Apologies for a brief hiatus – I have been away on holiday & then our cat got stuck on our neighbour’s roof and so…needless to say this has been on the back burner. However, now I’d like to share one of my favourite units for KS3…the persuasive writing campaign! There were several ways to approach this unit in our department but I wanted to make it really meaningful and engaging for the pupils (surely that is always the aim but hopefully you get what I mean!).
I approached it as a charity campaign whereby pupils chose a charity in their group and created a three-pronged campaign of: a persuasive letter encouraging people to donate; a radio advert; and a poster. This gave pupils a bit of variety and an opportunity to use lots of different language features…as well as something a bit fun at the end!
Pupils got really stuck in and it was a fantastic way to explore citizenship and current issues within the classroom. There is scope to use it as a whole-school exercise as well and get the pupils to campaign for their charities and raise some actual money – if that is something you wanted to do, of course!
There are 7 lessons but it definitely spanned over that as some of the tasks take longer than others. You can download them from Dropbox by clicking this link here.
I hope it is useful! As always, my resources are FREE to download but if you would like to contribute anything, please feel free to do so below…
Originally designed for Year 7s but the tasks can be easily adapted for Year 8 & 9. This was developed for tutor time (25 minutes in my school) and therefore are quite independent tasks. There are 11 weeks worth of tasks in here to allow for some time to mop up any bits and bobs in the remaining weeks of term.
There is a PowerPoint and an accompanying booklet with additional information to reinforce key literacy skills as well as embrace their creativity.
Something that a lot of people seem to be getting on board with to reduce workload and close the feedback loop at the same time is whole class feedback. I was asked to share my whole class feedback sheet on Twitter so I thought I’d put it on here to share far & wide with others.
This is one that I made for my Year 9s after their end of KS3 exam. I’ve left the content in the boxes to show how I’ve used the space/boxes available.
The file is editable and FREE to download. You can do so by clicking this link here.
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I must begin this with a disclaimer that I am not a dyslexia specialist but I do take an avid interest in supporting dyslexic learners across the curriculum. I had a fabulous mentor during my Schools Direct year who specialised in supporting SEND students, particularly those with memory issues. Before working in schools, she supported stroke survivors so had a plethora of experience and strategies on hand to support our learners. So, this post is both inspired by and in honour of everything Mrs Murray taught me.
“I’ve just looked at the context data for my classes and I’ve got a couple of dyslexic kids. I’ll just stick it on some yellow paper.”
I can’t express how much I would cringe as fellow trainee teachers would say this.
Not all dyslexic pupils are the same.
You can’t rely solely on the label of ‘dyslexic’ to tell you what works for that child and what doesn’t. You can’t just put their work on coloured paper and hope for the best.
So, what this post is aiming to do is offer some practical and manageable strategies to implement in the classroom. That isn’t to say that they wouldn’t need some level of adaptation but hopefully they are a starting point!
Secondly, the majority of these strategies rely on students taking the onus upon themselves to use them in the classroom. I feel very passionately about creating independent students and giving them transferable approaches which will allow them to access the wider curriculum.
Coloured Paper & Overlays
Okay. Regardless of what I just stated above…this can work for some pupils! I’ve spent some of the literacy budget on x2 new sets of reading rulers which have a variety of different colours. At the start of the term, you could have a lesson where pupils can test these out. Make it regular practice in your classroom for pupils to use reading rulers.
Model it for them! Secretly, I like using a reading ruler to follow as pupils are reading because it allows you to do the ‘teacher stare’ and easily pick your line back up. Bonus!
Word Art & Sketchbooks
This can work beautifully with some students who are potentially quite creative but struggle academically. Students create pictures from the words with a particular focus on the sounds or perhaps a silent letter.
For example, one pupil I worked with last year would confuse ‘which’ and ‘witch’ so they wrote the word ‘witch’ out and turned the ‘t’ into a broomstick with a cauldron underneath so they now remember which one is which (forgive the pun).
How is this going to work in a classroom situation? Give pupils a small sketchbook or allow them to write in the back of their exercise book freely utilise this strategies.
I love this one and is one of my fondest memories from the entire Schools Direct year. One pupil I worked with last year would struggle to remember how to spell the word ‘beyond’ as they would often forget the ‘y’. So, they came up with a little story to help them…
They split the word into ‘bey’ and ‘ond’ and in the spirit of all things Queen Bey would remember it by saying ‘beyonce on the dance floor’.
The more ridiculous, the better. I love this and can’t spell beyond without thinking of this pupil or their story.
Gosh – I’ve got such a love for post-it notes and if any of you are on Twitter, you will have seen the outpouring of love for Tiger’s big post-its which would be great for this.
One of the issues that dyslexic students may struggle with is the organisation of their thoughts/ideas. This could be especially useful for chunking ideas/getting bits of ideas down onto paper before re-organising them on the page until they are happy with the order.
The post-it note strategy has worked wonders with my KS4 classes last year – particularly with the literature essays whereby pupils are tempted to write down everything they know rather than what the question is asking of them.
Now this is a fabulous strategy, if you have the resources available in school to use it. Pupils who are perhaps stronger orally than they would be writing could benefit from this.
Students can record themselves and once it has been saved, they can plug in their earphones and listen back to their writing and transcribe it; editing as they go.
Whiteboards or Gel Boards
Using these are a great way for pupils to try out a spelling before they put it down on paper – a low-pressure; low-risk strategy. Gel boards are similar to whiteboards but in my opinion, the gel boards are much better. They are more tactile, quite satisfying to write on and last much longer.
These boards can be quite expensive which is the main downside to using them. As a school, we buy them in wholesale and then use some of the literacy budget to subsidise the cost to parents when we re-sell them at a lower price.
Colour Coding & Highlighting
This can be a hit and miss strategy and normally one that takes a bit of ‘training’. If your pupils have their own copies of the GCSE texts, this is one that could work wonders when used correctly. I tend to use these highlighter strips as they are moveable and students can write over them.
They are fairly inexpensive and encourage independence in students which is one of the big things I focus on. Students can also transfer this over into other subjects when revising or reading long chunks of text.
Pupils could have a different colour for various characters or themes so that when it comes to revising, it feels more manageable instead of being faced by a huge block of text which could otherwise be intimidating.
These are more suited to intervention time as opposed to in-classroom time as they are rather time consuming and messy. That isn’t to say that they can’t be used in class but they may not be the easiest to implement. There are a few so here we go:
Writing on the windows with board markers – allows students to feel unrestricted by the size of the page etc. Good for those with poor fine motor skills as well. This can also be applied to chalkboard walls/doors, if your school allows.
Spelling words using playdough (easy to home-make as well to save money) where students can use different colours to represent the grapheme-phoneme relationships or maybe a silent letter that they easily forget.
Letter/phonics pebbles these are really satisfying to touch as they are smooth and heavy – good for learners who are kinaesthetic. They have key phonics sounds as well as the regular alphabet. Can be used as a visual aid to help students remember key sounds in words they struggle with.
You can use these as a warm up in intervention sessions or set them as homework. They can often be a diagnostic test to check pupils’ strategies – whether they are aware of them or not. Here is one example from the BBC Scotland website.
In addition to all of this, try to use fonts that are dyslexia friendly. Those with even spacing and slightly rounded letters such as: Helvetica; Comic Sans; Arial; Chalkboard; and Veranda seem to work quite well.
There are some that have been developed specifically for dyslexic students such as OpenDyslexic which is free to download as well as Lexie Readable.
So that is by no means a comprehensive list but I thought it may be helpful regardless, especially for trainee teachers & NQTs alike.
If you do use any of these strategies, please tweet me @MissSims4 or leave a comment below! I’d love to know how you got on.
This is a new novel that we are going to be using with Year 7 in the Autumn Term. I will be teaching this to a lower attaining group. As such, I think some of the language will be challenging for them.
After seeing Mr. Pink’s vocabulary sheets for pupils with various activities to consolidate understanding:
I felt inspired to use a similar format for this novel. Therefore, I have created vocabulary sheets for pupils to complete as homework prior to our reading in order to clarify understanding and boost their vocabulary. These will then be complemented through class work and guidance.
For ease & adaptability, I have divided the sheets by chapter. However, the file is editable so please feel free to change it up to suit your needs.
I feel very strongly about creating independent learners from the get go and it has been one of the elements of my teaching that has been praised throughout my training year. I’ve purposefully designed these sheets with this in mind by encouraging students to use their own spelling strategies. For some that may be creating word art or stories (I’m going to be writing a post about spelling strategies for pupils very soon!) so it puts the onus on cross-curricular strategies rather than variable adaptations from teacher-to-teacher which the student relies on.
It seems that I was unaware that introductory lessons were a bit like marmite. People seem to either love them or hate them. I have to say that I err on the side of love for this one. Especially as a young, new and somewhat naïve teacher, I think they are a fantastic way to get to know the students & promote reading in the classroom at the same time. They can also directly feed into your SoW for those who may feel it is a waste of a lesson otherwise.
I personally like to take a ‘My Life in Books’ approach to these introductory lessons. They allow you to share as much or as little about yourself as you feel comfortable doing so. They allow pupils to tell you as much or as little about themselves as they feel comfortable doing so. It also doesn’t waste any lesson time as it is still encouraging pupils to think about English/literature/reading as a wider area of the curriculum. What could be better? Probably a lot of things but this is just one idea!
If you would like to use this, you can find my powerpoint on Dropbox from this link here.