2. LITERACY IMPACT! The 20 most important bits of grammatical knowledge needed by effective teachers

3. LITERACY IMPACT! WRITING Teaching sequence Key conventions Connectives Sentence variety

4. LITERACY IMPACT! READING Subject-specific vocabulary Approaches to reading Active research process, not FOFO Using DARTs

5. LITERACY IMPACT! SPELLING Having 4 approachesMnemonics Word webs Rules Starters

6. LITERACY IMPACT! GRAMMAR Essentials for fiction Essentials for non- fiction

7. LITERACY IMPACT! WRITING Teaching sequence Key conventions Connectives Sentence variety

8. LITERACY IMPACT! 1 Know the writing sequence: 1.Establish clear aims 2.Provide examples 3.Explore conventions of the text 4.Define the conventions 5.Demonstrate how it is written 6.Compose together 7.Scaffold first attempts 8.Independent writing 9.Draw out key learning

9. LITERACY IMPACT! 2 Know the dominant text-types for your subject: Purpose: What is its purpose? Who is it for? How will it be used?

10. LITERACY IMPACT! 3 Text level: Layout? Structure? Sequence?

11. LITERACY IMPACT! 4 Sentence level: Viewpoint? Prevailing tense? Active/passive? Sentence types and length? Cohesion devices?

12. LITERACY IMPACT! 5 Word level: Stock words and phrases? Specialist vocabulary? Elaborate or plain vocabulary choices?

13. LITERACY IMPACT! 6 Know your connectives 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

14. LITERACY IMPACT! 7 Encourage sentence variety 1.Start with an -ing verb (Reaching 60 these days is..) 2.Start with an -ed verb (Frustrated by ….) 3.Start with an adverb (Well-done chicken leads to …) 4.Start with a preposition (Within the city limits you will …)

15. LITERACY IMPACT! 8 Students must see you writing

16. LITERACY IMPACT!

17. So … What have you done? What are you going to do?

18. LITERACY IMPACT! READING Subject-specific vocabulary Approaches to reading Active research process, not FOFO Using DARTs

19. LITERACY IMPACT! Subject-specific vocabulary: Identifying Playing with context Actively exploring Linking to spelling 9

20. LITERACY IMPACT! Approaches to reading: Scanning Skimming Continuous reading Close reading 10

21. LITERACY IMPACT! Research skills, inc: Prior knowledge Purposes Locating information Interacting with the text Making a record Evaluating information Assisting memory Communicating information 11

22. LITERACY IMPACT! Using DARTs: Cloze Diagram completion Disordered text Prediction 12

23. LITERACY IMPACT! So … What have you done? What are you going to do?

24. LITERACY IMPACT! SPELLING Having 4 approachesMnemonics Word webs Rules Starters

25. Literacy Across the Curriculum Spelling approaches: RULES (etymology, family of words [muscle/muscular]) PRACTICAL STRATEGIES (mnemonics, key word triggers, spelling logs) VISUALS (words within words, word webs) SOUNDS (break into syllables/sounds, spellspeak) 13

26. Literacy Across the Curriculum Mnemonics Fun Necessary = never eat chips eat sausage sandwiches and raspberry yoghurt Words within words enviRONment buSINess deFINitely sePARAte Got any others? 14

27. Literacy Across the Curriculum Sign Consign Consignment Consigned Design Designer Designing Designed Designation Designate Redesign Resign Resignation Resigning Resigned Signature Signatory Assign Assignment Assignation Reassign Signal Signalling 15

28. LITERACY IMPACT! 16 RULES: I before e Effect of final ‘e’: hop - hope

29. LITERACY IMPACT! 17

30.  Kick- start learning  Don’t aim for false links with main lesson content  Do aim for coherence across starters  Avoid writing  Emphasise collaboration & problem-solving  Avoid the temptation to extend the activity  No Blue Peter badges

31. www.geoffbarton.co.uk

32. -ible-able

33. www.geoffbarton.co.uk Homophones Sound of MusicKylieBeethoven theirtherethey’re tootwoto prayprey

34. www.geoffbarton.co.uk Homophones FreezeStand adviceadvise practicepractise effectaffect It’sits Hard

35. www.geoffbarton.co.uk Activity I’ll say some sentences containing homophones. You tell me whether it’s list A or list B. Make up sentences – eg “The pilot of the aircraft was really rather plain”) A – stand upB – under table plain Plane weak Week steal Steel main Mane rows Rows fareFair breakBrake sew So due Jewwhether

36. LITERACY IMPACT! So … What have you done? What are you going to do?

37. LITERACY IMPACT! GRAMMAR Essentials for fiction Essentials for non- fiction

38. LITERACY IMPACT! 18 GRAMMAR ESSENTIALS (fiction): Sentence variety for effect: simple, compound, complex Multiple narration Plot - dialogue - description Location of the speech verb Direct / indirect speech Figurative language Descriptive detail Point of view

39. LITERACY IMPACT! 19 GRAMMAR ESSENTIALS (Non-fiction): Topic sentences Headlines / subheadings / puns Paragraph organisation - main point … illustration … contrast Connectives Tense Sentence functions: statement, command, question, exclamation Formality / impersonal tones Layout features Building an argument: generalisation, supporting points, statistics, facts, quotation

40. LITERACY IMPACT! 20 George Sampson, 1922: “Every teacher IN English is a teacher OF English”

41. LITERACY IMPACT! So … What have you done? What are you going to do?

42. LITERACY IMPACT! The 20 most important bits of grammatical knowledge needed by effective teachers

43. LITERACY IMPACT!