Literacy Toolkit The Literacy Hub Using Success Criteria

Literacy Toolkit The Literacy Hub Using Success Criteria

Literacy Toolkit The Literacy Hub Using Success Criteria Highland Literacy Strategy All teachers should: Promote the fundamental importance of literacy to learners at all stages of their lives. Ensure that quality time is given to the teaching and learning of core skills in literacy. Ensure that staff provide learners over time with a balance of literacy activities in reading, writing, talking and listening. Ensure that staff agree at least one literacy success criterion with learners for each learning activity and that feedback concentrates on that criterion/those criteria.

Why bother is this not the English Departments job? Literacy Toolkit The Literacy Hub Using Success Criteria Agenda Introduction - Why bother? (10-15 mins) Activity 1 - Voice on the table (10-15 mins) Activity 2 - Evaluating success criteria (25-40 mins)

Activity 3 - Personal Action Planning (10 mins) Activity 4 - Summary of Learning (5 mins) Literacy Toolkit The Literacy Hub Using Success Criteria Activity 1: Voice on the table

In a maximum of 30 seconds, describe something that happened in your class where a learner of any age talked or wrote really effectively. Literacy Toolkit The Literacy Hub Using Success Criteria Activity 2: What makes a good group discussion some criteria Everyone agrees at the start why the group is meeting, how much time is available, what their roles are, what the outcome(s) will be Everyone contributes at least once - offering an idea or view, or responding to an idea or view Everyone listens to speakers and responds with respect Everyone respects group discipline - no talking to a neighbour while discussion is underway Everyone agrees at the end what has been decided, what needs to

be done next and who is going to do it. Literacy Toolkit The Literacy Hub Using Success Criteria Activity 2: What makes a good presentation some criteria The speaker makes sure that everyone can hear him/her The speaker understands what the presentation is for, what audience needs are, has an effective structure with links, presents information clearly and uses well-chosen evidence where appropriate to support main points The speaker makes sure he/she varies tone and pitch to emphasise what is important The speaker uses power-point and/or other visual aids sensibly doesnt just read whats on the screen

The speaker uses body language well, establishes eye contact with the audience and doesnt just read out notes Literacy Toolkit The Literacy Hub Using Success Criteria Activity 2: What makes a good piece of non-fiction writing some criteria The writer understands what the piece is for, what audience needs are, has an effective structure with links and conveys information clearly The writer uses well-chosen evidence and/or illustration to support main points The writer makes sure that he/she sticks to the correct format for the piece letter, report, recipe, instructions . . .

The writer makes sure that spelling and sentences are correct The writer uses his/her own words (unless there is a good reason for using someone elses) Literacy Toolkit The Literacy Hub Using Success Criteria Activity 3: Personal Action Planning Before the next meeting, look for opportunities to refine your thinking about Literacy across Learning and using success criteria. Choose one or two elements that you are going to explore further. Bring back your findings to the next session

Literacy Toolkit The Literacy Hub Using Success Criteria Activity 4: Summary of Learning Write your name on the card or post-it and how you now feel about Literacy across Learning and using success criteria. Leave your card or post-it on your way out.

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