How to deal with low literacy levels in mixed sets

[physicskate]

Illiterate students in mixed ability set - ta suggested I give the whole class colouring in for the whole lesson as the literacy levels of 5 pupils is low or non-existent (literally can't write their names). But obviously this disadvantages the kids with measurable literacy levels (some seemed quite able to analyse data too!!).

It was my first lesson with this group and now I'm left scratching my head... How the hell am I meant to introduce essential vocabulary?? I can't conscionably 'dumb it down' enough to inhibit the progress of the majority... How can I test these kids?? Not sure how to differentiate this... it's year 7 science.

Help!!!

Unfortunately I can't answer your questions at this stage about their general development.

The other children in the class MUST have the vocab and it would be hugely disadvantageous to them if I pitch to the weakest only. It feels as though I somehow need to get them working independently for most of the lesson. This was a massive fail in the ONE lesson I've had with them. I asked the class to write four sentences of notes and gave them five minutes (while the TA and I tried to run around writing for the weaker ones). Most kids had written maybe half (and I'm talking simple sentences pitched to reading age of 7-8 I reckon plus key vocabulary underlined). Which leaves independent work at the level I would expect the bulk of the class to work at unlikely.

Yes they need the vocab to explain the concepts (and to 'access' the tests, which I understand to be standardised across the year group so that they can be settled from year 8).

You all are talking as though I know these kids already, and I think part of the problem is that I don't. I've been in this school two days and had one lesson with them. I thought I was doing well figuring out their system enough to be able to email their form tutors asking for help/ advise/ ideas. My lack of knowing everything about these kids after a single hour, and a conversation with another who teaches them is exactly the reason why I'm leaving teaching. I've been left feeling inadequate and like I've been set up to fail.

I am not equipped to deal with developmental delays on this scale and feel like I should have been (my experience as a physics teacher is much more on the other side of the spectrum!!!!) and thus feel like shite.

So these questions that I can't answer are overwhelming me!

No, don’t feel overwhelmed by these questions, see them as a starting point, a line of enquiry. You cannot possibly be expected to teach these kids effectively from the start, especially when you do not have key information and the TA doesn’t appear to know either.

So instead of making a million plans, make a list of things you need to do.

1. Read their ILPs or EHCPs or whatever
2. Contact the SENCo for further information
3. Have a look in their books to see what they have been doing previously.

Information gathering is your first step.

When is your next lesson with them? If tomorrow then plan a normal lesson for the rest of the class and ask the TA to work in a small group with these kids going through any questions and answers verbally.

The other children in the class MUST have the vocab and it would be hugely disadvantageous to them if I pitch to the weakest only.
It doesn't mean that you cannot teach the rest of the class the vocabulary. Pitch it to the Year group expectation but adapt the speech and language element for your weak ones. Give them the sentences and they just write the correct words in, for example. Saves you having to try and write several sentences for five kids during the lesson.

Yes they need the vocab to explain the concepts (and to 'access' the tests, which I understand to be standardised across the year group so that they can be settled from year 8).
But that doesn't mean they need to be able to read or write the words. They need to know the words and their meanings. Tests can be read to them and the writing can be done for them, too. That's something you need to speak to the Senco about and get sorted out. Chances are you aren't the only person with that issue. That doesn't mean the class can only be given colouring to do.

I’m sorry you’re feeling overwhelmed by some of this. It’s not your fault and you need to pass it back to anyone who can help.

Dear HOD,
I’ve noticed that X, Y and Z have exceptionally low literacy levels and want to develop more understanding about the ability range of the group. Please could you tell me who the SENCO is, where I will find IEPs / EHCPs and any data about prior attainment?
Thank you

In the meantime, pitch your lesson to the top end of your group and ask the TA to differentiate for the lower ability pupils (let her make the decisions about colourings/scribing etc while you get the data and other info you need)

Good luck

Could you find some appropriate videos on the same subject that those kids could watch on headphones while you’re teaching the others?

Cloze activities - so you know you’ll want them writing 4 sentences about X, you write them prior to lesson with gaps for kids to fill in.

Words that need filling in can be at the bottom of the sheet so they just have to identify correct answer and copy.

Filling in tables rather than writing - one column could be a picture they have to draw, other columns could be single words - again with the words at the bottom if they need it.

Teach to the top. Prioritise those children got giving oral answers to check understanding.

How did it go @physicskate ?

I've not had any response yet - except from some form tutors who essentially said, ' thanks. Yeah we know.' Super helpful.

They have a test today, which should be... interesting. Not sure how the ta and I will do this. I'm very used to year 7 asking inane questions all through a test so that I never have a moment to rest. Not sure how we'll manage that and scribing for five... at least, I think there should be a ta with me, but one never knows!!

Ask for the name of the senco and talk to him/her.

You can’t do anything without finding out more.
And don’t let them film you teaching. That will never work out well.

Get the TA to take out the ones who cannot write and do the test in an SEN/ support area. It will be too distracting for the others.