Date post: | 21-Oct-2014 |
Category: |
Education |
View: | 1,089 times |
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Sharing success criteria for
language skills
Speaking, listening, reading and writing across the range of abilities including enrichment for Gifted
and Talented
Clear goals
Essential awareness of success criteria
Transparency of expectations enables good progress
Effective communication of expectations
Providing the opportunities for gifted and talented to excel
Language is the key!
To know how……to embed literacy focus in your lesson
Multiple objectives
e.g. To understand/describe the effects of the Gunpowder Plot
To explain the aims of the plotters.
To evaluate/analyse the historical interpretation of the Gunpowder Plot.
Pitching at the right level
Emphasising and explaining the meaning of the vocabulary in a lesson objective
Checking understanding of expectations
Challenging students and encouraging independence/extension tasks for Gifted and Talented
Success criteria for language:Reading
Skimming and scanning
Fact and opinion, Fact and fiction
Inference, deduction
Synthesize information
Evaluate
Decoding, reading comprehension
(identifying what is important in the text; process of organizing, recalling, and recreating the information and fitting it in with what is already known, determining what is useful for an individual purpose)
(judging against given criteria)
(guessing, making judgments based on given information)
(identifying relevant information)
(knowing the difference between fact, opinion, fiction and belief)
(accessing written information, understanding information)
Success criteria for language:Speaking and listening
Ask questions for information
(what, who, where, when)
Listen for specific purpose
Built on response of others
Justify and defend opinions(make predictions, propose solutions, create, solve lifelike
problems, speculate, construct, devise, synthesize, develop/judge ideas, problems solutions, express opinions, and
make choices and decisions)
Ask different sorts of questions to extend thinking, discuss ideas
(Why, how and in what ways)
Success criteria for language:writing
Vocabulary choices
Sentence types
Punctuation for effect
Paragraphing and cohesion
Engaging and interesting; Constructing Analysis and arguments/different
audiences/purposes
Spelling, basic punctuation
Example of basic writing skills hierarchy (primary writing mat)
Literacy Tools in every day teaching/learning
practice Literacy Mats
Topic related writing mats consisting of the success criteria, level indicators, literacy tips (PEE, punctuation, connectives, sentence openers, etc.), subject related vocabulary, definitions, images, diagrams, etc…
Green pen linked to whatever the literacy objective is (make the literacy focus explicit to students, e.g. punctuation for effect, paragraphing, etc.)
Self-editing/peer-editing
Focus on vocabulary
e.g. Topic related glossaries
skill/word of the week in the bulletin, etc.
Summary: Uniform approach to language and literacy
Effective lesson planning; trying to incorporate literacy objectives into the lesson objectives
Following universal success criteria for language
Consistent use of literacy tools
…when planning consider: Basic Order Learning: KNOWLEDGE
If your lesson is pitched at NC Level 2/3 then lower order-thinking tasks are required. Trigger words/activities: identify, label, list, retell. Basic Order Learning:
UNDERSTANDING/COMPREHENSION
If your lesson is pitched at NC Level 4 then lower order-thinking tasks are required. Trigger words/activities: compare, contrast, estimate, explain. Middle Order Learning: APPLICATION
If your lesson is pitched at NC Level 5 then middle order-thinking tasks are required. Trigger words/activities: solve, predict, demonstrate, relate.
Middle Order Learning: ANALYSIS
If your lesson is pitched at NC Level 5/6 then middle order-thinking tasks are required. Trigger words/activities: differentiate, categorise, speculate, outline.
Higher Order Learning: SYNTHESIS
If your lesson is pitched at NC Level 6/7 then higher order-thinking tasks are required. Trigger words/activities: construct, build, create, summarise, design.
Higher Order Learning: EVALUATION
If your lesson is pitched at NC Level 7+ then higher order-thinking tasks are required. Trigger words/activities: judge, justify, conclude, criticise, assess.