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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

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Leading Literacy Core Team Support & CPD Raising Awareness & Collaboration Resource Building Literacy SSE Assessment

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Outline

Special Education Support Service

1

big picture understanding

2

• good assessment

3

focused and purposeful interventions

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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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SEDL Framework

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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

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Strategies to Support Tier 2 Words

Tier 2

DESCRIBING Abstract words. Cross curricular. Often descriptive – adjectives, adverbs,

vocabulary of time.

Can usually be explained using easier and more

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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

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Special Education Support Service

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

Think of a meaning

Think of a sound

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More Strategies for Vocabulary

Development

Word Storm – Connections - Choice

Word Bluff

Barrier Games

Vocabulary Maps

Attribute Web

Multiple Word Tree

Special Education Support Service

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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Special Education Support Service

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

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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

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Oral Language Development Strategies

• Assignments: Oral and Written • Allow for Discussion

• Themes and Topics • Role-Play

• Debate

• Presentations • Games

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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

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School Environment

• Cross-Curricular Approach • Whole-School Approach

• Home/School Communication • Guest Speakers

• Library

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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

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Special Education Support Service

1

big picture understanding

2

• good assessment

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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

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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

Special Education Support Service

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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

References

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