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Untitled Prezi

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Mike Quirk

on 16 July 2013

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Embedding literacy does not need to be an arduous task!
Accelerated Reader 2013 / 2014
2013/14 daily D.E.A.R. proposals for Years 7 and 8:
‘Readiness For Reading’ audit 2013/14
Proposals for Year 7 spelling handbooks:
Middle Leaders' June 2013

1.Spelling handbooks – whole school approach
2.Accelerated Reader – Y7 and Y8
3.D.E.A.R. proposals for Y7 and Y8
4.Readiness for reading – curriculum area audit

“The most successful schools emphasised that there was no ‘eureka’ moment, that is to say, specific or unusual practice. Rather, they made what one school described as ‘...adjustments’ to what they did when their monitoring provided evidence of weaknesses and they stuck with what worked.”

Miss Massey
Literacy and reading

Research-based factors related to
increased motivation to read:

1. Teacher as an explicit model for reading
2. A book-rich classroom environment
3. Opportunities for choice
4. Opportunities to interact socially with other children
5. Opportunities to become familiar with lots of books
6. Appropriate reading related incentives

*Gambrell, Linda B. ‘Creating Classroom Cultures that Foster Reading Motivation’ (1996)

Imperative that we establish the current provision for reading for pleasure within each curriculum area.
Ascertain which curriculum areas require development/investment.
Communicate with students as per their interests and recommendations.

S:\English\Teacher Folders\JMY Reading Connects PDF.
Ofsted’s: ‘Improving Literacy in Secondary Schools: A Shared Responsibility’

The descriptors for an outstanding school now include the following criteria:

1. ‘Develop reading skills through work that makes cross-curricular links with other subjects’
2. Excellent practice ensures that all pupils have high levels of literacy appropriate to their age.
4. Pupils read widely and often across all subjects.
5. Pupils develop and apply a wide range of skills to great effect, in reading, writing and communication.
6. The teaching of reading, writing and
7. communication is highly effective and cohesively planned and implemented across the curriculum.
Hugely positive response from Year 7s and staff involved
Reading is now measurable in a number of different modes e.g. individual, SEN, girls, boys, classes – unlike higher year groups
Able to offer immediate intervention by targeting reluctant readers
Reading engaged time continues to remain below recommended 25 minutes per day:
Whole-school approach for Year 7 which is standardised across all departmental areas.
Part of students’ daily routines
Literacy coordinator better able to monitor the whole-school concerns with spelling
Sharing good practice
Promotes positive communication between college and parents – uniformed routines.
Save department funds!

Initial concerns:
1. Some departments already have own approach
2. Style needs to be more teen-appropriate
3. Intention to design a Cowley cover
4. Cost of replacement if lost
5. Already expected to equip themselves with planners, etc
D.E.A.R proposals...
Drop Everything And Read devised by Deb Foertsch
Recommended 20/30 minutes of reading each day
Cowley 15 minute proposal
Weekly rolling system to allow even distribution of reading!
Develop a positive attitude for reading rather than being seen as a punitive task
Read and discuss texts of interest
Focus on life-long learning strategies
Year 7 and Year 8 will use Accelerated Reader books or a topical text related to particular curriculum area.

Concerns: curriculum areas that are reliant on preparation time for e.g. Food Technology, Art, P.E. and Science – how do we allow for reading time as well as completion of experiments and practical activities?
Teacher as a reading role model
All teachers to be provided with a laminate on which they are to write their latest read on.
Idea is that it promotes reading to others.
Encourages dialogue between students and staff on reading.
Full transcript