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Literacy Leader's Toolkit: Raising Standards Across the Curriculum 11-19 [Paperback / softback]

4.06/5 (34 ratings by Goodreads)
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  • Format: Paperback / softback, 248 pages, height x width x depth: 236x156x14 mm, weight: 380 g
  • Pub. Date: 20-Jun-2013
  • Publisher: Continuum Publishing Corporation
  • ISBN-10: 1441138838
  • ISBN-13: 9781441138835
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Literacy Leader's Toolkit: Raising Standards Across the Curriculum 11-19Larger Image
  • Format: Paperback / softback, 248 pages, height x width x depth: 236x156x14 mm, weight: 380 g
  • Pub. Date: 20-Jun-2013
  • Publisher: Continuum Publishing Corporation
  • ISBN-10: 1441138838
  • ISBN-13: 9781441138835
Other books in subject:
Permanent link: https://www.kriso.ee/db/9781441138835.html
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A complete tried-and-tested tool for improving literacy across the curriculum.


In their new book, the winners of the TES National Award for Outstanding Literacy Initiative share the secrets behind school improvement through raising literacy levels across the curriculum.

Graham Tyrer and Patrick Taylor draw on the successful literacy initiative that raised their school from good to outstanding, as well as their work in three UK schools with a range of Ofsted ratings. The 54 practical strategies are grouped into beginning, embedding, sustaining and evaluating stages and include ideas such as choosing the literacy focus of your school, involving students as literacy leaders and creating a 'Litbox'. Each entry details the literacy outcomes of the strategy, provides step by step guidance for implementing and sustaining it and includes feedback and tips for staff and students who have used it.

The Literacy Leader's Toolkit is a must read for all literacy coordinators and leaders who want to implement a whole-school programme , as well as for those teachers who are determined to improve the literacy provision in their classroom.

Reviews

A must have guide for busy leaders! A great resource which provides at a glance, easy to apply strategies for improving standards of literacy for all learners to engage with. -- Fiona Froment, Principal, Aylesbury Vale Academy * Fiona Froment, Principal, Aylesbury Vale Academy * This book has three unusual dimensions which those working on school improvement often overlook; staff development; student involvement; and enlisting parents. It is worth reading for that alone... * Sir Tim Brighouse * Being a literacy coordinator can feel like the loneliest job in the school, and making whole-school literacy have real classroom impact can be hugely frustrating. That's why this book is so welcome: it's positive, practical and hugely uplifting. * Geoff Barton, Headteacher, King Edward VI School and author of Don't Call it Literacy * This toolkit is full of practical, feasible steps that help staff across the curriculum reflect on how literacy is their business. It will be invaluable for anyone attempting to achieve that tricky thing: an effective whole-school approach to raising standards of literacy. * Julia Strong, former Deputy Director of the National Literacy Trust * Here, instead of presenting the notion as a troublesome necessity to be tackled bravely, the authors retain a sense of infectious enthusiasm throughout - yes, the idea is to enable students to express themselves effectively across the curriculum, but at the same time, there is a real sense of nurturing a love of language, too. This is as much an uplifting read as it is a useful manual and as such, a worthy addition to your reference shelves. -- Helen Mulley * Teach Secondary *

More info

A complete tried-and-tested tool for improving literacy across the curriculum.
Foreword vii
Tim Brighouse
Introduction ix
How to use this book xiii
Part 1 Planning your Literacy Programme
1(20)
Why literacy?
2(3)
How to develop literacy across the curriculum
5(7)
Mapping out a two-year plan
12(9)
Part 2 Putting your Literacy Programme into Practice
21(206)
1 The Beginning Stage
22(23)
Strategy 1 Ensure consistency of writing across the curriculum
23(2)
Strategy 2 How to run a literacy assembly
25(4)
Strategy 3 Choosing the literacy focus for your school
29(2)
Strategy 4 How to design a Literacy Box
31(2)
Strategy 5 How to raise expectations of writing by looking at work completed in primary schools
33(2)
Strategy 6 How to set up a work scrutiny for cross-curricular literacy
35(3)
Strategy 7 How to share an understanding of the literacy element of different exam papers
38(3)
Strategy 8 How to set up a literacy steering group
41(4)
2 The Embedding Stage
45(109)
Strategy 9 How to teach punctuation to the science department
46(3)
Strategy 10 How learning in modern foreign languages can be a key vehicle for improving literacy
49(3)
Strategy 11 `The perfect piece': how having one a term can help progression
52(3)
Strategy 12 Bringing connectives to life so that staff feel confident to teach them
55(3)
Strategy 13 How to raise confidence by colour-coding literacy
58(2)
Strategy 14 `Each one teach one': improving writing and reading examination questions in technology
60(3)
Strategy 15 Agreeing the literacy focus with your staff
63(3)
Strategy 16 How to demonstrate cross-curricular writing types
66(7)
Strategy 17 How to design a `Litweb'
73(3)
Strategy 18 How to use staff briefing sessions to promote literacy
76(2)
Strategy 19 How to use literacy as a thinking starter
78(4)
Strategy 20 How to encourage boys' writing
82(4)
Strategy 21 How to help art students improve their use of paragraphs
86(3)
Strategy 22 How `Plenary Leaders' can help improve communication skills
89(4)
Strategy 23 Inventing literacy: help students become inventors of language
93(3)
Strategy 24 A range of ideas to improve excellence in reading
96(4)
Strategy 25 How to support students with spelling weaknesses
100(3)
Strategy 26 How to produce a spelling and marking policy
103(6)
Extra resources: Example marking policy
105(4)
Strategy 27 How to support spelling across the curriculum by engaging all staff
109(5)
Strategy 28 Making a `SPLASH'
114(3)
Strategy 29 How to promote high quality presentation across the curriculum
117(9)
Extra resources: Example presentation policy
119(5)
Extra resources: Example sheet: Encouraging students to commit to high-quality literacy
124(1)
Extra resources: Example note to parents to enlist their support for high-quality literacy
125(1)
Strategy 30 How to support presentation through peer-assessment
126(3)
Extra resources: Example sheet: How is your presentation?
128(1)
Strategy 31 How to support reading for pleasure across the curriculum
129(4)
Strategy 32 How to improve reading non-fiction across the curriculum
133(3)
Strategy 33 How to raise achievement in history by focusing on literacy
136(3)
Strategy 34 How to raise achievement in maths by focusing on literacy 1
139(2)
Strategy 35 How to raise achievement in maths by focusing on literacy 2
141(3)
Strategy 36 Building a scheme of work into your English curriculum that helps students become leaders of literacy
144(3)
Strategy 37 Teacher in role: using drama to improve writing in science
147(4)
Strategy 38 How to build literacy into PE
151(3)
3 The Sustaining Stage
154(42)
Strategy 39 Involving students as leaders of literacy and learning in subjects other than English
155(4)
Strategy 40 Making links with the community: how business and social groups can be literacy allies
159(4)
Strategy 41 Involving parents 1: how to train parents to be volunteer literacy leaders in your school
163(5)
Strategy 42 Involving parents 2: how to help parents lead literacy at home -- supporting writing
168(3)
Strategy 43 Involving parents 3: how to help parents lead literacy at home -- supporting reading
171(12)
Extra resources: Activities you could try in a one-to-one literacy tutorial
174(6)
Extra resources: Example letter to parents: Help your child to succeed in `Literacy across the curriculum'
180(3)
Strategy 44 Involving governors: using their skills and contacts to help students see that literacy matters
183(3)
Strategy 45 How to use public speaking to improve literacy across the curriculum
186(3)
Strategy 46 How to use trigger phrases to stimulate high- quality oral work
189(5)
Extra resources: Speaking and Listening -- Discussion: assessment criteria and trigger phrases
191(3)
Strategy 47 Producing a whole-school literacy policy
194(2)
4 Evaluating Impact
196(24)
Strategy 48 How to develop tracking grids to ensure an entitlement to literacy is offered systematically across the curriculum
197(4)
Strategy 49 How to evaluate the quality of literacy teaching: lesson observations and learning walks
201(5)
Extra resources: Example table for evaluating the quality of literacy across the curriculum
204(2)
Strategy 50 How to monitor the implementation of your marking policy
206(3)
Strategy 51 How to use simple questionnaires to evaluate attitudes to literacy
209(5)
Strategy 52 How to use simple questionnaires to raise staff expectations
214(6)
5 Working with Others
220(7)
Strategy 53 How to use the web to connect your school to others and have students designing literacy materials online
221(3)
Strategy 54 How to share good practice beyond your school
224(3)
Index 227
Graham Tyrer is headteacher of the highly successful and oversubscribed Chenderit School in Northamptonshire, UK. He has successfully helped lead two schools in challenging circumstances out of special measures and delivers training in Literacy Across the Curriculum throughout the country.

Patrick Taylor is director of teaching at Chenderit School in Northamptonshire, UK. He was formerly head of English and also works part time as a school inspector for Ofsted. He has delivered training for the Specialist Schools and Academies Trust in Literacy Across the Curriculum.