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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


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

higher order reading skills
Higher Order Reading Skills






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

Phase 1




Reading as a writer

Read texts


-discuss vocabulary

-language features

-effect on audience

Create an experience

- to hook pupils in

- give reason to write

Phase 2

Speaking & Listening

Capturing ideas


Oral rehearsal

  • Explore language
  • use it
  • explore content
  • empathise

Try out ideas

Explore further

texts, videos etc

Phase 3


Writing as a reader


Allow adequate

time to complete

writing task and

present work


Model the writing


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.
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 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




Booktalk – Aidan Chambers
key stage 2 fiction

Key Stage 2 fiction

Krindlekrax by Philip Ridley

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
skimming and scanning
Skimming and scanning
  • Skimming – to quickly identify the main ideas in a text
  • Scanning – to find specific information
  • 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
  • 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
record and evaluate information
Record and evaluate information
  • Key words
  • Notemaking
  • Change the form
  • Children’s quiz
  • Next steps


Directed Activities Related to Texts

reconstruction darts
Reconstruction DARTs

Text completion



Table completion

Diagram completion

Prediction activities

analysis darts
Analysis DARTs

Text marking

Text segmenting and labelling

Table construction

Diagram construction



key stage 2 non fiction

Key Stage 2 non-fiction

A Smooth Guide to...


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?

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