Unit

High quality talk promotes conceptual development

It needs to be explicitly taught

Teachers over-emphasise presentational rather than exploratory talk

Teacher talk is dominated by teacher dominance, closed questions and short answers

Effective teachers encourage students to link texts with their ideas

They ask “How …?”

They ask students to comment on other students’ views

What we know about speaking & listening…

With thanks to Prof Neil Mercer

 Teacher: OK. Looking at the text now I want you please to tell me what tense the first paragraph is, in what tense the first paragraph is in.Girl: The past tense.Teacher: Yes it’s in the past tense. How do you know it’s in the past tense?Girl: Because it says August 1990.Teacher: You know by the date it’s in the past tense, but you know by something else you know, you know by the doing words in the text that change. What’s a doing word? What do we call a doing word David?David: A verb.Teacher: A verb good. Will you give me one verb please out of this first paragraph. Find one verb in this paragraph. Stephen?Stephen: Rescued.Teacher: Rescued, excellent, excellent and that’s in the past tense.

(From Hardman, 2007)

Bad model …

Characteristics: 2/3 boys. Generally well-behaved. Positive in outlook. “Invisible” to teachers. Keen to respond but unlikely to think first. Persevere with tasks, especially with tasks that are routine. Lack self-help strategies. Stoical, patient, resigned.

Reading: they over-rely on a limited range of strategies and lack higher order reading skills

Writing: struggle to combine different skills simultaneously. Don’t get much chance for oral rehearsal, guided writing, precise feedback

S&L: don’t see it as a key tool in thinking and writing

Targets: set low-level targets; overstate functional skills; infrequently review progress

What we know about students who make slow progress …

With thanks to DCFS

ENGLISH NOW!!

Key conventions

Link to speech

Sentence variety

Connectives

Importance of reading

Teach composition

Demonstrate writing.

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

ENGLISH NOW!!

Reading needs teaching: skimming, scanning, analysis

Use DARTs: prediction, jumbled texts, pictures and graphs

Presentation and framing can make texts more accessible

Teach research skills, not FOFO

Teach and display subject-specific vocabulary

Read aloud.

Demystify spelling

ENGLISH NOW!

Break tyranny of Q&A

No hands up

Thinking time

Get teachers watching teachers who manage S&L well

Reflective groupings

Rehearsing responses

Key words / connectives

ENGLISH NOW!

Post-SATs challenge

Consistency is an equal opportunities issue

Make Assessment for Learning happen

Use student feedback

Integration plus explicit skills

Improvement happens in the classroom.

Remember the “disappeared”

Make being G&T sexy

ENLISH

Geoff Barton

Friday, April 21, 2023

Download this presentation at: www.geoffbarton.co.ukDownload this presentation at: www.geoffbarton.co.uk

“From Good to Outstanding”

Download this presentation at www.geoffbarton.co.ukDownload this presentation at www.geoffbarton.co.uk

The new multi-media KS3 course by Geoff Barton

Published by Pearson

English Teacher

Petite, white-haired Miss CartwrightKnew Shakespeare off by heart,Or so we pupils thought.Once in the stalls at the Old VicShe prompted Lear when he forgot his part.

Ignorant of Scrutiny and Leavis,She taught Romantic poetry,Dreamt of gossip with dead poets.To an amazed sixth form once said:‘How good to spend a night with Shelley.’

In long war years she fed us plays,Sophocles to Shaw’s St Joan.Her reading nights we named our Courting Club,Yet always through the blacked-out streetsOne boy left the girls and saw her home.

When she closed her eyes and chanted‘Ode to a Nightingale’We laughed yet honoured her devotion.We knew the man she should have marriedWas killed at Passchendaele.

Brian CoxFrom Collected Poems, Carcanet Press 1993.

English Teacher

Petite, white-haired Miss CartwrightKnew Shakespeare off by heart,Or so we pupils thought.Once in the stalls at the Old VicShe prompted Lear when he forgot his part.

Ignorant of Scrutiny and Leavis,She taught Romantic poetry,Dreamt of gossip with dead poets.To an amazed sixth form once said:‘How good to spend a night with Shelley.’

In long war years she fed us plays,Sophocles to Shaw’s St Joan.Her reading nights we named our Courting Club,Yet always through the blacked-out streetsOne boy left the girls and saw her home.

When she closed her eyes and chanted‘Ode to a Nightingale’We laughed yet honoured her devotion.We knew the man she should have marriedWas killed at Passchendaele.

Brian CoxFrom Collected Poems, Carcanet Press 1993.

And finally …

ENLISH

Geoff Barton

Friday, April 21, 2023

Download this presentation at: www.geoffbarton.co.uk Download this presentation at: www.geoffbarton.co.uk (Number 50)(Number 50)

“From Good to Outstanding”