Children's progress is accelerated when they are clear about the success criteria for the intended outcomes, are able to judge the quality of their work and know how to improve it.This requires teachers having a good understanding of progression in the key concepts and skills in their subject. Language and Literacy links to all aspects of teaching and learning, therefore good language and literacy skills are essential to be able to achieve success in all subject areas.
glossaries in students book-keeping track of new words and definitions, vocabulary bingo-matching terminology with definitions, wordwalls, Encouraging students to read over their work
Sharing success criteria for language tutorial
Sharing successcriteria forlanguage skillsSpeaking, listening, reading and writing across the rangeof abilities including enrichment for Gifted and Talented
Clear goals Essential awareness of success criteria Transparency of expectations enables good progress Effective communication of expectations Providing the opportunities for gifted and talented toexcel Language is the key!
To know how……to embed literacy focus in your lesson Multiple objectivese.g. To understand/describe the effects of the Gunpowder PlotTo explain the aims of the plotters.To evaluate/analyse the historical interpretation of the GunpowderPlot. Pitching at the right level Emphasising and explaining the meaning of the vocabulary in a lessonobjective Checking understanding of expectations Challenging students and encouraging independence/extension tasksfor Gifted and Talented
Success criteria forlanguage:ReadingSkimming andscanningFact and opinion, Fact andfictionInference, deductionSynthesize informationEvaluateDecoding, reading comprehension(identifying what is important in the text; process of organizing, recalling, and recreating theinformation and fitting it in with what is already known, determining what is useful for anindividual purpose)(judging against given criteria)(guessing, making judgments based on given information)(identifying relevant information)(knowing the difference between fact, opinion, fiction and belief)(accessing written information, understanding information)
Success criteria forlanguage:Speaking and listeningAsk questions for information(what, who, where, when)Listen for specific purposeBuilt on response of othersJustify and defend opinions(make predictions, propose solutions, create, solve lifelikeproblems, speculate, construct, devise, synthesize, develop/judgeideas, problems solutions, express opinions, and make choices andAsk different sorts of questions to extendthinking, discuss ideas(Why, how and in what ways)
Success criteria forlanguage:writingVocabulary choicesSentence typesPunctuation for effectParagraphing andcohesionEngaging and interesting; Constructing Analysisand arguments/different audiences/purposesSpelling, basic punctuation
Example of basic writing skills hierarchy (primary writing mat)
Literacy Tools in every dayteaching/learning practice Literacy Mats Topic related writing mats consisting of the successcriteria, level indicators, literacy tips(PEE, punctuation, connectives, sentenceopeners, etc.), subject relatedvocabulary, definitions, images, diagrams, etc… Green pen linked to whatever the literacy objective is(make the literacy focus explicit to students, e.g.punctuation for effect, paragraphing, etc.) Self-editing/peer-editing Focus on vocabulary e.g. Topic related glossaries skill/word of the week in the bulletin, etc.
Summary: Uniformapproach to language andliteracy Effective lesson planning; trying to incorporate literacyobjectives into the lesson objectives Following universal success criteria for language Consistent use of literacy tools
…when planning consider: Basic Order Learning: KNOWLEDGEIf your lesson is pitched at NC Level 2/3 then lower order-thinkingtasks are required. Trigger words/activities:identify, label, list, retell. Basic Order Learning:UNDERSTANDING/COMPREHENSIONIf your lesson is pitched at NC Level 4 then lower order-thinkingtasks are required. Trigger words/activities:compare, contrast, estimate, explain. Middle Order Learning: APPLICATIONIf your lesson is pitched at NC Level 5 then middle order-thinkingtasks are required. Trigger words/activities:solve, predict, demonstrate, relate.
Middle Order Learning: ANALYSISIf your lesson is pitched at NC Level 5/6 then middleorder-thinking tasks are required. Trigger words/activities:differentiate, categorise, speculate, outline. Higher Order Learning: SYNTHESISIf your lesson is pitched at NC Level 6/7 then higherorder-thinking tasks are required. Trigger words/activities:construct, build, create, summarise, design. Higher Order Learning: EVALUATIONIf your lesson is pitched at NC Level 7+ then higher order-thinking tasks are required. Trigger words/activities:judge, justify, conclude, criticise, assess.