Good Readers make Good Writers
Gill Matthews Stephanie Austwick
Kevin JefferyThe Professional Literacy Company
Agenda
IntroductionThe context – Reading Detectives
New Orders for EnglishThe Units – KS1 fiction
KS2 fictionNon-fiction – the research processThe Units – KS2 non-fiction
KS1 non-fictionBuilding a Rich Learning Environment
Higher Order Reading Skills
LocationRe-organisationInferenceEvaluationAppreciation
Creating Real Experiences for Reading and Writing
What is Reading for Real?
Providing children with: an engaging and motivating ‘hook’ into the
texta purpose for their readinga context for their readingan authentic audience for their writing
based on their reading
By hook or by...a letteran emaila visitoran animation (e.g. Crazy Talk, Morfo Booth)a video clipa poster announcing a competitionartefacts with an accompanying requesta message in a bottlelocal request (a person or a venue)Head Teacher’s request
Reasons to read – and write! Film Director – wants to make a film of a bookAnimation Company – an animation of a book TV Company – wants ideas for a documentaryTheme park – new attraction/ride based on book or
themeMuseum – wants help planning an exhibitionLocal attraction – wants to create a visitors’ packAuthor – wants help with a sequel to a bookTourist Information Service – trail/leaflet/guide bookCompetition – series of challenges
Phase 1ReadingImmersionAnalysis
Reading as a writer
Phase 2 Speaking & Listening
Capturing ideasDrama
Oral rehearsal
Phase 3Writing
Writing as a readerPresenting
Read texts -enjoy, -discuss vocabulary-language features-effect on audience
Create an experience - to hook pupils in- give reason to write
Explore language- use it- explore content- empathise
Try out ideasExplore further texts, videos etc
Model the writing process
PlanAllow adequate time to complete writing task and present work
THE BIG PICTURE
It’s Good Readers That Make Good Writers
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 Programmes of Study for all subjects KS1-3
Consultation period Feb – April 2013Publication of final orders Autumn 2013Statutory from September 2014
Key Issues
English or Literacy?Literacy across the Curriculum?Oracy: significantly smaller roleReading: Word Reading; ComprehensionWriting: 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.
The Reading Jigsaw
The Code
Accuracy Fluency Expression
The Message
Readingthe Lines
Between the Lines
Beyond the Lines
The Medium
Reading to
Reading with
Reading by
The Purpose
Learning to Read
Reading to Learn
Reading for Life
What needs beefing up?
Wider range of reading strategiesImpact of purpose and audience on form
and language in writingWider definition of text for reading and
writingLiteracy across the curriculumTeaching 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
The units
Fiction – KS1, KS2Non-fiction – KS2, KS1
Key Stage 1 Fiction
The Man Whose Mother was a Pirate
by Margaret Mahy
Booktalk – Aidan Chambers
LikesDislikesPuzzlesPatterns
Key Stage 2 fiction
Krindlekrax by Philip Ridley
Cast list
Character name
Major or minor character
Who they are
What they look like
What they are like
Ruskin Splinter
Major Friend of CorkySon of Wendy and Winston
Small, thin, frizzy red hair, glasses with thick lenses
Aspiring actorInquisitiveStrong sense of right and wrong
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 knowledgeIdentify research questionsSet a purpose for readingNavigate non-fiction textsInterrogate the textRecord and evaluate information
What we Know
What we Would like to know
What we have Learned
What did they look like?
Where did they live?
How did they move?
What did they eat?
What I know about:Before reading After reading
Question Answer Details Source
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-headingsLook at visualsRead first and last sentences of
paragraphs and sectionsKeep thinking about the meaning of the
text
Scanning
Know what questions you are trying to answerDon’t try to read every wordRead vertically rather than horizontally Visualise key wordsLook for clues e.g. capital letters, spelling
patterns, word shapes, numbersUse signposts e.g. sub titles, headings, headersUse textual organisational devices e.g.
alphabetical order
Interrogate the text
Unknown words – to work out word meaningsStop and think – to monitor understandingCheck the text – to interpret visualsText marking – to identify key informationRead, write, read – to read for meaningAsk the teacher – to formulate questions and
monitor understandingAnalyse the question – to answer different types
of questionFind the main idea – to identify key information
Interesting words chart
Word Page no Any clues used
Your explanation
Dictionary help if needed
unearthed 78 root word dug up No
Record and evaluate information
Key wordsNotemakingChange the formChildren’s quizNext steps
What we Know
What we Would like to know
What we have Learned
What did they look like?
Where did they live?
How did they move?
What did they eat?
Big, green, three-fingered
Argentina, warm swamps
FP non fiction Dinosaur Discovery Letter 1
Dear children
Professor Thomas Rex has told us that you are willing to help us to make a dinosaur park. He says that you are really good at doing research and very imaginative.
First, could you send some maps showing how we can lay out the dinosaur park?
Then, design a poster to persuade people to come to the dinosaur park.
Finally, we would like to have a quiz about dinosaurs for the children who visit the park. Could you come up with 10 questions for the quiz?
Thank you so much for your help M J ones Mr M Jones
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...
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?
AND FINALLY …
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 narrativeauthentic audiences and purposes for readingopportunities for children to work in roleliteracy 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
Top Related