Teachmeet literacy p pt

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Teachmeet literacy p pt

  1. 1. LITERACY ATRVHSLITERACY FRIENDLYCLASSROOMS
  2. 2. Literacy Facts at RVHS Pupils need a minimum Reading Age of 9Years to begin to access a SecondaryEducation 31% of the cohort (70 students) in Year 7 haveReading Age below 11 Years 7% (15) are targeted by Achievement Supportas they have a Reading Age below 9 Yearsold In Years 8-11 there are still a significantnumber of pupils whose Reading Age is belowtheir Chronological Age
  3. 3. How can you support thosewith poor Literacy…. Thinking about and using a variety ofmethods to enable pupils to access yourlessons…….
  4. 4. PLANNING……Questions to ask……
  5. 5. PLANNING……Along with your Learning Objective for eachlesson provide a……..Literacy Target
  6. 6. Teaching Resources……Eg……..Writing frameTemplatesKey vocabularyLanguage alongside visuals
  7. 7. Teaching Resources……
  8. 8. Useful Phrases for Writing in essays:Ways to introduce another viewpoint and conjunctions:Firstly (secondly, thirdly) SoConsequently ThereforeConversely Even thoughDespite this As a result ofMoreover InsteadThen AlternativelySimilarly FurthermoreIt would seem BesidesHowever For instanceBut AccordinglyUltimately we must realise, however, that….More importantly, however……Ways to talk about cause and effect:as a consequence of as a result of led toproduced by influenced points towardscaused by resulted in createdinspired an outcome of generateda repercussion of provoked brought aboutarose out of contributed gave rise toderived from initiated a source ofEncouraged inaugurated culminated in
  9. 9. Marking……. Target Marking Green Pens/Peer Marking with LiteracyMats ‘Key Subject Specific Word’ Spelling Tests ‘Achievable’ Outcomes
  10. 10. Target Marking…….
  11. 11. iteracy matRVHSI am proud of my work because...•I have written clearly so that my reader canunderstand my writing easily.•I have checked my spelling and corrected anyerrors.•I have used full sentences with a subject and a verb.•I have used correct punctuation and grammar.•I have paragraphed my work using TIPTOP.•My writing is suitable for the person I am writingfor.Affect/effectBare/bearBrake/breakBuy/byFor/fourFlour/flowerGrate/greatHair/hareHole/wholeHour/ourKnight/nightKnow/noThe TIPTOP ruleYou move onto a new paragraphwhen you change time, place, topicor person.Can I write in paragraphs?We must use an apostrophe to replace anyletter(s) we have left out.I have checked that I have not mixedup my homophones.1. I always start an essay with anintroduction which addresses thequestion.2. I finish an essay with a conclusionto summarise the main points of myargument and to address thequestion again.3. I use connectives in each paragraphto link my ideas and to put them in alogical order.oMeanwhileoNonethelessoHoweveroAlthoughoMoreoveroFurthermoreoWhereasoNeverthelessoAlternativelyoConsequentlyoButoSinceoYetoThereforeoBesidesSimple sentences: contains a subject and a verband can contain an object•Sarah likes to read in the library.•Tom enjoys reading at home.Compound sentences: joins two simple sentencesusing the connectives: for, and, nor, but, or, yet,so. FANBOYS•Sarah likes to read in the library but Tomprefers to read at home.Complex sentences: A complex sentencecontains a conjunction such as when, while, after,although, if, since, though, until, unless, because.WAISTUBRobert felt tired because he only studiedfor an hour.Although the rain had stopped, the pitchwas still water-logged.Paul enjoys Music, but he is moreproficient in Art.My workCan I use different sentencetypes?Can I spell familiar wordsaccurately?Common contractionsHave I used the correct grammar?HomophonesMeat/meetOne/wonPassed/pastPeace/piecePractice (n)/practise (v)Read/redSea/seeSight/siteSon/sunTo/too/twoWait/weightWeak/weekWear/where
  12. 12. iteracy matRVHS Apostrophe for Possession(To show that something belongs to another)If a single thing/person owns anything, addan apostrophe + ‘s’.•The dog’s bone•The boy’s homework•Jones’s bakery•Yesterday’s lessonHowever, if it is plural (more than one), anapostrophe comes after the ‘s’.•The dogs’ bones•The boys’ homework•Joneses’ bakeries (lots of Jones families)•Many websites’ content is educationalThe ApostropheI always aim to use apostrophes correctly.There are two main reasons why we useapostrophes: for possession and to replace aletter or lettersBasics:Every sentence must start with a capitalletter.Every sentence must finish with some formof punctuation: .?!Proper nouns need capital letters. These areunique people, places or things e.g. there aremany cities so ‘city’ doesn’t take a capitalletter. However there is only one London,therefore it takes a capital letter.When writing titles of works such as books,films or plays:Capitalise the first wordCapitalise any main/important wordsDon’t capitalise minor words such as ‘and’,‘of’ or ‘the’ e.g. The Sound of Music, TheWizard of Oz, Harry Potter and the Goblet ofFireWhen writing speech:Go to a new line when a different personspeaks e.g. “Good morning” said theHeadteacher.“It’s the afternoon!” replied the student.Each person’s speech is marked withspeech marks e.g. “Walk on the left” saidMr Mathews.ITSNote: its, which shows that something ownssomething (like our, his etc), does not take anapostrophe: the dog ate its bone and we ate ourdinnerYour/ you’reNote: special care must be taken over the useof your and you’re as they sound the same butare used quite differently:Your is possessive as in this is your penYou’re is short for you are as in you’recoming over to my houseNote: Apostrophes are NEVERused to denote pluralsThere/ their/ they’reNote: special care must be taken over the useof there, their and they’re as they sound thesame but are used quite differently:There shows position Your seat is overthereTheir shows that ‘they’ own somethingTheir blazers are navy blueThey’re is short for they are as inThey’re revising every dayCan I use punctuation?What traffic light am I?Is my punctuation accurate?Full stop . indicates that a sentence hasfinishedComma , indicates a slight pause in asentence, separates clauses in acomplex sentence and items in alistQuestionmark? goes at the end of a questionExclamationmark! goes at the end of a dramaticsentence to show surprise orshockApostrophe ‘ shows that letter(s) have beenleft out or indicates possessionSpeechmarks“” indicate direct speech, theexact words spoken or beingquotedColon : introduces a list, a statement ora quote in a sentenceSemicolon ; separates two sentences thatare related and of equalimportanceDash /hyphen- separates extra informationfrom the main clause by holdingwords apartBrackets ( ) can be used like dashes, theyseparate off extra informationfrom the main clauseEllipsis … to show a passage of time, tohook the reader in and createsuspense Sound out the word Think about how it looks Think about a similar word Is there a memory sentence for this word? (e.g.big elephants cannot always use small exits) Find the word in a list –o Key words listo Frequently used words listo Your own word bank Look it up in a dictionary/spellchecker Ask a friend or teacher To learn it: look, cover, write , check Once you’ve solved it, add the correct spellingto your own word bank.Can I spell accurately?

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