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24/01/20

Do take a look at our latest Glyn Newsletter dated Friday 24 January 2020 https://t.co/v2caWcK1he

24/01/20

Years 7 and 8 Glyn PSA Disco this evening (Fri 24 Jan) from 7.00pm to 8.30pm for those who bought tickets in advance - have fun!

22/01/20

Retweeted From Glyn School P.E.

Some really exciting rugby from sees the score 10-0 with two unconverted tries

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20/01/20

We're celebrating the 200th after-school lecture by Mr Matthews today. An amazing achievement and a fantastic contribution. This afternoon, it's Our Earth - An Historical Journey. https://t.co/W3ZU698zHR

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17/01/20

Great to see Glyn Parliament in full force today! https://t.co/96UifOvJPa

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11/01/20

Retweeted From Glyn School P.E.

Glyn School GCSE PE in full flow ✏️📖 https://t.co/y3lDxCBybI

07/01/20

We have an amazing new video about our school (with thanks to Mr L:awrenece) including fabulous aerial views!. We are incredibly lucky to study and work here! Do take a look: https://t.co/MymzSVQ0sA

06/01/20

Happy New Year! Students return to school on Monday 6 January by 9.50am for a 10.00am start with Period 2, Week 2. Students should make their way straight to their Period 2 lesson. Thank you.

16/12/19

Tuesday 17 December is Mufti Day and Students' Christmas Fair! Wear your Christmas Jumper and bring a bit of small change - all for charity!

13/12/19

Do take a look at this week's Glyn Newsletter - a very busy week, indeed! https://t.co/GqquSlOoUi

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12/12/19

It's all about to begin! https://t.co/EHLvh4xpCa

12/12/19

Thursday 12 December - hope to see you at the Carol Concert this evening at St Mary's Church in Ewell Village from 7pm to 9pm. A warm welcome awaits.

12/12/19

Thursday 12 December - see you at the Carol Concert this evening! A warm welcome awaits at St Mary's Church in Ewell Village from 7pm to approximately 9pm.

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12/12/19

With the Glyn School Mock Polling Station due to close shortly, how have students voted? Results tomorrow...watch this space! https://t.co/BmdZbFr6wo

12/12/19

The Polls are open! Glyn School's Mock Poll has begun, with polling booths, slips, official counters, as near to the real thing as possible. How will the students vote? Will it reflect the National vote? Results later today!

10/12/19

Great numbers have signed up to the Duke of Edinburgh award at Glyn School…63 Bronze, 30 Silver and 9 Gold. Look out for news on what people are doing for their volunteering, physical and skill sections.

06/12/19

Do take a look at this week's Glyn Newsletter! https://t.co/qFZul5Z9BO

05/12/19

Year 13 Parents and Carers evening this evening, Thursday 5 December. A warm welcome to families.

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04/12/19

Retweeted From The Beacon School

Artist in Residence at The Beacon School Jonathan Braybrook, who is an art teacher at School came to the Beacon School to take up the role of Artist in Residence on Wednesday, 2nd December. He led a master class for our A-Level students in fine art portraiture. https://t.co/18G9n8sCRL

Language and Literacy

Language and literacy

‘Language and literacy skills provide students with the fundamental building blocks not just for academic success, but for fulfilling careers and rewarding lives.’ (Education Endowment Foundation)

At Glyn, we sustain a relentless focus on highly effective Learning and Teaching, where inspirational teaching, underpinned by the Glyn Learning and Teaching 7, creates a deep understanding of the curriculum and enables access and challenge for all students. Language and Literacy is a key principle of the Glyn Learning and Teaching 7, and is underpinned by evidence of its effectiveness.  We adopt a cross-curricular focus to promoting language and literacy amongst our students and staff. We believe that promoting Language and Literacy is a whole school responsibility and not just that of the English Department.

As Daniel Rigney explains, ‘the increased content and demands of the new GCSE specifications have highlighted a need for students to be “word-rich”. Rigney described those students who are ‘word-rich’ as possessing knowledge of 7,100 words. Students need to acquire 400 words a year to make significant contribution to verbal functioning.

Significantly research has highlighted that, ‘the more extensive a reader’s vocabulary and background knowledge, the easier it is to gain new information offered by a text’ (Alfassi, 2004). ‘Those who know 90 percent of the words in a text will understand its meaning and, because they understand, they will also begin to learn the other 10 percent of the words.’ (E.D. Hirsch, 2003)

Therefore, we need to explicitly address the needs of the ‘word-poor’ in an attempt to bridge the gap between these students and the ‘word-rich’.

How can we close the ‘word gap’?

Explicit vocab

At Glyn School we believe that it is important to support our students’ development of vocabulary by providing them with a range of vocabulary learning strategies that they can use to confidently explore any unfamiliar words they encounter. We aim to promote academic vocabulary by ensuring that teachers across the curriculum identify subject specific vocabulary within their subjects: tier 2 (exam command words and mature, academic vocabulary) and tier 3 (subject specific words and key terms). 

We ensure that students are exposed to academic and subject specific vocabulary multiple times, interleaving the vocabulary throughout the term and year. It is important to explicitly teach this vocabulary through a variety of methods.

Robert J. Marzona created a successful strategy that teachers can use in the classroom to teach vocabulary, it is called the ‘Six Steps to Better Vocabulary Instruction.’

It involves the following steps:

1. Provide a description, explanation, or example of the new term - the students should generate their own explanation.

2. Ask students to restate the description, explanation, or example in their own words.

3. Ask students to construct a picture, pictograph, or symbolic representation of the term.

4. Periodically ask students to discuss the terms with one another.

5. Involve students periodically in games that enable them to play with terms.

6. Students apply their knowledge of new terms in low-stakes multiple choice quizzes.

We invite you to join us in developing your child’s language and literacy at home and support them by exploring vocabulary and using several of Marzona’s steps above. Over time these strategies can be internalised as independent word learning skills that students will use automatically.

As parents and carers, you could engage in discussions with your child about their reading and reading habits. Share with them your favourite fiction and non-fiction books, newspapers and articles, and highlight how reading is relevant, inspiring and informative in your day-to-day lives. Margaret Kristin Merga, who has researched interactive reading for students, concludes that we “need a greater emphasis on quality interactive reading experiences at school and at home, which can improve student skills, and offer social and emotional advantages.”

Listed below are several reading lists which can be used to encourage your child to read a range of texts. When they encounter new vocabulary try and use Marzona’s ‘Six Steps to Better Vocabulary Instruction’ to help your child learn the new vocabulary.

If you have any further questions regarding Language and Literacy at home or at school, please contact Ms Picken via r.picken@glynschool.org

Language and Literacy at Glyn School is led by Ms R Picken

Accelerated reader with renaissance informationdocx

'Inspire a love of reading while monitoring progress and attainment.'

“Renaissance Accelerated Reader (AR) is one of the most heavily researched programmes in the world. Independent studies from the National Literacy Trust (NLT) and Education Endowment Foundation (EEF) have found a positive relationship between Accelerated Reader usage, reading attainment and enjoyment of reading.” (Renaissance Learning)

Students initially login and answer 34 multiple choice questions, which adapt in difficulty based on the student’s responses. The test must last a minimum of 20 minutes and a wealth of data, including reading age and ZPD (Zone of Proximal Development) is immediately available, which then highlights a reading range appropriate to each student’s reading range.

Using the ZPD obtained from their Star Reading test, students can select a suitably challenging book from within their reading range, which ensures that they can access the text while continuing to grow as readers. When they’ve finished the book, students take a short online quiz, assessing if they have read and understood the book. They then move on to the next! Over 30,000 quizzes are available, and more are added every month.

Students should be reading for at least 20 minutes every day and should complete the appropriate quiz as soon as they finish in order to ensure their quiz results are accurate.

Students are able to bring in books from home as long as they have been approved by their class teacher and you are able to search book reading levels here: http://www.arbookfind.co.uk/default.aspx

If you have any further questions regarding Accelerated Reader and KS3 English, please contact Miss Phillips via J.Phillips@glynschool.org.

Accelerated Reader and KS3 English at Glyn is led by Miss J Phillips.

 

Accelerated Reader: Please click here:  Accelerated Reader