We know that a consistent school-wide approach to key aspects of teaching and learning can make a real impact. George Sampson’s dictum that “every teacher using English is a teacher of English” remains as powerfully relevant today as when he wrote it in 1921. But if you’re an already overburdened teacher of any other subject, it can be hard to see the relevance of literacy work to your teaching. So here are some thoughts:

Literacy in the New OfSTED Framework

The expectation is that schools should ensure that all pupils communicate effectively.

Inspectors will evaluate how well teaching is increasing pupils’ vocabulary, understanding of language and literacy skills.

Inspectors will evaluate how well governors, leaders and managers ensure the curriculum is meeting pupils’ individual literacy needs.

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A Framework for Whole School Literacy 2012-2013

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CONTENTS:Page

3 Rational , Aims, Objectives

4 Aim of 3 language modes

5 Improving literacy grid

6 Implementation- Role of Staff- Departmental Roles

7 Strategies for promoting whole school literacy

9 Appendix One – Role of Support Staff

10 Appendix Two - Preparing Worksheets and Handouts - Choosing texts

12 Appendix Three - Some subject examples of literacy

14 Appendix Four - Some possible strategies to support writing

15 The structures and language features of some important types of non-fiction texts

16 Report writing

17 Recount writing

18 Instruction Writing

19 Explanation writing

20 Persuasion writing

21 Discussion writing

22 10 tips for research tasks,

3 tips for Improving writing style,

Organising group tasks,

A sequence for teaching writing

23 Spelling strategies

Retention rates

Connectives

What good readers do

24 Organise writing

DARTS

25 Notetaking support

Reading difficult texts

Top 10 strategies for key words

Reading strategies

26 Clump and Dump

4-2-1

27 Appendix 5 – additional Literacy tools and strategies

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Rationale

We recognise that the development of literacy skills is an entitlement for all students and the responsibility of the whole school community. The Framework for Literacy should be embedded in good learning and teaching practices.

Literacy underpins the school curriculum by developing students’ abilities to speak, listen, read and write for a wide range of purposes, using language to learn and communicate, to think, explore and organise. Helping students to express themselves clearly orally and in writing enhances and enriches teaching and learning in all subjects. All departments and all teachers have a crucial role to play in supporting students’ literacy development.

Aims

The aims of this policy document are:

to recognise that all teachers are facilitators of literacy through their subject to develop a shared understanding between all staff of the role of language in students’ learning and

how work in different subjects can contribute to and benefit from the development of students’ ability to communicate effectively

to raise literacy attainment at every level of ability in all subject areas to ensurethat we maximize the potential of every student

to ensure that all students have the opportunity to become effective readers, writers and communicators

to support students’ learning in all subjects by helping teachers to be clear about the ways in which their work with students contributes to the development of students’ communication skills

to raise students’ own expectations of achievement, thus raising standards to develop students’ confidence and self-expression

Objectives

to be able to judge the quality of the literacy being used by students more effectively to ensure all staff offer valuable opportunities for literacy development within their subject areas to devise whole school strategies and systems for literacy development ensuring that a consistent approach to literacy is adopted by all staff to reinforce the skills needed ensuring an effective cross-curricular approach and identifying opportunities assisting in the transfer of skills and understanding between all subjects to ensure that students are aware of what is expected of their literacy skills to enable students to acquire the vocabulary, expression and organisational control they need to cope

with the cognitive demands of the curriculum

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Improving literacy and learning can have an impact on students’ self-esteem, on motivation and behaviour. It allows them to learn independently.Literacy should also form part of lesson plenaries when it is appropriate to the focus of the lesson.

Consistency in teaching literacy is achieved when

Literacy skills are taught consistently and systematically across the curriculum Expectation of standards of accuracy and presentation are similar in all classrooms Teachers are equipped to deal with literacy issues in their subject both generically and specifically The same strategies are used across the school: the teaching sequence for writing; active

reading strategies; planning speaking and listening for learning The literacy learning that students are doing in English, and specific intervention programmes, is

consolidated in other lessons Teachers use the same terminology to describe language Common curricular expectations are agreed for each year group or level of ability and are built into

lesson plans

Aims of the three language modes

Although the following is divided into three sections, Speaking and Listening, Reading and Writing, we recognise that the three language modes are interdependent.

Speaking and listening, Reading and Writing

Talk is our main means of communication in everyday life and is fundamental to the development of understanding.We want students to develop increasing confidence and competence in speaking and listening so that they are able to:

Clarify and express their ideas and explain their thinking Speak for a range of purposes e.g. to narrate, to analyse, to explain, to reflect and evaluate

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“Children need to learn to read so that they can read to learn.” OfSTED 2012

In all subjects, students will have opportunities to improve their literacy skills:

Teacher provides learning opportunities for students to -

Students should be able to –

In speaking and listening

using talk for a range of purposes and audiences

using talk to explore and evaluate using talk to ask and answer questions

and to “dig deeper” through supplementary questioning

planning, discussing and evaluating their speaking and listening and that of their peers

Solving problems collaboratively

Listen and carry out instructions Explore and develop ideas with

others, through their talk Ask questions as well as answer them Work collaboratively with others Talk with confidence and enjoyment Use the outcomes of quality

discussion to inform their written work.

In writing Making connections between students’ reading and writing, so that students have clear models for their writing

Using the modelling process to make explicit to students how to write

writing in a variety of forms for different purposes and audiences

Providing opportunities for a range of writing including sustained writing

Use writing to plan and organise Plan, draft, discuss and reflect on their

writing, using ICT, where appropriate. Write for a range of purposes and

audiences Make notes in a variety of formats,

e.g. mind mapping. Write about the subject using

different ways of opening, developing, linking and completing paragraphs

In reading reading a variety of texts, both literary and non-literary

reading with understanding and enjoyment

working out inferential meanings from textual matter

developing an interest in words, their derivations and meanings

using reading to research the subject area

making effective use of school and public libraries

using the Internet and other ICT texts effectively

Read and follow written instructions Read to explore and to develop

understanding Sift, select and take notes from the

text Access their textbook, including

format and index Select from written material,

reformulate, question and challenge what they read in textbooks, encyclopaedias, and newspapers or from ICT sources

Spelling and vocabulary

use appropriate spelling strategies acquire key subject vocabulary and its

use in both speaking and writing

Correctly spell the subject specific key words

Understand the meaning of the subject specific key words

Use subject specific key words in context in their writing and speaking

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Implementation

Each subject will seek to promote students’ appreciation of the links between speaking and listening, reading and writing and the value of each in their own subject areas.

Across the school curriculum we will ensure that the literacy needs of all students are addressed in the following ways:

To provide good models of particular kinds of writing To provide frameworks where appropriate To provide dictionaries and teach students how to use them To ensure that students have access to key words e.g. Wordmats, wordwall, vocabulary list To teach subject-specific vocabulary and spelling To encourage students to present their writing clearly using accurate punctuation, correct spelling and

legible handwriting To use a range of strategies in order to teach writing, speaking and reading skills (see appendix 4 for

suggested samples. This resource bank will grow.)

Role of StaffThe Revised Teacher standards 2012 state, “All teachers should demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject”

To enable our aims to be achieved, it is important that staff: Are aware of how they can support the delivery of various elements of literacy in their lessons Make good use of suggested strategies, resources and available support Always ensure that the tasks in their lessons are appropriate to the age and ability of the students

being taught and offer appropriate challenge Consider literacy in their short, mid and long term planning

When responding to students' work we should: make comments which are positive and supportive and target specific literacy areas for improvement use the whole school marking policy to give guidance on how to achieve the short-term targets set. For

example, whilst "improve your spelling" is unhelpful and vague, the identification of a particular spelling error e.g. doubling of letters before adding -ing is specific and presents the student with a target which can be addressed

create opportunities for students to reflect on the quality of their own work and for peer assessment

This should be supported through CPD and sharing good practice through the Learning and Teaching Forum.

Departments

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Each department should have a resource of various literacy ideas to be incorporated in their subject area, accessible by staff (see appendix 4)

New staff should be made aware of the literacy framework and its inclusion in all subjects The promotion of literacy in lessons should be regularly monitored through lesson observations and

the self review process

Strategies for Promoting Literacy Whole School

In order to ensure that all students are taught literacy skills in an effective manner, the school willensure that:

Staff know what the specific objectives are for reading, writing, speaking and listening; Staff share effective strategies for embedding literacy within curriculum areas. (See appendix 4)

Examples of Literacy Strategies in the Classroom

Learning episodes Purpose Examples (Refer to appendix 5 for definitions)

Before Strategies

(Probably as part of a starter)

To activate students’ prior knowledge and set a purpose

Anticipation GuidesThink-AloudsThink-Write- Pair-ShareConcept sortsThe First WordIntroducing & developing vocabulary( Dump & Clump, Concept Questioning)

During strategies

(During key learning episodes)

To help students make connections, monitor their understanding, generate questions and stay focussed

Concept mapsPaired readingPower notesSeed discussionsSelective highlightingStory mapsStructured note takingInquiry chartParagraph shrinkingReading guides

After Strategies

(Probably as part of a mini or full plenary)

To provide students opportunities to summarize, question, reflect, discuss and respond

Exit slipsQuestioning opportunitiesShape-up reviewReflectionsCreating structures for sharing informationRAFTS4-2-1Products and extensionsPractice and application

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APPENDICES

It is anticipated that this section will develop further from examples of good practice from all Curriculum Areas as a

reference point for teachers to draw from to enrich their own practise.

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Appendix One

The Role of Support Staff

In order to ensure that students for whom English is not their first language or who have acute literacy needs receive appropriate support in the classroom, the role of staff should be rationalised as part of a coherent literacy support programme.

Adequate liaison time between SUPPORT staff and subject teachers is essential.

Before some lessons SUPPORT staff should be given opportunities to contextualise the work for students.

SUPPORT staff should be familiar with particular texts to be used before the actual lessons.

Where possible SUPPORT staff should be consulted during the planning process and where this is not possible they should be given early access to the planning.

Where SUPPORT staff have detailed knowledge of the target students’ language skills in their first language and in English they should be involved in assessment of students’ progress.

The use of SUPPORT staff in lessons should always be seen as offering potential to raise the status of students’ home languages rather than as merely providing support for students whose English skills may be limited.

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Appendix Two - Preparing Worksheets and Handouts - Choosing texts

(adapted from ‘use of language in the national curriculum’ NATE 1995) The following may be used when selecting texts and when generating texts i.e. worksheets, study units.

1. Scanning for overall impressions

print is the print clear? are the lines of print short enough to be easily read? is the size and style of font appropriate? E.g. Calibri, Verdana, Tahoma – size not less

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illustrations are the illustrations appropriate? informative? attractive? accurate? are the illustrations representative? e.g. of the whole community? are the graphics clear? helpful? how well does the text relate to illustrations and graphics?

signposts are headings and sub-headings clear? helpful? are the contents pages, index and glossary appropriate? clear?

quality is the text balanced in its presentation of gender? is the text balanced in its presentation of different peoples and cultures? is the information accurate? up to date? reliable? is the content relevant and accessible to students?

2. Looking closely at a sample page

sentences how long are the sentences? how complex are the sentences? are sentences mainly ‘active’ or ‘passive’? is the subject of the sentences often ‘delayed’?

vocabulary is the choice of vocabulary and terminology appropriate? are difficult words made clear? e.g. re-phrased in the text?

cohesion is the text clearly organised? logical? easy to follow?

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3. Asking students to comment

choose students to represent the full range of ability with which the text might be used:

what are their general impressions? can they use the index to find information? can they relate the illustrations to the text? can they read and understand the text? (Use a simple cloze test: copy a passage from

the text and obscure every seventh word; if students cannot reconstruct the text to make reasonable sense, it is probably too difficult for independent use.)

are there any words they don’t know and can’t deduce from the context?

4. Assessing overall suitability

use

how often will the text be used? which students would you use this text with? how would you use it with the students:

- for background reading?- giving essential information?- stimulating interest and further enquiry?- enjoyment?

how will different students need to be supported in using this text?

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Appendix Three – Some subject examples (This is only a starter sample.

Departments will create their own. The intention is that none of the below appear in this form, these are just examples of what departments could suggest)

Subject Specific Literacy

All departments will (should)support the development of Literacy skills through a sustained focus on speaking and listening, reading and writing within schemes of work and lessons.

Art To aid the development of speaking and listening skills, lessons will (should) incorporate focused classroom discussions, use of question and answer sessions and verbal plenaries to assess learning. As part of lessons, students will (should) be encouraged to listen and respond to others’ ideas and responses.

Students will (could) develop writing skills through evaluative written tasks at the end of each project. Writing frames and templates will (could) be used to help students extend written responses. Students will (should) be supported in the learning and use of keywords through classroom displays.

Students will (should also) be encouraged to develop reading skills as they select and explore relevant texts. RELiteracy is recognised as a key factor in students reaching their full potential, as the ability to speak, actively listen, read, write and spell underpins key life-skills. To promote high quality written work, display boards will be used to illustrate and encourage students in development of extended writing. Specialist vocabulary will be made explicit through glossaries, inclusion in lessons and ‘word of the week’. Students will be offered opportunities to read independently and as a class to develop reading skills. Students will also be exposed to a variety of text types, including text books, newspapers and personal correspondence. Speaking and listening skills will be developed through paired and group discussions as well as class debates.

PDPlanning of lessons and courses of study will incorporate a range of opportunities for students to enhance existing reading, writing and speaking and listening skills. Key words will be clearly displayed and included in classwork through the development of their own glossary of key terms. Students will be given regular opportunities to develop speaking and listening skills through presentations of work in class.

Design and Technology Students will be supported in the development of literacy skills through a variety of tasks and regular marking and feedback that incorporates a literacy focus. A range of opportunities will be offered to allow students to develop speaking and listening skills, including group presentations and paired discussions. Students will be exposed to a range of texts relevant to their project work. The development of writing skills will be supported through regular feedback on tasks and accuracy of work, clear targets and the use of glossaries.

Drama Subject specific terms will be clearly displayed in Drama studios. When marking written work, spelling mistakes or incorrect use of key terms will be identified and corrected. Students with lower levels of literacy will be provided with differentiated worksheets, which will offer additional support. Displays of high-quality, extended writing will be used to illustrate good practice and to show students how to improve their own work. Students will be encouraged to develop reading skills as a class and independently through the studying of scripts.

English Literacy in the three key skill areas of reading, writing and speaking and listening is a key feature of English schemes of work in all key stages. APP assessment procedures are at the heart of all Year 7 and Year 8 schemes of work and lessons. Coverage of the APP assessment focuses ensures that all aspects of literacy are addressed. Along with APP, to further develop literacy at key stage 3, starter activities incorporating Accelerated Reader are used, on a weekly basis where possible whilst other starter activities regularly enable improvement in basic writing skills, concentrating on grammar, spelling and punctuation. In Year 9, the 'Get Real' scheme of work utilises the Assessment Foci from English Functional Skills as a means of further securing and

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developing students' basic literacy, thus better preparing them for the study of English Language and English Literature at GCSE level. At key stage 4, the GCSE assessment objectives again incorporate opportunities for students to exhibit their literacy skills in the three key skill areas whilst providing focus on higher level skills also. In all key stages, teachers' regular marking of students' work with selective annotation, followed by useful next steps, helps to support the development of students' literacy skills.

Food Technology All schemes of work and lesson plans will have literacy objectives included and identified. Key words will be made explicit and students will include them in glossaries and classwork or coursework. Students will be supported in the development of writing skills through word banks, writing frames and ICT.

Geography Students will be regularly provided with opportunities to practise written, reading and oral skills.At key stage three, students will be able to practise different types of writing, including writing to explain, report, recount, discuss and persuade. Speaking and listening skills are also developed through the inclusion of paired, independent or group speaking and listening tasks.

History All History lessons will include the introduction of key words in order to extend students’ vocabulary and provide them with the lexical competence necessary to express their ideas clearly. Students will be offered opportunities to produce extended writing and given support in the development of these through the explicit teaching of the components of essay structure. Reading skills will be enhanced through regular reading of a range of texts in class and students will be encouraged to read widely outside of lessons to further develop these skills. Students will also be given opportunities to secure reading skills through independent research projects. Higher level reading skills, such as analysis, will be developed through the study of historical sources and their treatment in lessons.

Modern Foreign Languages Students reading skills will be supported by the use of phonics and specific spellings. Marking of classwork will address these areas and ensure work is accurate. Students will be offered the opportunity to develop writing skills through provision for extended writing in lessons, which will include a variety of text types and styles. As well as producing different texts, students will be taught how to deal with a range of text types when reading them. Grammar and the structuring of sentences will also be taught explicitly. ICT will be used effectively to aid progress in literacy.

Music Regular opportunities to develop literacy in a range of areas are embedded in lessons. Reading skills will be improved through reading music notation and tablature, singing from lyric sheets, reading rhythms in drum workshops and listening to music for sustained periods. Students will be encouraged to develop speaking and listening skills by forming and articulating opinions about music, discussing contextual references and keywords. Song writing, notating rhythms and essay writing will allow students to develop a range of writing techniques.

Science The Science department employs a number of different strategies to help promote and improve literacy. A key focus is the learning and spelling of new key words. Students will be provided with a range of resources to suit different abilities and learning styles, these could include ‘bingo’ quizzes, diagrams or multiple choice spelling tests. The development of reading skills will be promoted through comprehension tasks and following of instructions during experiments. Writing skills will be enhanced through extended writing tasks, which will include write-ups of reports and other non-fiction texts.

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Appendix Four – Some possible strategies to support writing

In all subjects, teachers will aim to improve the literacy skills of students by:

(In reading) identifying the most common types of reading ‘behaviours’ required by their subject presenting reading tasks at a suitable level- differentiating wherever possible drawing

students’ attention to structure, layout, form, print and other signposts Showing students how to work on a text when they are expected to read alone (e.g.

how to skim or scan, how to take notes, how to identify key points). Opportunities for students to read for pleasure are made available in tutor time

(In writing) offering students models for writing in a range of forms defining for students the appropriate style for pieces of

writing demonstrating for students the way to organise and express

pieces of writing providing annotated examples of writing in the subject, so

that students understand what is required displaying useful phrases to help students link and develop

ideas in writing helping students with handwriting, spelling and presentational aspects of their writing

teaching students to spell identified subject vocabulary providing constructive feedback on written work

The text types are: information; recount; explanation; instruction; persuasion; discursive

writing; analysis; evaluation; formal essay.

(In speaking and listening)

appreciating talk as a valuable area of learning develop confidence and independence in articulating their learning and thinking

through pair & group work, drama and role play providing feedback on progress

Text Types and Writing Frames

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The following outlines the characteristics of six different non-fiction genre – recount, report, explanation, instruction, persuasion and discussion – as identified in the training materials for the National Literacy Strategy: Reading and Writing for Information.

The structures and language features of some important types of non-fiction texts

RecountPurpose: to retell events

Text structure orientation – ‘scene setting’ opening, e.g. I went to the shop… events – recount the events as they occurred, e.g. I saw a

vase… reorientation – a closing statement, e.g. When I got back I

told my mum.

Language features of recount written in the past tense, e.g. I went in chronological order, using time connectives, e.g. then,

next, after ,that focus on individual or group participants, e.g. we, I

ReportPurpose: to describe the way things are

Text structure an opening, general classification, e.g. Sparrows are birds. more technical classification (optional), e.g. Their Latin name

is… a description of the phenomena, including some or all of its:

qualities, e.g. Birds have feathers.Parts and their function, e.g. The beak is…habits/behaviour or uses, e.g. They nest in…

Language features of report written in the present tense, e.g. they nest non-chronological focus on generic participants (birds not a particular bird)

ExplanationPurpose: to explain the processes involved in natural and social phenomena or to explain how something works

Text structure general statement to introduce the topic, e.g. In the autumn

some birds migrate. a series of logical steps explaining how or why something

occurs, e.g. Because the hours of daylight shorten… These steps continue until the final state is produced or the

explanation is complete

Language features of explanation written in the simple present tense, e.g. go uses time connectives, e.g. then, next, and/or casual connectives, e.g. because, so, this causes

InstructionsPurpose: to instruct how something should be done through a series of sequenced steps

Text structure goal – a statement of what is to be achieved, e.g. How to

make a sponge cake materials/equipment needed, e.g. 2 eggs, flour sequenced steps to achieve the goal, e.g. Cream the sugar

and butter. often there is a diagram or illustration.

Language features of instruction written in the imperative, e.g. “First you sift the flour”, or,

“Sift the flour”. in chronological order, e.g. first, next, after that focus on generalised human agents rather than named

individuals.

PersuasionPurpose: to argue the case for a point of view

Text structure thesis – an opening statement, e.g. Vegetables are good for

you arguments – often in the form of point + elaboration, e.g.

They contain vitamins. Vitamin C is vital for… reiteration – summary and restatement of the opening

position, e.g. We have seen that…so…

Language features of persuasion the simple present tense focus mainly on generic participants (vegetables, not a

particular vegetable) mainly logical rather than time connectives, e.g. this shows,

however, because

DiscussionPurpose: to present arguments and information from differing viewpoints

Text structure statement of the issue + a preview of the main arguments arguments for + supporting evidence arguments against + supporting evidence

(alternatively, argument/counter argument, a point at a time)

recommendation - summary and conclusion

Language features of discussion the simple present tense generic human (or non-human) participant logical connectives, e.g. therefore, however

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Suggested Success Criteria for Different Writing Genre

Success Criteria Non-chronological report: describes the ways things are

student

Objective teacher

I have started with an introduction which describes the purpose of the reportI have organised my writing into sections (paragraphs) My ideas link together well within each paragraphI have used headings, sub headingsI have used bullet pointsI have used the present tenseI have written in the third personI have used factual language including technical language to add detailMy report ends with a conclusion

Additional features to enhance the quality of writing Introductory information gives brief outline giving information on the who, what, when, where? Include a question in the title to draw the reader in e.g. School uniform – is it really necessary Use tables, diagrams, pictures to add more information Although reports are factual you could add comments or use questions to draw in the reader Use factual adjectives – add detail Use a range of connectives e.g. however, therefore, as a result, in fact, consequently Use a range of conjunctions e.g when, while, because, although, but Use commas brackets, hyphens, colons and semi colons

Useful planning structure Spidergram Plan under paragraph headings in note form

Always teach children how to use the plan to support with the writing – expanding notes in the plan by;1. Make the point as it is in the plan2. Add more detail, explain it and elaborate3. Give a further example or interesting connected fact4. Re-read as if you know nothing about the subject; is all the information there?

Common forms Leaflets, projects, guidebooks, magazine article, non-fiction book, letter, encyclopedia entry

etc

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Success Criteria Recount writing: tells you about something that has happened

student

objectives teacher

My introduction sets the scene – Who? What? When? Where?I have used the past tenseI have written events in time orderI have used sequential connectives (First of all, Next…, After a while, Later…Finally….when…..as…..next…….at first……eventually….until….immediately…..meanwhile……..already)I have used proper namesI have used paragraphs to organise my writingMy recount has a closing statement

Additional features to enhance the quality of writing Use specific names of people , places, objects etc Include incidents that will amuse or interest people You can write as if you were ‘telling the story’ of what happened End by commenting on the events Vary sentence openings Use a range of complex sentences Use adjectives and adverbs to add detail to events described. Give examples; There were a wide range of animals including tigers and lions.

Useful planning structure Timeline

Always teach children how to use the plan to support with the writing – expanding notes in the plan by; 1. Make the point as it is in the plan – state the event 2. Add more detail, explain it and elaborate 3.Give a further example or interesting connected fact

Common forms Letter, report for a newsletter, biography/autobiography, diary, journal, news report

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Success criteria Instruction writing: tells you how to do or make something

student objective teacherI have written a title explaining what the instructions are aboutI have listed all the items neededI have used a diagram or pictureI have used the present tenseI have written my instructions in a clear sequential order (First…Next…After…Finally…)I have used imperative (bossy) verbsI have used a range of ways to organise my writing e.g. bullets points, numbers, lettersI have used ‘if’ and ‘when’ to join my ideas together

Additional features to enhance the quality of teaching

Think about your readers. You will have to be very clear about what to do and how to do it or they will be muddled

The title should explain what the instructions are about Say what the instructions are about, when they might be needed, and who they will be good for Use bullet points Use adjectives and adverbs to enable the reader to understand e.g gradually add…….stir until ……….the paper

should be stiff and firm…… Make your writing more friendly by using ‘you’ Tantalise the reader, e.g. have you ever been bored – well try this game… Draw the reader in with some ‘selling points’ e.g. this is a game everyone loves… Make the instructions sound easy e.g. all you need to do is…. Finally – if you knew nothing about this could you understand your instructions!

Useful planning structure Flow chart

Always teach children how to use the plan to support with the writing – expanding notes in the plan by;1. Select the best verb to use for each step in the plan2. Add appropriate adjectives and adverbs to make the instruction precise and clear.

Common formsRecipes, manuals, rules, posters and notices, handbooks

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Success CriteriaExplanation writing: tells how or why something happened

Explanation writing covers a variety of forms. This may require use of different tenses and a range of different sorts of connectives. Your success criteria should draw on the audience, purpose and form of the explanations being written.

student Objective teacherI have used a general statement to introduce the topicMy writing explains how one thing leads to anotherI have used diagrams where appropriateI have used technical languageI have used words/ phrases to make sequential links (while….during…..after)I have used connectives that show cause and effect e.g. because, due to, if, so, this makes…. this causes…….I have used a conclusion at the end of my writingI have organised my writing into paragraphs, they may have headings or subheadings

Additional features to enhance the quality of writing

Use , charts, illustrations or a flow chart if you think it would help Use a title that indicates what you are writing about – using how or why in the title helps Try to make the title intrigue the writer e.g. Why do flying fish fly? Use the first paragraph to introduce the subject to the reader Organise your writing and illustrations to explain: what you need, how it works, why it works, when and

where it works, and what it is used for Add in interesting, extra information Interest the reader with exclamation e.g. Beware – this creature bites! Or use questions e.g. did you know

that? Draw the reader in e.g. strange as it may seem… not many people know that…. Reread your explanation, pretending to know nothing about the subject – is it clear?

Useful planning structure Flowchart

Always teach children how to use the plan to support with the writing – expanding notes in the plan by;1. using a range of sentence conjunctions – because, when, despite, as, which2. using a range of connectives – therefore, consequently, as a result, however3. using a range of sentence openings; The reason….is that….; This results in……;This causes….;Despite

the….the……4. using paragraphs drawn from the plan.

Common formsText book, encyclopaedia, manual, articles, science write up, explanation of a task, letter

Success criteria Persuasion: argues the case for a point of view

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Before deciding on the success criteria for persuasive writing it is essential to be clear about the purpose (what do you want the reader to do after reading your writing) audience and form of the writing. Adverts for radio are very different to campaign letter to the prime minister even though they are both persuasive!

students Objective teachersI have used an opening statement about the issue to be arguedI have given background information so that the reader can understand the issueI have stated each argument clearly with a paragraph for each argumentI have used the present tenseI have used logical language (This shows…However…Because…)I have used a range of persuasive vocabulary (Surely…Everyone knows that…)I have written a concluding paragraph with a summary of the pointsI have used a variety of connectives

Additional features the enhance the quality of writing

Use good reasons and evidence to convince your readers Use facts rather than just persuasive comments Try to get the reader interested and on your side – appear reasonable Work on your readers so that they will agree with you e.g. is that not right? Wouldn’t you like to do that? Use strong and positive language e.g. it will ruin the environment if… you must try this before any others… Make the reader think that everyone else does this or thinks that it will make them a better and happier

person! Draw the reader in e.g. At long last, the very thing you have been waiting for… Be informative, persuasive and sound friendly Use alliteration to make slogans memorable e.g. buy beautiful bangles because…. Use humour –it appeals to people and gets them on your side Reread and decide whether you would be persuaded

Useful planning structure Brainstorm followed by a skeleton diagram. Ensure when planning that after the initial gathering of

ideas/persuasive points and arguments, children order the ideas. The most important persuasive argument needs to be first.

Always teach children how to use the plan to support with the writing – expanding notes in the plan by;1. make the point that is noted in the plan2. expand the point by giving a deeper explanation, give an example or use a quote3. ensure a wide range of adjectives and adverbs are used when explaining the point add lots of detail4. ensure a wide range of connectives are used 5. exaggerate6. appeal to the emotions7. ask rhetorical questions

Common formsAdverts, travel brochures, pamphlets, newspaper article, poster, letters

Success Criteria Discussion: presents arguments and information from different viewpoints

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students Objectives teacherMy opening paragraph begins with a clear statement about the issue under discussionI have given the arguments for and supported my argumentI have given the arguments against and supported my argumentI have written in the present tenseI have used the third person in a formal style (Some people claim…It is argued that….)I have used logical language (Therefore…. However…)I have written a conclusion and this may include my own opinionI have used adjectives to add detail to my discussion

Additional features to enhance the quality of writing

You can turn the title into a question to draw in the reader e.g. Should jewellery be banned in schools? Open by introducing the reader to the discussion – you may need to add why you are debating the issue Support your views with reasons and evidence In your conclusion you must give a reason for what you decide and you can use the first person in the

conclusion and give your own view If you are trying to present an balanced viewpoint, check you have been fair to both sides (write a similar

amount for arguments for and against) Remember to give counter arguments – present on argument and its counter argument

Useful planning structure Brainstorm followed by a skeleton for and against grid. After the initial brainstorm make sure children

identify the 3 most important and persuasive arguments for and against. Encourage children to think of counter arguments.

Always teach children how to use the plan to support with the writing – expanding notes in the plan by;1. make the point that is noted in the plan2. expand the point by giving a deeper explanation, give an example or use a quote3. ensure a wide range of adjectives and adverbs are used when explaining the point to add lots of

detail4. ensure a wide range of connectives are used 5. Use persuasive devices for both sides of the argument – refer to the success criteria for persuasive

writing.6. Initially teach children to use the form; introduction, points for, points against, conclusion. 7. To ensure children write an equal amount for both sides of the argument within the time limits they

have been set move towards children being able to write a point for and a point against.

Common forms Pamphlets, newspaper article, debate, letters, speeches, leaflets

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10 Tips for Setting a Research Task(Based on ‘The Exit Model’)

1. Remind students what they know so far2. Give a clear aim and outcome for the task3. Ensure students know where to go to research and

what texts to use4. Help students to plan their approach to the

research e.g timescales5. Discuss what kind of reading style is appropriate

(skimming, scanning, close reading)6. Encourage students to keep reviewing their

understanding7. Make sure students know how to make notes and

have useful formats8. Demonstrate to students how to decide what

information should be used. Is it reliable?9. Model how to blend findings together into an

appropriate form10. Set research outcomes which vary in form e.g.

giving a talk, powerpoint

Organising Group Talk

Listening Triangles - Groups of three; a talker, a questioner and a recorder who reports back.

Envoys - after a task, one person from each group visits another group to share ideas, then reports back to the original group.

Snowball - pairs discuss or brainstorm then double up to fours, which then double up to eight, leading to a whole-class debate.

Rainbow Groups - after a separate group task, students are regrouped by colour, to make new groups comprising someone from each old group.

Jigsaw - before a task, 'home' groups allocate a section to each member. New 'expert' groups then form for each section. Finally, 'home' groups reform and share findings.

Spokesperson - each spokesperson is asked in turn for a new point until every group passes.

3 Tips for Improving Writing Style

Vary the openings of sentences:Start with a verb ending in ing…Start with a verb ending in ed…Start with an adverb ending ly…Start with a preposition e.g. over, at, on,

Use connectives to:- combine sentences- start sentences (with a comma)- link sentences and paragraphs- express thinking more clearly

Vary sentence length and construction:John sprinted to work. He was very late.John sprinted to work, because he was very late.Because he was very late, John sprinted to work.John, who was very late, sprinted to work.

A Sequence for Teaching Writing

Establish clear aims – what is the FAP? (Form, Audience, Purpose)

Provide examples of that text type Explore features of the example – shared

reading looking for word, sentence and text-level features

Define the conventions – list the ‘ingredients’ for this kind of writing

Demonstrate how it is written – teacher models thought processes

Compose together – class contributes Scaffold the first attempts – e.g. writing

frames, key words, sentence starters Independent writing Draw out key learning

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Spelling Strategies Break it into sounds (u-n-i-o-n) Break it into syllables (con-tin-ent) Break it into affixes (dis + satisfy) Use a mnemonic (Never Eat Chips Eat Salad

Sandwiches And Remain Young!) Refer to a word in the same family (chemical,

chemist, chemistry) Over-articulate it (Wed-nes-day) Words within words (GUM in argument) Refer to word history (bi = two, cycle = wheels) Use analogy (through, rough, enough) Use a key word (I’m – to remember a apostrophe

can replace a missing letter) Apply spelling rules ( hopping = short vowel sound,

hoping = long vowel) Learn by sight (look-say-cover-write check) Visual memory (recall images, colour, font)

Retention RatesLecture - 5%

Reading - 10%Audio-visual – 20%

Demonstration - 30%Discussion - 50%

Practise by doing - 70%Teaching others - 90%

Does Your Lesson Plan Wear a VEST?

V – a VARIETY of activities that appealto different learning styles

E – ENGAGEMENT for all students

S – opportunities for SOCIABLE learning

T – TRANSFORMATION of informationinto a new form maximises learning

CONNECTIVESAddingAnd, also, as well as, moreover, too

SequencingNext, then, first, finally, meanwhile, after

EmphasisingAbove all, in particular, especially, significantly, notably

ComparingEqually, similarly, likewise, as with, like

Cause and effectBecause, so, therefore, thus, consequently

QualifyingHowever, although, unless, except, if, yet

IllustratingFor example, such as, for instance, in the case of, as revealed by

Contrasting

Whereas, unlike, alternatively, on the other hand, otherwise

What do Good Readers do? See images Hear a reading voice Predict what will happen next Speculate Ask questions, tease at puzzles Pass comments Feel Empathise Rationalise what is happening Reread Reinterpret Interpret patterns Relate to own experience/knowledge Pass judgements - likes, dislikes

* Modelling and discussing these behaviours benefits all students

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A Sequence for Teaching Writing

Establish clear aims – what is the FAP? (Form, Audience, Purpose)

Provide examples of that text type Explore features of the example – shared reading

looking for word, sentence and text-level features Define the conventions – list the ‘ingredients’ for

this kind of writing Demonstrate how it is written – teacher models

thought processes Compose together – class contributes Scaffold the first attempts – e.g. writing frames,

key words, sentence starters Independent writing Draw out key learning

Help Students to

Organise their writing by:Modelling planning, introducing a variety of planning formats and providing note-making frames

Teaching Mr PEEL for paragraphs- point, evidence, explanation, link

Looking at paragraphing in exemplar texts e.g. highlighting topic sentences

Preparing students for the structure of that genre of writing e.g. recipe = chronological

Providing writing frames and sentence starters for those students who need them

Organising sequencing activities:- students’ ideas on post-its or cards- key words or phrases which can be expanded- topic sentences/ sub-headings

Notemaking Support Strategies

Give note-making frames e.g. cause/effect, similarity/difference, spider diagrams, pyramid diagrams, tree diagrams

Model how to take notes in a variety of ways – encourage students to find a preferred style

Use text-marking - students highlight topic sentences, number key points, delete unhelpful information

Give students key questions or sub-headings to structure notemaking

Students convert text into a diagram or label a diagram

Students write points on cards which are later sorted or sequenced e.g. for/against

Students reduce text to 5 main points or 5 words/phrases

Use grids with headings KWL (Know already, Want to know, have Learnt), QUAD (Question, Answer, Detail source) or The 6 W’s (Who, What, When, Where, Why, How)

Ten Strategies for Key Words

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1. Have subject-specific dictionaries in subject rooms

2. Create word banks – written on strips, displayed on word wall

3. Make word and definition cards – useful for starters and plenaries

4. Create interactive glossaries – page of key words stuck in book. Definitions added by student during unit.

5. Keyword crosswords/wordsearches6. Create word-cluster posters – to link common

roots e.g. equi/equa, graph7. Create mnemonics8. Create calligram posters – the meaning of a word

is visually represented9. Use icons alongside words – ‘comic sans’ font

recommended10. Play word games (on mini-whiteboards) -

hangman, dominoes, finding words in words

Notemaking Support Strategies

Give note-making frames e.g. cause/effect, similarity/difference, spider diagrams, pyramid diagrams, tree diagrams

Model how to take notes in a variety of ways – encourage students to find a preferred style

Use text-marking - students highlight topic sentences, number key points, delete unhelpful information

Give students key questions or sub-headings to structure notemaking

Students convert text into a diagram or label a diagram Students write points on cards which are later sorted or

sequenced e.g. for/against Students reduce text to 5 main points or 5

words/phrases Use grids with headings KWL (Know already, Want to

know, have Learnt), QUAD (Question, Answer, Detail source) or The 6 W’s (Who, What, When, Where, Why, How)

Supporting Reading of Difficult Texts

Create a context - provide a 'warm-up' activity such as a lesson starter involving brainstorming, key words or prediction

Glossaries - to explain difficult and new technical vocabulary

Collaborative work - pooling ideas helps with confidence

Shared Reading - where the passage is read on the OHP by the whole class. The teacher can annotate the OHT.

DARTS "directed activities relating to texts" can make a difficult passage more accessible

Modelling - teacher discusses and demonstrates the reading strategies that could be used

Opportunities to read similar texts

Ten Strategies for Key Words

11. Have subject-specific dictionaries in subject rooms12. Create word banks – written on strips, displayed on

word wall13. Make word and definition cards – useful for

starters and plenaries14. Create interactive glossaries – page of key words

stuck in book. Definitions added by student during unit.

15. Keyword crosswords/wordsearches16. Create word-cluster posters – to link common roots

e.g. equi/equa, graph17. Create mnemonics18. Create calligram posters – the meaning of a word is

Reading Strategies

Continuous readingUninterrupted reading of an extended piece of text e.g. novel

Close readingCareful study reading, which usually includes pausing to think or look back e.g. making notes from a text book

SkimmingGlancing quickly through the passage to get the gist of it e.g. first reading of a new passage

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visually represented19. Use icons alongside words – ‘comic sans’ font

recommended20. Play word games (on mini-whiteboards) -

hangman, dominoes, finding words in words

ScanningSearching for a particular piece of information e.g. using an index

Supporting weaker readers

What are we reading for?Which strategy do we need to use?How do we do this? What do we do with our eyes?What sort of information are we looking for?Watch me model what I do as I read this.

Dump and Clump

Purpose: To provide a step by step process for organizing thinking and facilitating learning of new and difficult material.

Description: This is a great strategy to use when the students are faced with learning new and difficult information. It provides students with a process for organizing their prior knowledge and making projections. Depending on the subject matter, this strategy could utilize up to a full class period.

Procedure:

1. Group students into small groups of 2-32. "Dump"- Have students develop a list of

words, items, or new information related to the topic of study.

3. "Clump"- Using the "dump" word list, students should then group words on the list into categories and assign labels.

4. Have students write a descriptive summary sentence for each category of words in their list.

5. Upon completion, these should be posted around the room or shared in some manner with the entire class.

4-2-10Description: Four-Two-One uses learning partners or small teams to foster in-depth reflection and integration of significant information.Procedure:

1. Ask students to individually generate four words that capture the most important aspects of the learning experience.

2. Share, with learning partners or in small teams, their four words and compile a list of the words they have in common. From this list, determine two words that they agree capture the most important aspects.

3. Determine the 1 word or big idea that best represents the most important learning of the experience.

4. Share the various lists generated by their group in order for the whole class to make as many learning connections as possible.

Hint: As a variation of this activity, have the students to generate phrases or sentences instead of words.

Instructional Strategies for Engaging Learners http://its.guilford.k12.nc.us/act/strategies/

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Appendix 5 – Additional Literacy Tools and Strategies

Think Alouds

Purpose:To model for students the thought processes that take place when difficult material is read. When using think alouds, teachers verbalize their thoughts while they are reading orally. Students will understand comprehension strategies better because they can see how the mind can respond to thinking through trouble spots and constructing meaning from text.Procedure:1. Use passages that contain unknown words, unclear sections, or contradictions.2. The teacher reads aloud, stopping to verbalize the thinking that takes place when difficult or confusing material is encountered. The students follow along silently and listen as the teacher thinks through the trouble spots.3. Students can work with partners to practice think-alouds by taking turns reading short, carefully prepared passages and sharing thoughts.4. Students can practice independently using the checklist below to verify use of the procedures. Integrate practice with other lessons and provide demonstrations of how, why, and when to use think-alouds.ChecklistWhile I was reading, how did I do? (Put an X in the appropriate column.)

Think-aloud Procedures:Making predictions - students make predictions by using the chapter title or subheadings found within the chapter.Developing images - students get mental pictures of information found in the text.Share analogies - students use analogies to link new information to prior knowledge.Monitor comprehension - students think about their confusion over difficult information.

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Regulate comprehension - students read beyond a confusing section to see if the information that comes next will clear up their confusion.

Anticipation Guides

Anticipation guides, according to Frank Smith (1978) allow the reader to make predictions about text that will be read by eliminating possibilities that are unlikely.

What is its purpose?

Also called reaction or prediction guides, the anticipation guide is a way to prepare a reader prior to a reading assignment by asking them to react to a series of statements related to the content of the material.

Reasons for using anticipation guides include:

1. relating prior knowledge to new information to enhance comprehension,2. creating interest which stimulates discussion on the topic, and3. creating possibilities for integrating reading and writing instruction.

How can I do it?

Read the passage or storyo Read and analyze the text to identify the major concepts (both explicit and implicit).

Decide on major conceptso Decide which concepts are most important. Use these to create student interest and to

agitate or stimulate reflection on prior knowledge and beliefs. Write statements on major concepts

o Write short, declarative statements about the major concepts. There can be as few as 3-5 statements or up to about 15. The statements should be thought-provoking and reflect the students' backgrounds. General statements are better than abstract or overly specific ones. Famous quotations and idioms work well. The statements should be written in a format that will elicit students to predict and anticipate.

Display the guideo To allow students time to react to each statement, display the guide either on the

blackboard or on an overhead, or distribute individual worksheets. Give clear directions for what the students are to do with the guide, such as writing an "A" for agreeing or a "D" for disagreeing in the left-hand column for each statement. Make sure to leave space for responses on the sheet. Students can complete the guides individually, in pairs or small groups, or as a whole class.

Discusso Conduct a class discussion about the concepts before the students read the text. Students

are expected to support their answers with more than a "yes" or "no" response. Students are to give examples from past experience and explain the decision-making process by which they arrive at their answers.

Reado Have students read the selected text, evaluating the statements from the anticipation guide

in light of the author's intent and purpose. Revisit the guide

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o Revisit the guide after you have read the passage to allow students to compare and contrast their original responses with current ones. The objective is to see what information the reading of the passage has allowed them to assimilate or learn.

Assessment and Evaluation Considerations

The anticipation guide allows students to anticipate major concepts that will be encountered during their reading of a text. Discussion stimulates review of what students know and believe and allow them to expand these concepts. This type of previewing allows students to take charge of their own learning and to focus their reading. The teacher can use the anticipation guide to preview students' beliefs and knowledge about a subject.

The First Word

Purpose: To activate students' prior knowledge of a concept, idea, or skillDescription: The First Word is a variation on traditional acronyms. By going through the process of analyzing words and creating related sentences, students will gain a deeper understanding of the meaning.Procedure:1. Assign students the name of an object, a topic, or key concept to write vertically down the side of a page.2. Working in small groups or on their own, students should generate a short phrase or sentence that begins with each letter of the vertical work and offers important information or key characteristics about the topic.3. Students can illustrate their "First Words" for posting around the classroom. Sharing "First Words" will allow students to identify important concepts that may have been left out of their own work.

Sample First Word:Sun is the star at the center of the solar systemOrbits are the paths that planets take around the SunLunar eclipses occur when the Moon gets blocked by the EarthAsteroids are big rocks that orbit the SunRings-- the planet Saturn has them Saturn is the sixth planet from the SunYou can see some planets with your naked eyeSome other planets are: Earth, Venue, Mars, Jupiter, Pluto, and NeptuneThe Earth is the only planet with life on itEvery year, the Earth orbits the Sun onceMercury is the planet closest to the Sun

Anticipation/Reaction GuidePurpose: Activate and evaluate prior knowledgeDescription: Using the Anticipation/Reaction Guide, students will make predictions based upon prior knowledge and evaluate those predictions after exposure to new information.Procedure:1. Generate a list of 8-10 statements related to your topic of study. Place these on an

Anticipation/Reaction Guide.2. Pass out a copy of your guide to each student.

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3. Prior to introducing new information, engage students by having them write whether or not they AGREE or DISAGREE with the statements listed on the guide.

4. Teach your lesson content.5. After the new content has been taught, have students react to the new information by responding

again to the statements on the Anticipation/Reaction Guide.6. Discuss why their before and after answers are different. What did students learn that caused them

to change their answers?

Possible Sentences

Purpose: To activate and evaluate student knowledge of a topic.

Description: Possible Sentences takes what students know of a topic and their familiarity with the English language sentence structure to activate prior knowledge of a topic. After new information is introduced through the use of cognitive teaching strategies, possible sentences are re-evaluated for accuracy.

Procedure: 1. Generate a list of 10 words related to your lesson. These words should represent concepts that are

both familiar and unfamiliar to students.2. Have students create 5 possible sentences by using two words in each sentence until all words are

gone.3. Teach your lesson on the topic.4. After the main instruction is over, have students go back and evaluate the accuracy of their possible

sentences by placing a + (for correct), - (for incorrect), or a ? (for cannot determine) beside each sentence.

5. For sentences marked incorrect, students should write a corrected sentence. Sentences whose accuracy cannot be determined can be researched by utilizing outside resources.

Sample Words for a Possible Sentences Activity on the Internet:network modem ISPURL webpage hyperlinkgraphic text web browserAUPSample Words for a Possible Sentences Activity on Computer Security:login virus wormlogout AUP hackerpassword firewall proxycopyright

RAFTPurpose: To engage student learning through analysis and synthesis of informationDescription: Using this strategy, students will take on the role of someone or something related to the topic of study. They will then generate a product for a designated audience. This activity requires students to both analyze and synthesize information previously introduced. The creative thinking required for completion of this product addresses many of the higher levels of Bloom's Taxonomy of Learning.Procedure:1. Introduce this activity by explaining the RAFT acronym:

R- Role of the writerA- Audience to whom the product is being directedF- Format of the product being created

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T- Topic of the productExample: Pretend that you are an ant trying to convince a young boy not to step on you. (R- ant, A- young boy, F- verbal plea, T- convincing the boy not to step on you)

2. Pass out a sheet of possible roles, audiences, and formats.3. Assign students to create a RAFT for a given topic related to your unit of study.4. Allow students to share their RAFTs with the class in the form of short presentations.Sample RAFTs for technology:1. You are a tab. The Tab Federation of America is trying to ban you from all word processing

documents. Write a letter persuading the TFA to keep you working!2. You are a search engine. No one appreciates how hard you work. Create a message to post on your

home page informing Internet users of what you do

Concept MappingPurpose: To activate and engage students during all stages of the learning processDescription: Using concept mapping, students construct a model for organizing and integrating the information that they are learning. Concept mapping can be use prior to an assignment as a brainstorming activity, during an assignment as an organizing strategy, or as a post-assessment activity.Procedure:

1. Choose a key word or topic related to a unit of study.2. Write the word on an overhead transparency or on a sheet of chart paper.3. Ask students to think of as many words and ideas as they can that relate to the focal word.4. Write the words on a map in clusters or categories.5. Have the students suggest labels for the categories and write them on the map.6. If there are any key vocabulary words that are important to the comprehension of a reading

assignment and students do not mention them, add them to the map with a red marker or pen.7. Discussion of the concept map is the most important part of the lesson. This helps students become

aware of their current thinking and helps them to see relationships between words and ideas.8. After the reading assignment, or as the unit progresses, new words and categories can be added to

the map. Use different colours of ink to show that this information was not known prior to the reading or unit of study.

Power NotesPurpose: To assist students in organizing information while differentiating between hierarchies of importanceDescription: Power notetaking is a strategy used to record essential information while denoting its level of importance. Students who use Power Notes will be differentiating between levels of importance by designating a Power level to each information bit recorded in their Power Notes.Procedure:

1. Model the Power Notes strategy with a common example like animals:Power 1: AnimalsPower 2: DomesticPower 3: DogsPower 4: German ShepherdPower 4: DalmatianPower 4: Cocker SpanielPower 3: CatsPower 4: Calico

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Power 4: SiamesePower 2: WildPower 3: Indigenous to AfricaPower 4: GiraffePower 4: HippopotamusPower 3: Indigenous to IndiaPower 4: Elephant

2. Select an appropriate, information rich reading, video, or other source of information to share with the students.

3. Pass out a Power Notes structure with Power 1's and 2's already filled out4. Allow students to use the Power Notes organizing structure to take notes, filling in the remaining

levels of Power with information from your primary source of material.Hint: For advanced students or those familiar with Power Notes, eliminate the provision of the Power Notes structure. Allow students to create their own structure from scratch as they read, view, or listen for information.

Four CornersPurpose: : To stimulate student learning through movement and discussionDescription: : Students will be presented with a controversial scenario. In each of the four corners of the classroom, an opinion about the scenario will be posted. Students will then express their opinion about the scenario by standing in front of one of four statements with students who share their same opinion.Procedure:

1. Generate a controversial scenario related to your topic of study.2. Formulate four divergent opinions related to the scenario. Post these on chart paper in the four

corners of your classroom.3. Present the controversial scenario to your students.4. Ask students to move to one of the four corners. Students should move to the corner with the

statement that most closely fits their opinion of the controversial scenario.5. Follow up by having students present a group summary of their opinion. This can be done through

an oral presentation or by using a strategy such as an Opinion-Proof T-chart or a RAFT.Sample Scenario:Tell students that the school board has run out of money. The only way that they can keep Internet access in schools is to charge the students for using the school's Internet access.

Students should be charged .10 per minute for the total amount of time that they are online using the Internet. This would be payable on a weekly basis.

Students should be charged a flat rate of $2.00 for each day that they use the Internet. Each day would come with unlimited access.

Students should be charged a flat rate of $50.00 per year for unlimited access to the Internet. The school board should eliminate school access to the Internet.

After students report to their corners, have them work collaboratively to write the school board a letter convincing them of their point of view.

3 X 3 VocabularyPurpose: To promote the development of complete sentences as well as the identification of relationships between conceptsDescription: In this activity, students will take related words, ideas, and concepts and combine them together in sentences. The sentences should illustrate the relationship among the words, ideas, and concepts. This can be used as a form of alternative assessment as well as a cognitive teaching strategy.Procedure:

1. Pass out a 3x3 Vocabulary sheet to each student.

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Filter Database Field

Data Sort Row

DescendingReport Ascending

2. The sheet can be filled out in one of two ways: (1) Assign specific words to their blocks, or (2) allow students to choose from a word list, placing words in the blocks they choose.

3. Once the sheet is filled out, students should write six sentences which illustrate the relationships between the words in column 1 down, 2 down, 3 down, and rows 1 across, 2 across, and 3 across.

Variation: Spence Rogers uses a variation of the 3x3 Vocabulary activity. In his activity, Mix and Match, related word, ideas, and concepts are written on individual index cards. All cards are put into a basket. In round robin fashion, cards are drawn two at a time. The student then must generate a sentence using those two words which describes their relationship to each other.

Sample 3 x 3 Vocabulary

Column 1 Down: After filtering my data for all countries located in the Nordan region, I ran a report of their major imports and exports.Column 2 Down: I sorted my database in descending order so that I could look at my records in alphabetical order.Column 3 Down: While my database contains both fields and rows, the only way I can sort in ascending order is by field.Column 1 Across: Using the filter tool in my database application, I can isolate data in particular fields.Column 2 Across: When I sort my data, I do so by fields, not by rows.Column 3 Across: When running a data report, I can choose to have my data in either descending or ascending order.

Shaping Up ReviewPurpose: To engage students in synthesizing major concepts in this summary strategyDescription: Using the Shaping Up Review, students will synthesize major concepts from the lesson using four different shapes. By varying the manner in which students visually summarize their learning, retention of the information learned is increased.Procedure:

1. Pass out the Shaping Up Review worksheet.2. In the upper left-hand corner, "The Heart," have students write one thing that they loved learning

about in the lesson being reviewed.3. In the upper right-hand corner, "The Square," have students write four things that they feel are

important concepts from the lesson being reviewed. One concept should be placed in each corner.4. In the lower left-hand corner, "The Triangle," have students write the three most important facts

they learned from lesson being reviewed. One fact should go in each corner.5. In the lower right-hand corner, "The Circle," have students write one, all-encompassing (global- like

the circle) statement that summarizes all of the important concepts and facts learned in the lesson being reviewed.

Exit Slips(also called One Sentence Summaries)Purpose: To engage students in summarizing their learningDescription: Using this strategy, students will synthesize learned information, skills, and processes by writing an Exit Slip. An Exit Slip can be a One Sentence Summary of what students learned or can be used in a variety of other ways. Other uses are: to answer a review question, to pose a question related to the topic studied, to make a short list of facts learned, to set a learning goal for the next day, etc.Procedure:

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1. Prior to using the Exit Slip as a summary activity in your classroom, decide upon its purpose (including whether or not it will be used as an assessment or evaluation tool).

2. During the last 5-10 minutes of class, inform students of the purpose/task associated with their Exit Slip.

3. Tell students to take out a half-sheet of paper and complete the assigned Exit Slip.4. As students exit your classroom that day, collect their Exit Slips as a pass out the door.

Hint: Exit Slips are a great way to assess your own teaching. They will often indicate whether or not students understood the presented material. When used to pose a question, they can provide discussion questions for the next day's lesson.

Four-Two-OnePurpose: : To engage students in reflecting, evaluating, and integrating their own learning into prior knowledge.Hint: As a variation of this activity, have the students to generate phrases or sentences instead of words.