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
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Good Readers make Good Writers
The Professional Literacy Company
The context – Reading Detectives
New Orders for English
The Units – KS1 fiction
Non-fiction – the research process
The Units – KS2 non-fiction
Building a Rich Learning Environment
Creating Real Experiences for Reading and Writing
Providing children with:
an engaging and motivating ‘hook’ into the text
a purpose for their reading
a context for their reading
an authentic audience for their writing based on their reading
Reading as a writer
-effect on audience
Create an experience
- to hook pupils in
- give reason to write
Speaking & Listening
Try out ideas
texts, videos etc
Writing as a reader
time to complete
writing task and
Model the writing
It’s Good Readers
That Make Good Writers
Revised Programmesof Study for all subjects KS1-3
Consultation period Feb – April 2013
Publication of final orders Autumn 2013
Statutory from September 2014
English or Literacy?
Literacy across the Curriculum?
Oracy: significantly smaller role
Reading: Word Reading; Comprehension
Writing: Transcription (incl spelling, handwriting);
Composition (incl. grammar, punct.)
Reviewing 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?
To look at the teaching of reading and writing in the light of new NC Programmes of Study for English
To look at the wider picture for teaching reading, including non-fiction
To look at how reading (and S&L) can impact on writing
To provide some working models for teachers to take away and trial
Fiction – KS1, KS2
Non-fiction – KS2, KS1
Key Stage 1 Fiction
The Man Whose Mother was a Pirate
by Margaret Mahy
Key Stage 2 fiction
Krindlekrax by Philip Ridley
Directed Activities Related to Texts
Text segmenting and labelling
Key Stage 2 non-fiction
A Smooth Guide to...
The learning environment
Discuss : 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?
an 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 weeks
an unfolding narrative
authentic audiences and purposes for reading
opportunities for children to work in role
literacy at the heart of the unit
Note down three action points that you can do as soon as you are back in the classroom