good readers make good writers

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Good Readers make Good Writers. Gill Matthews Stephanie Austwick Kevin Jeffery The Professional Literacy Company. Introduction The context – Reading Detectives New Orders for English The Units – KS1 fiction KS2 fiction Non-fiction – the research process - PowerPoint PPT Presentation


Good Readers make Good Writers

Gill Matthews Stephanie AustwickKevin JefferyThe Professional Literacy Company1AgendaIntroductionThe context Reading Detectives New Orders for EnglishThe Units KS1 fiction KS2 fictionNon-fiction the research processThe Units KS2 non-fiction KS1 non-fictionBuilding a Rich Learning EnvironmentHigher Order Reading SkillsLocationRe-organisationInferenceEvaluationAppreciation Creating Real Experiences for Reading and Writing4What is Reading for Real?Providing children with: an engaging and motivating hook into the texta purpose for their readinga context for their readingan authentic audience for their writing based on their reading

5By hook or by...a letteran emaila visitoran animation (e.g. Crazy Talk, Morfo Booth)a video clipa poster announcing a competitionartefacts with an accompanying requesta message in a bottlelocal request (a person or a venue)Head Teachers request

Reasons to read and write! Film Director wants to make a film of a bookAnimation Company an animation of a book TV Company wants ideas for a documentaryTheme park new attraction/ride based on book or themeMuseum wants help planning an exhibitionLocal attraction wants to create a visitors packAuthor wants help with a sequel to a bookTourist Information Service trail/leaflet/guide bookCompetition series of challenges

Phase 1ReadingImmersionAnalysisReading as a writer

Phase 2 Speaking & ListeningCapturing ideasDramaOral rehearsalPhase 3WritingWriting as a readerPresenting

Read texts -enjoy, -discuss vocabulary-language features-effect on audienceCreate an experience - to hook pupils in- give reason to write Explore languageuse itexplore contentempathiseTry out ideasExplore further texts, videos etc Model the writing process PlanAllow adequate time to complete writing task and present work8

The Big PictureIts Good Readers That Make Good WritersInitial Agreement with Head3 linked courses to look at the teaching of writing:- Writing for Real- Exciting Writing- Good Readers Make Good Writers

10Changes to National CurriculumRevised Programmes of Study for all subjects KS1-3Consultation period Feb April 2013Publication of final orders Autumn 2013Statutory from September 2014

Key IssuesEnglish or Literacy?Literacy across the Curriculum?Oracy: significantly smaller roleReading: Word Reading; ComprehensionWriting: Transcription (incl spelling, handwriting); Composition (incl. grammar, punct.)

Schools ResponseReviewing our practice in the light of the new orders:

What are we committed to keeping? How do the new orders support this?What do we need to change?

Support for ReadingAll pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and a love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils imagination and opens up a treasure-house of wonder and joy for curious young minds.Support for Reading/WritingReading and listening to whole books, not simply extracts, helps pupils to increase their vocabulary and grammatical knowledge These activities also help them to understand how different types of writing are structured. All these can be drawn on for their writing.

Pupils should understand, through demonstration, the skills and processes essential to writing.

The Reading JigsawThe CodeAccuracy FluencyExpressionThe MessageReadingthe LinesBetween the LinesBeyond the LinesThe MediumReading toReading withReading byThe PurposeLearning to ReadReading to LearnReading for LifeWhat needs beefing up?Wider range of reading strategiesImpact of purpose and audience on form and language in writingWider definition of text for reading and writingLiteracy across the curriculumTeaching of Effective Research Skills

Purpose of Todays CourseTo look at the teaching of reading and writing in the light of new NC Programmes of Study for EnglishTo look at the wider picture for teaching reading, including non-fictionTo look at how reading (and S&L) can impact on writingTo provide some working models for teachers to take away and trial

The unitsThe unitsFiction KS1, KS2Non-fiction KS2, KS1

Key Stage 1 FictionThe Man Whose Mother was a Pirateby Margaret MahyBooktalk Aidan ChambersLikesDislikesPuzzlesPatternsKey Stage 2 fictionKrindlekrax by Philip RidleyCast listCharacter nameMajor or minor characterWho they areWhat they look likeWhat they are likeRuskin SplinterMajorFriend of CorkySon of Wendy and WinstonSmall, thin, frizzy red hair, glasses with thick lensesAspiring actorInquisitiveStrong sense of right and wrongKey Stage 1 non-fictionDinosaur DiscoveryKey questionsWhat did they look like?Where did they live?How did they move?What did they eat?26Research processActivate prior knowledgeIdentify research questionsSet a purpose for readingNavigate non-fiction textsInterrogate the textRecord and evaluate information

What we KnowWhat we Would like to knowWhat we have LearnedWhat did they look like?

Where did they live?

How did they move?

What did they eat?

What I know about:Before readingAfter readingQuestionAnswerDetailsSourceSkimming and scanningSkimming to quickly identify the main ideas in a textScanning to find specific information

SkimmingRead the title, headings and sub-headingsLook at visualsRead first and last sentences of paragraphs and sectionsKeep thinking about the meaning of the text32ScanningKnow what questions you are trying to answerDont try to read every wordRead vertically rather than horizontally Visualise key wordsLook for clues e.g. capital letters, spelling patterns, word shapes, numbersUse signposts e.g. sub titles, headings, headersUse textual organisational devices e.g. alphabetical order

33Interrogate the textUnknown words to work out word meaningsStop and think to monitor understandingCheck the text to interpret visualsText marking to identify key informationRead, write, read to read for meaningAsk the teacher to formulate questions and monitor understandingAnalyse the question to answer different types of questionFind the main idea to identify key information34Interesting words chartWordPage noAny clues usedYour explanationDictionary help if neededunearthed78root worddug upNo35Record and evaluate informationKey wordsNotemakingChange the formChildrens quizNext stepsWhat we KnowWhat we Would like to knowWhat we have LearnedWhat did they look like?

Where did they live?

How did they move?

What did they eat?

Big, green, three-fingered

Argentina, warm swamps

38DARTsDirected Activities Related to Texts39Reconstruction DARTsText completion Sequencing Grouping Table completion Diagram completion Prediction activitiesAnalysis DARTsText marking Text segmenting and labelling Table construction Diagram construction Questioning Summarizing

Key Stage 2 non-fictionA Smooth Guide to...The learning environmentDiscuss :

How does your school/ classroom environment support or celebrate reading?

Does it tell children and visitors that reading is important? interesting? exciting? cool?

Working Walls

How does your school/ classroom environment support the reading into writing process?

And finally 46Remember: Key elements of the experiencean engaging opening event or experience that hooks the children into the unit a lively and interesting context that can be sustained over a number of weeksan unfolding narrativeauthentic audiences and purposes for readingopportunities for children to work in roleliteracy at the heart of the unit47Think AheadNote down three action points that you can do as soon as you are back in the classroomFP non fiction

Dinosaur DiscoveryLetter 1

Dear children

Professor Thomas Rex has told us that you are willing to help us to make a dinosaur park. He says that you are really good at doing research and very imaginative.

First, could you send some maps showing how we can lay out the dinosaur park?

Then, design a poster to persuade people to come to the dinosaur park.

Finally, we would like to have a quiz about dinosaurs for the children who visit the park. Could you come up with 10 questions for the quiz?

Thank you so much for your help

M JonesMr M Jones