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SSIF Project Literacy Leads’ Strand

Day FourWellshurst, 4 March 2019

9am – 3.30pm

Aims

To reflect on using non-fiction to support stronger writing

To consider the requirements of leading on Reading for Pleasure

To feedback on gap tasks

To begin work on vocabulary development

To look at whole school writing policy

To explore ‘greater depth’

To share strategies for pupils’ editing and improvement

Day Four Agenda

9.00 Feedback on gap task 1: sharing ROH-related plans

Using non-fiction

Leading on Teaching as Readers

10.30 Break

11.00 Lis Wood: vocabulary development & whole-school writing toolkit / policy

12.30 Lunch

1.15 Feedback on gap task 2:

2pm Unpicking greater depth

Approaches to editing

3.30 Close

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Responding to delegate requests

Ways to encourage children to edit effectively In this session

SPAG demands and how to incorporate it Being covered in Grammar for

Writing and Rich Text Strands

More about the new Ofsted framework (x2) To follow

Assessment Beginning in this session

Spelling (x3) To follow – 9 May additional day

How to choose rich texts See handout – in this session

Funding for cover within school for all strand attendees to

collaborate

Request passed to NB

Any sharing of successes from other schools

More examples of pulling all strands of the project together - a

model scheme of work exemplifying structure, content,

curriculum links etc.

In this and following sessions

Writing/reading research and implications (NLT/EEF etc) ?

EYFS and KS1 provision; adapting for EYFS writing (x2) Time?

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Sentence structure in a great speech

Kennedy's 1962 'Moon Speech' At Rice Stadium, HoustonWe choose to go to the moon. We choose to

go to the moon in this decade and do the other things, not because they are easy, but

because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that

challenge is one that we are willing to accept, one we are unwilling to postpone, and one

which we intend to win, and the others, too.

King George VI Speech - Declaration of war against Germany 1939

In this grave hour, perhaps the most fateful in history, I send to every household of my peoples,

both at home and overseas, this message, spoken with the same depth of feeling for each one of you as if I were able to cross your threshold and speak

to you myself. For the second time in the lives of most of us, we are at war. Over and over again, we

have tried to find a peaceful way out of the differences between ourselves and those who are now our enemies, but it has been in vain.

Mentor texts: keeping it short

Takeaway task 1 - Feedback

Continue to plan how your school will respond to the ROH input. Bring plan using template to be provided to the next session.

KS2 Improving Writing - School Planning

Using Royal Opera House stimulus to impact on KS2 Writing Outcomes

School: Literacy Lead:

(Please note that this template is optional – if you have already embedded this work into your school or English action plan, do not

replicate!)

Agreed actions Year group(s) / Class (es) School adaptation of

materials

Timescale Outcomes planned

(writing and performance)

Intended impact on

pupils' writing

Other intended impacts

For

example

1. Weekly dance lesson using Alice

in Wonderland materials followed by weekly dance lesson

2. Year 6 class assembly to be

performed to parents at end of

term 4, and display of pupils' writing made

Year 6 class (include

numbers of boys and girls)

Lesson plans slightly

adapted in order to fit 45 minute lesson slot

Ongoing

throughout Term 3 - 4

Character studies leading

to narrative writing (fantasy). Trial of the

Knave of Hearts.

% pupils to achieve

writing at GDS with writers showing

greater control

over narrative and

report writing

Pupil voice indicates pupils'

engagement and enjoyment; teachers report

improved attitudes and

attainment in writing

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Key Performance Indicators (1)

Sept 2018

All schools involved understand their CPD plans and way forward.

Nov 2018

Leads are confident and prepared to work with teachers in school to select, design and coordinate effective curriculum enhancement for links to writing.

Jan 2019

Leads take action on:

reading for pleasure as a pre-requisite for reading and writing success

developing teachers’ reading habits

exploiting classroom relationships to impact on writing

embedding a global approach to rich texts

mapping creative writing opportunities

Key Performance Indicators (2)

Mar 2019

Teachers’ own writing supports writing pedagogy

Schools develop strategy to address spelling and vocabulary obstacles

May 2019

Leaders develop effective cross-KS2 moderation in schools

Leaders support effective modelling across literacy

Leaders support teams in unpicking the ‘pupil can’ statements for end of KS2 assessment

Oct 2019

Leaders take intervention action to support colleagues and pupils not making progress

Post-course feedback indicates confident use of resources to support ongoing and

developing CPD in school

Teachers as Readers

- The Literacy Leads’ Role

‘The Teachers as Readers research project revealed that a robust reading for pleasure pedagogy encompassed four specific practices: reading aloud, informal book talk and recommendations, and independent reading time within a highly social reading environment.

It was not simply a case of employing these pedagogic practices. Their success was dependent upon teachers’ knowledge of children’s literature, their young readers and the nature of reading. When responsively combined these practices positively influenced children’s attitudes and attainment.’

Summary of Key Findings

https://researchrichpedagogies.org/research/theme/reading-for-pleasure-pedagogy

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In order to effectively develop children’s RfP,

teachers need to develop:

considerable knowledge of children’s literature and other texts

knowledge of children’s reading practices

a reading for pleasure pedagogy, encompassing:

social reading environments

reading aloud

informal book talk, inside-text talk and recommendations

independent reading time

themselves as Reading Teachers – teachers who read and readers who teach

reciprocal and interactive reading communities

Staying up to date with children’s books

Make regular checks for new titles:

Follow local children’s bookshop Facebook pages and sign up for newsletters:

Bags of books and The Book Nook

National press e.g. Guardian monthly round up

https://www.lovereading4kids.co.uk and https://www.booksfortopics.com/

Follow worthy prize press news such as:

https://www.carnegiegreenaway.org.uk/press.php?release=pres_2019_longlists_

announced.html

https://www.booktrust.org.uk/what-we-do/awards-and-prizes/current-

prizes/blue-peter-book-awards/

https://ukla.org/news/story/longlists-2019-ukla-book-awards

Reward most improved readers with children’s book shop outings

Supporting TaRs

Train all staff on the importance of Teachers as Readers

Share helpful resources such as Oxford Owl Book Match and Mat Tobin’s Padlet

Develop strategies to promote reading amongst all staff:

For example, plan a programme of RfP CPD for your team, starting with https://researchrichpedagogies.org/research/page/developing-reading-for-pleasure-in-your-school

Encourage staff to read one book per term of relevance to their current class. Use a working wall in the staffroom to share what is read.

Set up a staff book group https://researchrichpedagogies.org/_downloads/_eop/Staff_Book_Club_Katharine_Young_TC.pdf

Start a GoodReads community to share titles and reviews https://researchrichpedagogies.org/_downloads/_eop/Goodreads_Online_Community_Book_Journals_docx.pdf

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Mat Tobin’s High Quality Picture Books for Cross-Curricular Planning

Promoting other aspects of robust RfP

A reading for pleasure pedagogy encompasses:

social reading environments

reading aloud

informal book talk, inside-text talk and

recommendations

independent reading time

Social reading environments: practical

classroom strategies

A social reading environment is built around a comfortable space where reading for

pleasure is valued and time is made for children to use it.

1. Engage children

Get children planning and designing reading spaces for themselves and younger

classes

Take photos of the current reading areas for them to annotate

Provide a map of the classroom/corridor areas/school and ask for suggestions

about where reading could be promoted

Invite suggestions about authors and texts they would like to see included in

reading areas and the classroom

Take children to a bookshop so that they can select texts of their own choice

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2. Reading displays

Celebrate class and home reading, texts /authors / genres / topics

‘Hot Reads’ (what you and the class are currently reading)

‘Wonder Walls’ of children’s questions and answers

3. Interactivity and the right ethos for reading

prompt book chats after independent reading time

create a regular recommendations slot

provide post-it notes for children to provide comments on/in books

collate an anthology of children’s book reviews about your reading aloud

books with visuals of the books and commentary space

provide props for playing with/re-creating stories

4. Resourcing

Bring in widely available and free resources – e.g. leaflets, brochures, appropriate

materials from websites

Ask children to bring in comics and magazines from home

Run Book Swap days

Seek funding from Parent/Community Associations

5. Community links

Ask librarians into talk about events that are happening in the library

Get children making a family reading log

Invite authors in to school

Conference with other schools

Take part in national competitions such as UKLA’s Our class loves this book

Set up parent reading sessions and mystery reader slots

Reading aloud

‘… consider reading aloud as a key pedagogic and professional

practice that supports young readers, offers an externalised model

of expressive reading, and enables them to access texts beyond

their current reading ‘ability’. There is considerable evidence that

reading aloud to children enables them to process challenging

content, text features and vocabulary – even in subjects not

normally associated with reading aloud, such as science and

technology (Heisley and Kukan 2010). Furthermore, reading to 4-5

year olds more frequently has been shown to lead to higher

reading, maths and cognitive skills at age 8-9 (Kalb and van Ours,

2013).’

TaRs Summary of Key Findings

https://researchrichpedagogies.org/research/theme/reading-aloud

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Daily and weekly read alouds with your

class

a section of the class rich text

a picture book just for fun

writing from a new author/illustrator/poet

writing from a prize-winning author/illustrator/poet

reading around a particular theme

reading around a particular genre

a novel/collection of short stories/anthology of poetry

an opening chapter to entice and invite

a poem of the day

a news article

Other approaches

Children move and choose: staff chose a focus/theme/book to read aloud for 15

minutes. After lunch, or at the end of the day, children go to another class to listen.

Annual big bedtime read aloud: Once a year invite all the children, siblings,

parents/carers and community in your Year Group/ school to a big bedtime

sleepover/evening event. Suggest that they come in their pyjamas and bring a

favourite text.

Regularly ask children to choose/vote for the texts they would like to be read

aloud.

Invite a variety of readers to read aloud with the children:

the children in your class or from other classes (e.g. consider setting up reading buddies)

support staff/TAs

parents/carers/family members

adults in the community speaking/reading/telling stories in different languages

Book talk

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Establish Reading Advocates /Ambassadors

Children can be the very best advocates to promote reading for pleasure with their peers:

Reading buddies

Reading surveys

Playground book box leaders

Playtime picture book sessions

Pupil-led sessions on ‘reading at home’ https://www.booktrust.org.uk/books-and-reading/tips-and-advice/reading-tips/Examples-of-how-to-read-with-your-child/

Independent reading

Establish a regular independent reading time and hang a notice on

the door - ‘Come back later we’re reading!’

Offer a choice of reading material, onscreen and print – observe and

engage in choices made.

Ensure time to talk is built in e.g. about a key event /fact in the

narrative/non-fiction / something that amused/moved/annoyed

them / a line of powerful language / their favourite character /

why they like/dislike their text / other books they know by the

same author.

Model engagement by reading and talking to show that you are

hooked by your own adult or children’s text.

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Leading on rich texts

Share guidance on choosing a rich text with all staff

Audit all texts to ensure richness and appropriacy

Display an annual text ‘map’ so that all staff can see how their choices fit with others

Encourage annual review of texts against the needs and interests of each class

Insist on – and provide support in finding - a range of fiction, non-fiction and poetry

Don’t allow colleagues to enslave book choice to topic

Ensure resources are updated and clustered appropriately to make vocab and knowledge connections

Takeaway task 2 – Feedback

Review KS2 planning and pupils books and highlight strengths and areas for development in:

Range of writing prompts, purposes and audiences

Use of talk and drama to develop quality writing

Use of rich texts to support writing

Bring notes to the next session.

Unpicking ‘greater depth’

As part of a topic on Ancient Greece, the class read a variety of different Greek myths.

They were then given the opportunity to write a myth using their own choice of god. The pupil chose to start their myth with a warning…

After exploring examples of fairy tales with a twist, pupils were asked to write a letter ofcomplaint from the point of view of a fairy tale character of their choice. The pupil asked to use

a character from one of the Harry Potter novels and chose to write from the point of view of theBasilisk…

After studying the Amazon rainforest in geography, the pupil chose to write

a balanced argument about deforestation…

After reading and exploring Rudyard Kipling's Just So stories, pupils were asked to write afable in the style of Kipling. The pupil chose to write about how the koala got its shout.

After reading a range of fiction and non-fiction texts related to World War 2, and exploringthe period in their history lessons, the pupil chose to write 2 different wartime narratives depicting everyday life through the perspective of children…

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Working at greater depth within the

expected standard – purpose and audience

2018

‘pupil

can’

stateme

nt

The pupil can write effectively for a range of

purposes and audiences, selecting the appropriate

form and drawing independently on what they have

read as models for their own writing (e.g. literary

language, characterisation, structure).

2018

update

Previously, the stem sentence of the standard,

relating to purpose and audience, applied to each

‘pupil can’ statement. Pupils’ knowledge of

language, gained from reading a range of texts,

should be drawn on independently to enhance their

writing.

2018 ‘pupil can’

statement

The pupil can distinguish between the language of

speech and writing and choose the appropriate register.

2018 update Pupils working at ‘greater depth’ should be able to

consistently distinguish between speech (e.g. playground

language, informal conversation...), and written language

(e.g. that used for stories, reports, persuasion...).

‘Register’ refers to pupils selecting vocabulary and

grammatical structures appropriate to the context of the

writing, for example, indicators of formality in a letter of

complaint; concision within a stage direction; contracted

forms in casual dialogue.

Working at greater depth within the

expected standard – speech and writing

2018 ‘pupil can’

statement

The pupil can exercise an assured and conscious control

over levels of formality, particularly through manipulating

grammar and vocabulary to achieve this.

2018 update There is no requirement for pupils to manage shifts

between levels of formality within a single piece of

writing. However, pupils working at ‘greater depth’ must

demonstrate the ability to manipulate grammar and

vocabulary according to the context of the writing. The

emphasis on ‘assured and conscious control’ refers to the

fact that choices made in their writing are deliberate and

considered.

Working at greater depth within the

expected standard – levels of formality

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2018 ‘pupil

can’

statement

The pupil can use the range of punctuation

taught at KS2 correctly (e.g. semi-colons,

dashes, colons, hyphens) and, when necessary,

use such punctuation precisely to enhance

meaning and avoid ambiguity.

2018

update

The statement does not refer to specific

punctuation marks, or to how they should be

used. Pupils working at ‘greater depth’ should

demonstrate their understanding of the range

of punctuation taught at key stage 2, using it

correctly and precisely to enhance meaning and

avoid ambiguity.

Working at greater depth within the

expected standard - punctuation

Principles and good practice of moderation Regularly mark work and test outcomes across different classes

Moderate a small number of books at a time

Make sure everyone understands the criteria first

Develop agreed school portfolios of work that represents evidence at

different standards

Make regular reference to exemplification materials

Manage colleague dynamics and relationships

Encourage a good understanding of standards in other year groups

Dedicate a staffroom noticeboard to ‘work of the week’ annotated to show

why it is that standard

Regularly explore ‘greater depth’ and consider task setting that promotes

attainment at this standard

Approaches to editing

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Pupils should be able to…

Year 1• Re-read what they have written to check it makes sense• Discuss what they have written with the teacher or other pupils

Year 2Make simple additions, revisions and corrections to their own writing by:• Evaluating their writing with the teacher and other pupils• Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form• Proof-reading to check for errors in spelling, grammar and punctuation

Years 3 and 4

Evaluate and edit by:

• Assessing the effectiveness of their own and other’s writing and

suggesting improvements

• Proposing changes to grammar and vocabulary to improve

consistency, including the accurate use of pronouns in sentences

• Proof-reading for spelling and punctuation errors

Years 5 and 6

Evaluate and edit by:

• Proposing changes to vocabulary and grammar, to enhance effects

and clarify meaning

• Ensuring the consistent and correct use of tense throughout the piece

• Ensuring correct subject and verb agreement when using singular and

plural, distinguishing between language of speech and writing and

choosing appropriate register

• Proof-reading for spelling and punctuation errors

Effective editing needs the right

classroom climate

Visible Learning

Feedback

Shirley Clarke and

John Hattie Routledge 2019

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‘Secret Code Marking’

Meaningful feedback without writing

Assign a different coloured pen to each agreed SC.

Use the first colour to make a dot indicating the first SC that the learner has failed to achieve. Keep a key! Use the remaining colours to represent the remaining SC (different colour for each SC missed).

Learners will note that work is not “marked” in the usual way and will ask what the dots mean. Tell them that it is a secret code that they must crack!

Display the original success criteria clearly and invite learners to mingle with each other and discuss which success criteria could be represented by which colour. E.g. “We’ve both got orange dots – how is my work like yours? What have we both missed?” and “You have red but not me – what’s the difference?”

Next, use a visualiser to exemplify the approach and ensure that learners are totally clear about what the colours mean.

Finally, provide ample improvement and reflection time for learners to tackle their targets.

Work in a guided group with the learners who appear to need it the most based on this particular marking cycle.

Making editing meaningful:

no box-ticking

In-lesson ‘guided group’ improvement conferencing

A weekly ‘editing stations’ lesson

Zoom in: the ‘box editing’

Mid or end point PAP

Embedded Formative AssessmentDylan Wiliam

Solution Tree Press 2011

Steal the Style

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To TAP or to PAT?

Authentic writing opportunities

‘Pupils need to have a reason to write and someone to write for.’

Authentic writing goes beyond the

student and the teacher. It asks

students to apply their reasoning,

reading, and writing skills to a task

that transcends the classroom and

reaches a real-world audience.

A strong topic linkA non-chronological

report about a creature

of my choice; a holiday

brochure text about Greece

Real experiencesInstructions for a beginner;

an account of a school trip

to justify its repeat value

A current news storyAn interview with Lenny Henry;

a letter to the Queen about the

Duke of Edinburgh’s driving

A rich textA new scene for a familiar

character; a narrative adapted

to take into account my

personal reading preferences

Independent motivationsA eulogy for my grandad; a letter to

my future self

Genuine publishing opportunitiesA report on a trip for the school website; a

letter to our MP about plastic pollution

The task

and its

audience

Purpose

Implications

for the text

https://jamesdurran.blog/2019/01/24/re-thinking-success-criteria-a-simple-device-to-support-pupils-writing/

Takeaway task for Day 5

To the next session, bring:

1. Plan for improving writing (all pages, template provided) also shared in Dropbox

2. Your cross-year group moderation plan, notes and reflections

3. Evidence of your work on developing TARs in your school (e.g. training notes, learning walk observations)

We meet again on 2 May 2019.

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Evaluation

References & further reading

High quality picture books

https://padlet.com/p0077346/PictureBookPlan

Guardian’s children’s books monthly round up

https://www.theguardian.com/books/childrens-books-8-12-years

Oxford Owl Book Match

https://global.oup.com/education/content/primary/series/oxford-owl/oxford-bookmatch/?region=uk

Reading Competitions and whole-school ideas

https://ukla.org/awards/our-class-loves-this-book-the-john-downingaward/

http://justimagine.co.uk/project/reading-gladiators/

http://www.booktrust.org.uk/programmes/primary/read-for-my-school/

KS2 Writing Exemplification

https://www.gov.uk/government/publications/2018-teacher-assessment-exemplification-ks2-english-writing

Open University’s Reading for Pleasure research and practical guidance

https://researchrichpedagogies.org/research/reading-for-pleasure