Action Plan 3

Standard

This reading list of mine keeps growing! Whilst I am very grateful of the references in Changing Faces of Adult Literacy, Language and Numeracy: A Critical History it has provided me with a lengthy list of things to follow up! It will take me a while!

  1. Reading Action Plan

    • More about top-down/bottom-up approaches
    • Research subskills more!
    • Frith – she did Life Scientific on Radio 4 – research!
    • Do more research on Searchlights model
    • Do more research on Rose Report/Simple View
    • I need to do more research to ensure careful phonics planning – buy Phonetics for Phonics
    • Where to start with learners
    • That there are other strategies (language experience)
    • Word decoding – our brains scan through to find correct word and meaning
    • Miscue analysis

    Speaking and listening

    • Read – Teaching speaking and listening a toolkit for practitioners
    • Read Skills for Life Quality Initiative
    • It develops learner’s thinking (Pring 2007/Vygotsky 1978; Bruner and Haste 1987)
    • It’s difficult to remember/organise classroom discussions (Davis 1996; 1997, Chamberlin 2003; Even and Wallach 2003)
    • Give learners a chance to talk/discuss in class and make sure they know why they are performing these tasks.
    • Ask learners what they can do if they want clarification on something
    • Plan for discussion – respect each other’s opinion/turn-taking, interruptions

    APs from ‘developing S&L skills post

    • Give learners a chance to talk/discuss in class and make sure they know why they are performing these tasks.
    • Ask learners what they can do if they want clarification on something
    • Plan for discussion – respect each other’s opinion/turn-taking, interruptions – research S&L more. Do I know what I’m expecting yet?

    Functional/Liberal/Critical Models of Literacy

    • Try in sessions/add to teaching practice checklist
    • Conduct more research on models of literacy as course goes on

    Schema

    Writing Action Plan!

    Genre Approach

    Genres have different structures depending on audience/purpose/social context and learners need to be taught conventions of different genres explicitly.

    • Focus on how to construct different types of texts through modelling/sharing/scaffolding. An example of this could be an email/letter writing template.

    A list of strategies to support writing composition

    • KWL grid
    • Using discussion beforehand
    • Mind map
    • Complete chart
    • Sequencing words/activities
    • Language experience
    • Scaffolding/starter sentences
    • Photos
    • Wh- questions
    • Character creation chart
    • Story boards
    • Lists/sticky notes

    Research:

    • Kernel sentences
    • Consequences game.

    Giving Feedback

    • Research Geoff Petty for feedback process
    • In Access for All – supported way for marking
      • Scaffold feedback
        • ask them to find their errors
        • ask them to find  spelling errors (out of 10 possibly)
        • underline the errors for them – get them to work out why
        • encourage autonomy – underline errors, but ask them to write/study in their personal dictionaries/use dictionary/ask peers/ask tutor/use electronic aids
        • think about what’s going to be useful for them!

    Training 

    • book on learning difficulties training (see what’s available!)

    Stuff to do/review

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