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

Higher Order Reading Skills  Location  Re-organisation  Inference  Evaluation  Appreciation

Creating Real Experiences for Reading and Writing

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

Create an experience - to hook pupils in - give reason to write Explore language -use it -explore content -empathise

Phase 1

Reading

Immersion Analysis Reading as a writer

Phase 2

Speaking & Listening

Capturing ideas Drama Oral rehearsal Read texts -enjoy, -discuss vocabulary -language features -effect on audience Try out ideas Explore further texts, videos etc Plan Model the writing process

Phase 3

Writing

Writing as a reader Presenting Allow adequate time to complete writing task and present work

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 Programmes of 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.

The Reading Jigsaw

The Code The Message The Medium The Purpose

Accuracy Reading the Lines Reading to Learning to Read Fluency Between the Lines Reading with Reading to Learn Expression Beyond the Lines Reading by Reading for Life

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

The units  Fiction – KS1, KS2  Non-fiction – KS2, KS1

Key Stage 1 Fiction The Man Whose Mother was a Pirate

by

Margaret Mahy

Booktalk – Aidan Chambers  Likes  Dislikes  Puzzles  Patterns

Key Stage 2 fiction Krindlekrax

by

Philip Ridley

Cast list

Character name

Ruskin Splinter

Major or minor character

Major

Who they are What they look like What they are like

Friend of Corky Son of Wendy and Winston Small, thin, frizzy red hair, glasses with thick lenses Aspiring actor Inquisitive Strong 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 knowledge  Identify research questions  Set a purpose for reading  Navigate non-fiction texts  Interrogate the text  Record and evaluate information

What we K now What we W ould like to know What we have L earned

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

Qu estion A nswer D etails S ource

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 Check the text – to monitor understanding – 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

Word Page no

unearthed 78

Any clues used

root word

Your explanation

dug up

Dictionary help if needed

No

Record and evaluate information  Key words  Notemaking  Change the form  Children’s quiz  Next steps

What we K now What we W ould like to know What we have L earned

What did they look like?

Big, green, three-fingered Where did they live?

How did they move?

What did they eat?

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 Jones 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 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