Literacy and Numeracy for Learning and Life · Collaboration Resource Building Literacy SSE...
Transcript of Literacy and Numeracy for Learning and Life · Collaboration Resource Building Literacy SSE...
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Literacy and Numeracy for Learning and Life
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Literacy and Numeracy for Learning and Life
Literacy Session 3 Hospital Schools
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Leading Literacy Core Team
Support & CPD
Raising Awareness
&
Understanding
Collaboration
Resource Building
Literacy
SSE
Assessment
Link Teacher Communication
Handout - Reflection
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Outline
Special Education Support Service
1 • big picture understanding
2 • good assessment
3 • focused and purposeful interventions
Handout: Challenges and Strategies
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Special Education Support Service
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Language and the Curriculum
“Language has a vital role to play in
children's development. Much learning takes
place through the interaction of language
and experience. Language helps the child to
clarify and interpret experience, to acquire
new concepts, and to add depth to concepts
already grasped.”
(Ireland 1999,p.15).
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http://www.sedl.org/reading/framework/framework.pdf
SEDL Framework The Cognitive Foundations of Learning to Read
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SPECIALISED Low frequency.
Topic specific vocabulary
DESCRIBING Abstract words. Cross curricular.
Often descriptive – adjectives, adverbs, vocabulary of time.
Can usually be explained using easier and more familiar words
CORE High frequency.
Objects. Rarely taught at secondary level.
Types of Words
Tier 2 words
Tier 2
Words can be classified into three “tiers” (Beck, McKeown and Kucan, 2002)
Tier 3
Tier 1
Tier 3 words
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Strategies to Support Tier 2 Words
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Tier 2
DESCRIBING Abstract words. Cross curricular.
Often descriptive – adjectives, adverbs, vocabulary of time.
Can usually be explained using easier and more
familiar words
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Words you will need
Key Vocabulary Key Words List
Pre–teach key words
Subject Words
Word Walls
Question Words
www.languageforlearning.com
Word Definition Hint
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Create links…
word
Meaning Synonym
Opposite
Rhymes
with
Syllables?
Personal link
Picture
Word Webs
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Word
Where do you find it?
Hoe many syllables?
What sound does it
start with?
What word does it rhyme with?
Anything else?
What group does
it belong to?
What parts does it have?
What do you do with it?
Semantic
Information
Phonological
Information
Word
Maps
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Word Wise Whizz
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Think of a meaning
Think of a sound
Think of a sentence
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More Strategies for Vocabulary
Development
Word Storm – Connections - Choice
Word Bluff
Barrier Games
Vocabulary Maps
Attribute Web
Multiple Word Tree
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light
light
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Strategies to Support Grammatical
Development
Modelling
Self-monitoring
Barrier games
Colour coding
- I went home
Board games
Echo games.
Gap cards
The ___ is ____ .
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Strategies to Support Grammatical
Development
Extended sentences
Feely bag
Sequencing
Pictures
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Strategies to Support the Development of
Abstract Language and Verbal Reasoning
Blank, Rose and Berlin (1978) devised the
Language of Learning model which encourages
the development of children's verbal reasoning
and abstract language
It breaks this area of language into four steps
• Naming
• Describing
• Re-telling
• Justifying
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Language of Learning model. Blank, Rose and Berlin (1978)
Naming Describing Re-Telling Justifying
Elklan (2012) use the headings Naming, Describing, Re-Telling, and Justifying in order to make the table more accessible.
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Supporting a Child Working at Level III
of the Language of Learning Model
• Follow a set of directions
• Sequencing
• Predicting
• Understanding others
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Supporting a Child Working at Level IV
of the Language of Learning Model
The child begins to be able to justify why or how
events may have occurred
• Problem solving
• Problem solving from
another’s perspective
• Justifying a decision
• Justifying a prediction
• Inference
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Challenges for the Student
• Mismatch between Ability and Performance
• Processing Speed
• Understanding key Message/s
• Decoding and Encoding Skills
• Memory
• Information Storage and Retrieval
• Organisation and sequencing
• Self-Confidence, Self-Esteem, Motivation
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Oral Language Development Strategies
• Assignments: Oral and Written
• Allow for Discussion
• Themes and Topics
• Role-Play
• Debate
• Presentations
• Games
• Programmes and Initiatives
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Written Language Development Strategies
• Graphic Organisers
• Group-Work
• Planning
• Structuring
• Writing Frames
• Genres
• Drafting, re-drafting and re-drafting
• Interpret Mood, Emotion, Atmosphere in
various forms of Media
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Classroom Environment
• Print Rich
• Key Words/Phrases in Context
• Subject-Specific Vocabulary
• Social Vocabulary
• Show-case Student Work
• Appropriate Books, Magazines,
Newspapers, Films and Programmes
• Explore Software
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Classroom Environment
• Apply Wait-Time
• Homework and Classwork
• Pitch at an Appropriate Level
• Check for Understanding
• Model Good Practice
• Value Opinions
• Encourage and Reward
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School Environment
• Cross-Curricular Approach
• Whole-School Approach
• Home/School Communication
• Guest Speakers
• Library
• Clubs and Societies
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• Communication and Language are core skills for literacy
• Many students face challenges in communication and language
• Assessment informs learning and teaching
• We need to explicitly teach communication and language in order to improve literacy.
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Special Education Support Service
1 • big picture understanding
2 • good assessment
3 • focused and purposeful interventions
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Literacy Link Teachers Seminar
Key Messages
Key Messages
The link teacher for literacy is a facilitator of change for
improvement
A number of key components inform the planning,
teaching and assessment of literacy in the context of
your school.
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Working Together Norms
When? First meeting but always thereafter
What? Procedural & Interpersonal
Why? Open dialogue, trust, productive work
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Norms Procedural &Interpersonal
‘A river without banks is a pond. Likewise, a team without relationship
norms leaves itself open to potential interpersonal problems.’
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Special Education Support Service
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‘To effectively communicate, we must realise that we
are all different in the way we perceive the world and
use this understanding as a guide to our
communication with others’ Robbins, A. (2003) Unlimited Power: The new Science of Personal Achievement
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Final Word…..
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Contact Details
Special Education Support Service c/o Cork Education Support Centre
The Rectory, Western Road
Cork
Website: www.sess.iewww.sess.ie
Telephone: 021 4254241
Callsave: 1850 200884
Special Education Support Service