Pre-Covid: Long term problems with a vocab deficit.

Students’ ability to work together again is important. 

Working together is the best way to learn.

Creating a language-rich environment is important.

Dual coding can help with misconceptions - having an image to go with the word.

Scaffold how a sentence is structured with images e.g. noun + verb + comparative/superlative + adverb + prepositions. Now write a 2 sentence description about an image.

Visuals and dual coding help understanding.

Modelling reading aloud is important as students follow along - they can hear how words flow and should sound eg. structures, patterns and rhythms.

Make collections of words e.g. synonyms and antonyms

Get students to reorder words e.g. bgan = bang

Root words and then extra words – eg act -acting; react, reaction

Spelling lists

Practice spelling rules like endings, adding s for plurals

Get students to create mnemonics for common pairs of homophones

Encourage EAL students to work in their own language where possible

Physical learning e.g. role play, hot seating, props

EAL - revisit the same language/vocabulary in different activities to make it stick

Peer interaction and collaborative learning - students learn from each other.

Children who don't read struggle with vocab and the curriculum in general.

Lack of reading = lack of comprehension skills.

10% of disadvantaged children have a reading age lower below the expected.

Senior leaders prioritise reading in schools.

Staff who teach reading accurately identified gaps in pupil knowledge and put support into place.

Additional support tends to stop beyond KS3.

Older struggling readers need more support.

Confidence is a big issue with older struggling readers

What is the academic  underpinning for recommended practices (ie references used?)

How well does it link the  theory to practice?

Does it provide a toolkit or a stimulus for reflection?

The author aims to have oracy equally important to reading, writing and arithmatic. Currently it has no wieght in exams across the UK which should change, so says the paper.

The paper is aligned with the new Labour govenment, mainly Brigett Phillpson, the minister of education. The Oracy Commission, who wrote the paper, is funded by Voice 21.

References include teachers, professors and various education professionals, all of whom agree with the preposal. In addition there are multiple supporting case studies and comissions. The 1975 Bullock report.

Young people struggle with formal expression, and discussion in general. This is an important skill not just in the context of education, but their lives as a whole. Making it examined, will aid in development of communication.

It critiques the lack of previous government progress in premoting oracy, although the current Prime Minister promises to rectify this.

Mix of policy documents, practitioner books, research reports, theoretical papers, anecdotes, visual materials (posters).

Linked quite well, but dependent on chapter; some linked better than others. Seems, when relevant, relies heavily on research and papers, policy documents (Science of Learning for each subheading). But when developing own practice, relies on handbooks, anecdotes, tips they have picked up from their own experience.

It does, specifically in one chapter which discusses how to become Head of Department. Prompts you to think about your values as a teacher, skills/ traits valuable in the role, interview tips and tips on how to continue to grow as a teacher.

Also discusses how to incorporate good retrieval practice and how to effectively embed this in your practice.

Literary analyses, educational resources and studies, debates on technology and its application in the classroom.

Quite well -- it analyses theories and provides guidance on how to implement this in practice. It also provides opportunities to take part in activities that compliment the teaching and reflective experience. It is also helps teachers to consider their own teaching values.

We were reading a really interesting chapter that positioned the teaching of English within a constantly changing political and social field. It encouraged teachers to consider their own position and place within teaching English (including discussions on what teaching English contributes to society and whether it's our duty to combat elitist ideas within English teaching)

It definitely provides a toolkit to examine and reflect on your own teaching practice and incorporate evidence-backed theories and ideas into your teaching.