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

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Good readers make good writers

Good Readers make Good Writers

Gill Matthews

Stephanie Austwick

Kevin Jeffery

The Professional Literacy Company


Agenda

Introduction

The context – Reading Detectives

New Orders for English

The Units – KS1 fiction

KS2 fiction

Non-fiction – the research process

The Units – KS2 non-fiction

KS1 non-fiction

Building a Rich Learning Environment

Agenda


Higher order reading skills

Higher Order Reading Skills

Location

Re-organisation

Inference

Evaluation

Appreciation


Creating real experiences for reading and writing

Creating Real Experiences for Reading and Writing


What is reading for real

What is Reading for Real?

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


By hook or by

By hook or by...

  • a letter

  • an email

  • a visitor

  • an animation (e.g. Crazy Talk, Morfo Booth)

  • a video clip

  • a poster announcing a competition

  • artefacts with an accompanying request

  • a message in a bottle

  • local request (a person or a venue)

  • Head Teacher’s request


Reasons to read and write

Reasons to read – and write!

  • Film Director – wants to make a film of a book

  • Animation Company – an animation of a book

  • TV Company – wants ideas for a documentary

  • Theme park – new attraction/ride based on book or theme

  • Museum – wants help planning an exhibition

  • Local attraction – wants to create a visitors’ pack

  • Author – wants help with a sequel to a book

  • Tourist Information Service – trail/leaflet/guide book

  • Competition – series of challenges


Good readers make good writers

Phase 1

Reading

Immersion

Analysis

Reading as a writer

Read texts

-enjoy,

-discuss vocabulary

-language features

-effect on audience

Create an experience

- to hook pupils in

- give reason to write

Phase 2

Speaking & Listening

Capturing ideas

Drama

Oral rehearsal

  • Explore language

  • use it

  • explore content

  • empathise

Try out ideas

Explore further

texts, videos etc

Phase 3

Writing

Writing as a reader

Presenting

Allow adequate

time to complete

writing task and

present work

Plan

Model the writing

process


The big picture

It’s Good Readers

That Make Good Writers

The Big Picture


Initial agreement with head

Initial Agreement with Head

  • 3 linked courses to look at the teaching of writing:

  • - Writing for Real

  • - Exciting Writing

  • - Good Readers Make Good Writers


Changes to national curriculum

Changes to National Curriculum

Revised Programmesof Study for all subjects KS1-3

Consultation period Feb – April 2013

Publication of final orders Autumn 2013

Statutory from September 2014


Key issues

Key Issues

English or Literacy?

Literacy across the Curriculum?

Oracy: significantly smaller role

Reading: Word Reading; Comprehension

Writing: Transcription (incl spelling, handwriting);

Composition (incl. grammar, punct.)


Schools response

Schools Response

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?


Support for reading

Support for Reading

  • All 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 writing

Support for Reading/Writing

  • Reading 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 jigsaw

The Reading Jigsaw


What needs beefing up

What needs beefing up?

  • Wider range of reading strategies

  • Impact of purpose and audience on form and language in writing

  • Wider definition of text for reading and writing

  • Literacy across the curriculum

  • Teaching of Effective Research Skills


Purpose of today s course

Purpose of Today’s Course

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


The units

The units


The units1

The units

Fiction – KS1, KS2

Non-fiction – KS2, KS1


Key stage 1 fiction

Key Stage 1 Fiction

The Man Whose Mother was a Pirate

by Margaret Mahy


Booktalk aidan chambers

Likes

Dislikes

Puzzles

Patterns

Booktalk – Aidan Chambers


Key stage 2 fiction

Key Stage 2 fiction

Krindlekrax by Philip Ridley


Cast list

Cast list


Key stage 1 non fiction

Key Stage 1 non-fiction

Dinosaur Discovery


Key questions

Key questions

  • What did they look like?

  • Where did they live?

  • How did they move?

  • What did they eat?


Research process

Research process

  • Activate prior knowledge

  • Identify research questions

  • Set a purpose for reading

  • Navigate non-fiction texts

  • Interrogate the text

  • Record and evaluate information


What i know about

What I know about:


Skimming and scanning

Skimming and scanning

  • Skimming – to quickly identify the main ideas in a text

  • Scanning – to find specific information


Skimming

Skimming

  • Read the title, headings and sub-headings

  • Look at visuals

  • Read first and last sentences of paragraphs and sections

  • Keep thinking about the meaning of the text


Scanning

Scanning

  • Know what questions you are trying to answer

  • Don’t try to read every word

  • Read vertically rather than horizontally

  • Visualise key words

  • Look for clues e.g. capital letters, spelling patterns, word shapes, numbers

  • Use signposts e.g. sub titles, headings, headers

  • Use textual organisational devices e.g. alphabetical order


Interrogate the text

Interrogate the text

  • Unknown words – to work out word meanings

  • Stop and think – to monitor understanding

  • Check the text – to interpret visuals

  • Text marking – to identify key information

  • Read, write, read – to read for meaning

  • Ask the teacher – to formulate questions and monitor understanding

  • Analyse the question – to answer different types of question

  • Find the main idea – to identify key information


Interesting words chart

Interesting words chart


Record and evaluate information

Record and evaluate information

  • Key words

  • Notemaking

  • Change the form

  • Children’s quiz

  • Next steps


Darts

DARTs

Directed Activities Related to Texts


Reconstruction darts

Reconstruction DARTs

Text completion

Sequencing

Grouping

Table completion

Diagram completion

Prediction activities


Analysis darts

Analysis DARTs

Text marking

Text segmenting and labelling

Table construction

Diagram construction

Questioning

Summarizing


Key stage 2 non fiction

Key Stage 2 non-fiction

A Smooth Guide to...


The learning environment

The learning environment


Good readers make good writers

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

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


And finally

And finally …


Remember key elements of the experience

Remember: Key elements of the experience

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


Think ahead

Think Ahead

Note down three action points that you can do as soon as you are back in the classroom


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