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 The Units – KS2 non-fiction KS1 non-fiction Building a Rich Learning Environment Agenda
Higher Order Reading Skills Location Re-organisation Inference Evaluation Appreciation
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... • 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! • 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 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
It’s Good Readers That Make Good Writers The Big Picture
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 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 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 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 • 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 • 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? • 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 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 Fiction – KS1, KS2 Non-fiction – KS2, KS1
Key Stage 1 Fiction The Man Whose Mother was a Pirate by Margaret Mahy
Likes Dislikes Puzzles Patterns Booktalk – Aidan Chambers
Key Stage 2 fiction Krindlekrax by Philip Ridley
Key Stage 1 non-fiction Dinosaur Discovery
Key questions • What did they look like? • Where did they live? • How did they move? • What did they eat?
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 – to quickly identify the main ideas in a text • Scanning – to find specific information
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 • 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 • 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 • Key words • Notemaking • Change the form • Children’s quiz • Next steps
DARTs Directed Activities Related to Texts
Reconstruction DARTs Text completion Sequencing Grouping Table completion Diagram completion Prediction activities
Analysis DARTs Text marking Text segmenting and labelling Table construction Diagram construction Questioning Summarizing
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?
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 Note down three action points that you can do as soon as you are back in the classroom