From Good to Outstanding in English. Geoff Barton Download free at www.geoffbarton.co.uk (Presentation number 60). What. How. + G&T + Grammar + Functional skills + Starters + 5*A-C(EM) + ???. Where have we come from? Where are we now? Where are we going?.
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+ Functional skills
Alfred S West, The Elements of English Grammar
For each of the following write a sentence containing the word or clause indicated:
That used as a subordinating conjunction
That used as a relative pronoun
An adjective used in the comparative degree
A pronoun used as a direct object
An adverbial clause of concession
A noun clause in apposition
A collective noun
JMB O-level English Language, 1967
“English at the Crossroads”
Every teacher in English …
Teach reading, not FOFO …
Demystify spelling …
Model writing …
Emphasise quality talk …
S&L: Does it happen systematically anywhere to develop thinking and to model writing?
Writing: is there an understanding across any teams of how to develop writing - eg how to get better evaluations, better essays, better scientific writing?
Reading: Who is teaching reading? Has reading for pleasure slipped from your radar?
Leadership: Has your leadership team lost interest in whole-school literacy? How will you reignite interest?
With thanks to Professor Richard Andrews, London Institute
With thanks to DCSF Research Unit
Characteristics: 2/3 boys. Generally well-behaved. Positive in outlook. “Invisible” to teachers. Keen to respond but unlikely to think first. Persevere with tasks, especially with tasks that are routine. Lack self-help strategies. Stoical, patient, resigned.
Reading: they over-rely on a limited range of strategies and lack higher order reading skills
Writing: struggle to combine different skills simultaneously. Don’t get much chance for oral rehearsal, guided writing, precise feedback
S&L: don’t see it as a key tool in thinking and writing
Targets: set low-level targets; overstate functional skills; infrequently review progress
With thanks to DCFS
(Robert K Merton)
“For whosoever hath, to him shall be given and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath”.
“the word-rich get richer while the word-poor get poorer” in their reading skills
“While good readers gain new skills very rapidly, and quickly move from learning to read to reading to learn, poor readers become increasingly frustrated with the act of reading, and try to avoid reading where possible”
“Students who begin with high verbal aptitudes and find themselves in verbally enriched social environments are at a double advantage.”
The Matthew Effect
Poor readers more likely to drop out of school and less likely to find rewarding employment … “good readers may choose friends who also read avidly while poor readers seek friends with whom they share other enjoyments”
The Matthew Effect
Stricht’s Law: “reading ability in children cannot exceed their listening ability …”
The Schools We Need
“Spoken language forms a constraint, a ceiling not only on the ability to comprehend but also on the ability to write, beyond which literacy cannot progress”
Myhill and Fisher
“The children who possess intellectual capital when they first arrive at school have the mental scaffolding and Velcro to catch hold of what is going on, and they can turn the new knowledge into still more Velcro to gain still more knowledge”.
The Schools We Need
Children in the top quartile have 7100 words; children in the lowest have around 3000.
The main influence is parents.
DCSF Research Unit
The rich will get richer &
the poor will get poorer
Link to speech
Importance of reading
Adding: and, also, as well as, moreover, too
Cause & effect: because, so, therefore, thus, consequently
Sequencing: next, then, first, finally, meanwhile, before, after
Qualifying: however, although, unless, except, if, as long as, apart from, yet
Emphasising: above all, in particular, especially, significantly, indeed, notably
Illustrating: for example, such as, for instance, as revealed by, in the case of
Comparing: equally, in the same way, similarly, likewise, as with, like
Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the other hand
Use DARTs: prediction, jumbled texts, pictures and graphs
Teach and display subject-specific vocabulary
Teach research skills, not FOFO
Presentation and framing can make texts more accessible
Break tyranny of Q&A
Key words / connectives
Get teachers watching teachers who manage S&L well
Improvement happens in the classroom.
Consistency is an equal opportunities issue
Integration plus explicit skills
Make being G&T sexy
Remember the “disappeared”
Make Assessment for Learning happen
Use student feedback
Petite, white-haired Miss Cartwright
Knew Shakespeare off by heart,
Or so we pupils thought.
Once in the stalls at the Old Vic
She prompted Lear when he forgot his part.
Ignorant of Scrutiny and Leavis,
She taught Romantic poetry,
Dreamt of gossip with dead poets.
To an amazed sixth form once said:‘How good to spend a night with Shelley.’
In long war years she fed us plays,
Sophocles to Shaw’s St Joan.
Her reading nights we named our Courting Club,
Yet always through the blacked-out streets
One boy left the girls and saw her home.
When she closed her eyes and chanted
‘Ode to a Nightingale’
We laughed yet honoured her devotion.
We knew the man she should have married
Was killed at Passchendaele.
From Collected Poems, Carcanet Press 1993.
And finally …