Saturday 27 September 2014

Literacy Based Starters

Melissa White (Humanities Teacher) presented Swap Shop this week...

We looked at how we could use engaging starter activities in our lessons, in order to promote literacy. Melissa shared some super resources and ideas.

10 Activities that you can try in your lessons right away:

1. Click on this link to find out more about the Halftone 2 App. 
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8. Click here to make your own word cloud. Alternatively this link will take you to the Wordle web site.
9. Using Twitter. Why not post the best tweet here on our school Twitter page?
10. 

How might you adapt these activities for your subject?
How might you adapt these activities or any literacy strategies to make them more boy friendly?
Please leave your comments below...





Sunday 21 September 2014

Students Thinking Like Specialists.



This week's Swap Shop was delivered by Nicholas Sampson (Science Teacher and Second in Department) and Halima Alam (Science Teacher). We explored an exciting way of adapting lessons to encourage students to think like specialists.
Teachers were encouraged to think of specialists associated with their subjects. Lessons are then planned so that students can adopt these roles. 
The science department explained how they have been adopting this approach:
Lessons were then planned with this model in mind:
The Science Department have found this approach to be a really effective learning and teaching tool, which challenges students to become independent and allows them to develop and use subject specific vocabulary.
Teachers should support students by modelling how specialists would think, speak and write...
What subject specialists could you use in your lesson planning? Please share your ideas below...







Friday 19 September 2014

How to get an A* In English. A Pupil Blog Post By Alexandra Mason (Year 10)

Describing One’s Self :’D


Last Friday Mrs Gimbert gave our class the mammoth task of writing a description about ourselves. She told us it had to be ‘unique’, ‘expressive’, ‘creative and humorous’; if we wanted to get into the top band. I managed to achieve an A* in this piece of writing, therefore I will share with you how I did so...

  1. Think before the lesson!  To me it is very important to spend some time before the deadline to develop some ideas as to what to write about. This could take you 2 minutes or maybe 2 hours; however it is important to do so in order to give you an advantage when the task is presented to you the following day.
  2. Always plan your time.  Plans don’t have to be the most boring things in the world; in fact, they are a crucial part to guarantee you success in what you write. Whether you jot down a few words and ideas or whether you plan the entire assignment in your head they ensure you’re not left staring into space during the hour provided or left tapping your pen on a blank piece of paper. Always try to imagine your beginning, middle and end to your piece.
  3. Think outside the box. This, however, is much easier said than done. Examiners don’t want to spend their time reading hundreds of assignments that are identical; this makes it important to entice their interest and produce an original, thoughtful piece of work. Instead of listing relatable facts such as ‘my name is...’ try to think to yourself, how can I be different? In this instance the task doesn't state it has to be about you, it says describe yourself; meaning you can be anyone or anything.
  4. Creative language. This task is a descriptive task; suggesting that good use of punctuation and a wide range of interesting vocabulary will stand out to the reader. An interesting beginning is essential in order to grab the readers’ attention. Also writing down some unusual words you wouldn't usually use or longer, more dramatic phrases, will help you gain marks, if you are able to add them into your description.
  5. Think, believe and achieve. Unless you happen to be a genius and have read every book under the sun, you can’t expect to get the grade that you want without any thought what so ever. Think about your ideas, believe them as you write and, as long as you do what is asked primarily, you will achieve good marks. 
For this task I decided to personify myself as a tree. I’d like to give reason to why I chose this but, after consideration, the idea just came to me; in my imagination. The more I thought about using this idea the more I developed the concept that the tree can be a metaphor. Below I have attached a copy of my work which I hope might inspire you or give you some ideas about this task. Remember teachers want to see creative flare in descriptive writing tasks, good luck!

I am a tree. Just like any other tree I began my life as a speck of nothingness, no larger than a blade of grass, in a garden of surrealistic possibilities.

In no sense would I want to be a duplicate of another tree either; there is no point in being a tree that I am not. Despite this, my purpose is not dissimilar to the other trees that surround me, my purpose is to grow in both wisdom and in height (though I have remained an under averages 5 foot 2 inches for quite some time now).

Every year my branches seem to crawl further towards dream like clouds or along paths of complications. I stand back on most occasions to watch people pass by: some walk past without so much of a glance while others become my companions. These become friends of mine that stop to talk to me and understand me.

I like to think that my companionship would help them too and that a part of me goes with them, as if they've taken a leaf from one of the branches.

Day by day, I reach out incrementally to learn a little more about the world and my place in it. I understand what people think by the way they wear their smiles or their frowns. I try not to change the way I let people see me. As a tree there are always times that are better than others (especially in the winter because I'm not partial to snow), though it isn't always a result of the changing seasons. Many mysterious circumstances occur as a tree, most of the time they're completely out of my hands (well, branches, of course) but I never let them get me down! I am a proud tree and when people see me I would much rather enlighten them than make their day a misery, unless, of course, they chop my arms off or something; then I have reason to be unhappy.

Also as a tree, I like to take pride in my appearance. With every passing season I replenish my wardrobe with copious quantities of vibrant colours. Most trees like to keep it simpler than I; choosing to wear greens and browns but me- I am a pink tree. I don't see any reason to blend into my surroundings, I refuse to believe I am a blade of grass sitting among my identical friends, I prefer to be different. Not only does it give me a great sense of satisfaction to say I am one of a kind, furthermore it makes some people wonder what it's like to be a pink tree, my only aim is to bring the best out in these people.


Moreover, I wouldn't want to be anything or anyone else, and they probably would feel the same about me! There's always somebody who refuses to be grateful in one's presence.

It's important to know that, although I grow more branches and, with a bit of luck, grow in height, some things are always the same. For instance, as a tree, I am rooted to the ground and that doesn't change. I will always offer a hand to the people that need a friend and always try to be affable and positive in the presence of somebody else. I have my family, my dreams and my strangely curious view on existence, which will not leave me, however roots are not the same as branches.
Some branches are full of musical exploration. Some are for the discovery of new things. Some are for art, writing, aspirations and dreams and many other matters of consequence.

I reach out to these things everyday in the hope that I gain knowledge and experience in the things that I do. I like to discover new things and, most of all, I like to discover things I don't know about myself. This is why I am a tree. I don't necessarily comprehend another way I can see myself. Many people will see me in a different way, which intrigues me plentifully, however, to me; I am just a tree, not a green tree, but a pink tree.

Saturday 13 September 2014

Using Images to Promote Literacy

This week Swap Shop was led by Carol Ashton, who is a Science teacher here at Clayton. The main focus was, ‘Using Images to Promote Literacy’. Pictures can provoke deep thinking, encourage lively discussion and inspire writing. 

Here are 5 top ideas from the Science department:

  1. Linking words to images, e.g.Think of 9 Science words linked to this picture…
  2. Create a Wordle from a key topic. Here is an example for ‘Chemical Changes’…
  3.  Use image games as an engaging starter. Here is an example...
  4. Challenge students to think differently…

  5.  Use story boards to encourage students to write a narrative…

 Finally, for more ideas explore the TEEP web page, here is the link:




How do you use images in your subject to promote literacy?

Have you tried any of the activities discussed during Swap Shop?

Do you know of any exciting resources related to this topic?


Please do leave your comments below… 

Friday 5 September 2014

Every Teacher is a Literacy Teacher

This week The South Newcastle Federation met for a training session on how to promote 'Literacy for Learning'. The session was led by Thomas Pilsel who is Second in English at Clayton and Leader of Literacy. The link to his Prezi presentation can be found here
 

'Top Tips' for marking for Literacy:

  • Focus only on one aspect of literacy at a time. For example, only correct one area, such as: missing capitalisation, inaccurate use of the apostrophe or homophone confusion. This helps marking to be more focussed and positive.
  • Focus on marking just the first paragraph for spelling and grammar errors. This will allow the teacher to appreciate the content of the work as a whole and allow the student to feel that their work is valued.
  • When marking work set an additional SPAG (spelling and grammar)  target, as well as a content based target.
  • Allow students the time to review their feedback and to work on improvements. This will allow both the student and the teacher to feel that progress is being made.
  • Mr Pilsel also explained the benefits of occasional 'live marking'; whereby the teacher meets with the student on a one-to-one basis, to discuss and evaluate work and to support students in their literacy. This ensures that the feedback given is detailed and precise; it also allows the teacher to coach their students in a highly personalised way.

The final part of the training focussed on 'Tier Three Vocabulary'.

In subject groups we began to record the subject specific words, which students often struggle with (these 'tier three' words are more technical, academic words). A sound knowledge of these words will undoubtedly equip students with the tools that they need to access and demonstrate higher level learning.
The Learning and Teaching Team at Clayton worked with departments during the training, to help develop learning activities and teaching strategies, which will help students to acquire this subject specific vocabulary. 

We would appreciate our readers sharing their comments below. We would like to hear in particular:
  • suggestions of words to add to 'Tier Three Vocabulary' banks for every subject
  • further ideas and strategies for the learning and teaching of vocabulary
  • feedback on the training session
  • links to other useful literacy based webpages