Dr Kylie Bradfield (Stirling University) offered a series of grammar webinars on January 11th, 18th and 25th, 2021.
Dr Bradfield kindly gave permission to share the recordings and notes. Session 1 is Word Level Grammar.
Handout for session 1.
Dr Bradfield recommends using images to inspire:
https://www.nytimes.com/2020/10/01/learning/40-more-intriguing-photos-to-make-students-think.html
Several FVWL practitioners had the opportunity to participate in a series of writing webinars live streamed from Australia. These sessions highlighted approaches to teaching five different text types. Members of the RIC Literacy Workstream will meet in the new year to decide how best to take this forward. In the meantime, there are some “headlines” below.
Related resources are saved in the RIC Writing Team. If you wish to be added to the RIC Writing Team please email: CLjadam@glow.sch.uk
Main Messages
A central thread running through all of the webinars was the importance of explicitly teaching writing and a gradual release of responsibility – moving from modelling to shared and interactive to independent writing.
| Modelling → | Shared & Interactive → | Independent |
| To → | With → | By |
Text Types
Three broad areas: persuasive; informative; imaginative.
Nine specific text types fall into the three broad areas: discussion; response; exposition; report; procedure; explanation; recount; description; narrative
It is not recommended to teach all 9 text types in one academic year! Rather, comprehensive coverage of 3 text types per year is advised – with a suggested five or six weeks spent teaching each text type.
The Describing Bubble
A tool that can be used for many writing tasks is “the describing bubble” (replicated here Describing Bubble) – and it is useful to have this in poster form/on the whiteboard so that it can be referred to often. This supports children and young people to develop paragraphs.
Further details available from the RIC Writing Team – email to join. (CLjadam@glow.sch.uk)
Dr Kylie Bradfield (Stirling University) delivered the first FVWL RIC Reciprocal Reading sessions in January 2020. She is now offering three grammar webinars on January 11th, 18th and 25th, 2021 – not to be missed! (The sessions will be recorded and available to view on YouTube.)
https://twitter.com/fvwlriclit/status/1336240800280272896?s=20
This resource (for P5-7) introduces the Four Door Approach to Reciprocal Reading.
Introduction to Disciplinary Literacy Webinar : 28/1/21, 4-5 p.m.
Improving Literacy in Secondary Schools recommends prioritising ‘disciplinary literacy’ across the curriculum. Disciplinary Literacy is a subject specific approach that supports raising attainment and closing the gap via enriched literacy practices across the curriculum. This introductory session highlights research on what works in vocabulary and comprehension teaching for subject disciplines, teaching pupils to read, write and think in subject appropriate ways
Please sign up via CPD Manager or contact CLjadam@glow.sch.uk to arrange a date for your school or department.
The RIC Reciprocal Reading programme gained Education Scotland endorsement before the summer break:
https://professionallearning.education.gov.scot/learn/programmes/reciprocal-reading/
An online version of this programme has been running since August 2020 and many schools across FVWL are participating.
Programme Outline
Please contact Dr Janet Adam for further details: CLjadam@glow.sch.uk
Created to consolidate Reading for Understanding, Analysis and Evaluation skills for S3-4 pupils, this padlet includes power point presentations and useful websites.
This wakelet has been updated to include more choices and extension tasks for Levels 2-4 (-01a; -04a; -06a;-07a;-08a;-11a). watch; summarise; infer; evaluate. Useful for homework and/or for pupils unable to attend school.
Rated as high impact on the EEF Toolkit, Reciprocal Reading is a structured approach to teaching reading strategies that can be used to improve reading comprehension. This online programme enables practitioners to develop a deeper understanding of a pedagogical approach that engages learners and leads to improved outcomes in reading comprehension.
For further details, please contact Janet Adam: CLjadam@glow.sch.uk
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