Lemington Riverside/Waverley Primary

Literature Works

Engaging children’s love of literature in the classroom

What is Literature Works?

• A whole school approach to teaching literature

• A method of developing reading and writing through the use of whole novels and non-fiction books by quality children’s authors

• A network of Newcastle schools and libraries working together to raise standards

How the networking works:

• Working with partner schools to share good practice

• Working with librarians to loan books and meet authors

• Special interests groups: grammar, reading journals, MFL, Literature Works for the Early Years

• Meeting with colleagues and sharing new texts

Success Criteria

• Teachers use ‘Before’, ‘During’ and ‘After’ (BDA) approach.

• Teachers identify key strategies linked to BDA in order to support literature focus and pupil needs.

• Teachers encourage children to respond to each other providing an effective balance between recall and personal interpretation through talk.

• Teachers guide the children to a better understanding of the text, using talk for thinking strategies, which leads to improved levels of pupil engagement, achievement and enjoyment

Getting Going

• Discussed with class teacher ‘Literature Works’ approach, strategies and planning elements

• Reading needs of the class

• In addition the class teacher wished to use the work to improve the pupils ability to use evidence from the text and extend pupil oral contributions

What We Did

• ‘Before’, ‘During’ and ‘After’ approach

• Identified strategies

• Planned for delivery of whole text (new text ,new author) (Yr. 4 and 5 texts).

• Use of reading journals

• Explored cross curricular links where

• Possible and journals across all subjects.

Activities

Stitch Head illustration

Illustration Grubber’s Nubbin.

Creature

Role of quality talk (as going through the book and children talking about their predictions, preferences, what they like and why). Opportunities to enable teacher to do close readings with a particular purpose. Strategies and ideas are on the website. Improved pupil achievement – talk, reading and writing.

The Creature

He watched this new monster open its giant, single eye for the first time.

It flexed its two huge arms, pulling at the thick leather straps that held it in place – and wiggled a third, small arm protruding from its chest, as its master shrieked with victorious glee.

It sprouted thick fur and its huge body grew ever larger, until with a roar, it tore itself free and leaped from the operating table.

Finding adjectives in Stitch Head

His bald round head was a patchwork of stitches and his eyes were a different colour. While the left was a small, black bead, the right was large, bright and ice blue. This eye was a sight to behold. It almost seemed to glow in the castle’s dimly lit corners.

Similes in Stitch Head

“Monsters,” whispered the girl, her dark eyes glistening like beads in the moonlight.

“Does he now?” muttered Freakfinder…and an evil grin spread across his face like a disease.

Word Association

castle

Show not tell

“What? What is it?” asked the Creature. Stitch Head had gone paler than ever, which was very, very pale indeed. “Where’s it coming from?”

“It’s happening…it’s happening!” Stitch head whimpered.

Useful words

Prepositions • Above• Below• Under• Across• Beside

Adjectives• steep• twisty• wobbly• pointy• shadowy• bright

Outcomes of Literature Works for Waverley

• Increased stamina and enthusiasm for reading.• Development of higher order reading skills, such

as the ability to see cause and effect in a story or to empathise with a character through highs and lows.

• Connection to others who have shared the story.• Improved levels of achievement in reading

throughout KS1 and KS2

Outcomes for Lemington Riverside Primary

• Focussed discussions with class/groups• Pupils enthusiasm - they led further reading and talk/drama/writing activities.• Pride in written work • Evidence from the text demonstrating deep understanding/quotes from the text• Evidence of ‘during’, and ‘after’ activities show that pupils work is of a high quality, they show pride

in what they have achieved, and understanding of the task/purpose. They also show interest, listen well, concentrate and can evaluate own learning. Were able to lead their own reading journal groups in Science.

• Pupils produced a video/ppt, photostory and blogs. Varied writing across genres and improved reading point scores/levels.

• Ch’n were asking to read and at home. Parents came and asked me about the books as pupils were talking about them at home. Many went on to purchase all of the books and take their children to the library. They were reading further books by the same author and similar authors (links with Frankenstein and Frankenweenie visit) the pupils told me when book 4 came out and were talking to each other about it and their ideas.

Next Steps

• Texts Class teachers have gone on to use following partnership

(plans and examples are available to view.)

• School Improvement Plans• Development Groups

Pupils said, ‘to read book 4…’

(Not an exhaustive list…)

What Literature Works offers pupils;Quality, modern texts and enjoyable activities throughout their experience of the book. Time to talk, communicate and grow. Better teaching. Wider range of authors and genre. Independence and challenge. Relevance. Links to real authors, publishers and the world of literature.

Teachers.Networking. Support – Colleagues, LA, Publishers, Website with planning, strategies, improving own practice and knowledge, engaging pupils. Time provided and using these strategies across the curriculum and within literature focus saves time. Input to suggest own changes, needs and voice is heard.

School. Excellent school improvement strategy. Creates a buzz about books and staff and pupil’s talking about their reading. Pupil’s reading for pleasure.

All: Improved progress and attainment.