Embed Size (px)
Citation preview
@reallearninguk [email protected]
Reading for WritingYear 3 and 4 Training Session 3
12th February 2019
In this workshop we will:• Read a quality text and experience practical activities to
engage learners & develop reading skills
• Investigate how visual prompts & talk strategies can be used effectively to extend vocabulary and lead reading into improved writing
• Explore a range of practical techniques & quality texts to inspire and improve children’s writing
List as many reading skills as you can in 1 minute…
…go!
URead Y3 Tap the app to launch the activity
Identifying precise focus areas…
What do you notice?
Reading Parties…1.Make cards containing phrases that reveal
characters, plot, settings and conflicts
2.Pupils ‘socialise’ and partner freely to talk about the information on their cards.
3.Return to small groups to discuss ideas and predictions. Formulate a collaborative ‘We think…’ statement.
4.Share and justify.
5.Read the story, reflect and discuss.
PREDICTION
Coffee
Book Talk…Nobody else was there. Just me.
He was lying there in the darkness behind the tea
chests, in the dust and dirt. It was as if he’d been
there forever. He was filthy and pale and dried out
and I thought he was dead. I couldn’t have been
more wrong. I’d soon begin to see the truth about
him, that there’d never been another creature like
him in the world.
rattled darkness tambourine fluttered
higher mechanical handkerchiefs curtains
ripple believe excitement skittles
lanterns applause higher cheered
beckoned hush carousel astonishment
Text Crunch…
What can you see?
What can you infer?
What questions would you like to ask?
What do you predict will happen?
Inference and Deduction
Chosen Book(s)/Texts
Text options…why
this one?
Possible writing opportunities…
Focus for teaching & modelling…
Starting points & ways in…
Reading as a Reader
Writer talk into writing -MODEL
Terminology Check!
•Modelled reading/talking/writing
•Shared reading/writing
•Guided teaching
- Make the thought-process explicit
- Aim high -aspirational language & techniques
Model
Share
Try
Apply
21 Steps…Year 3Language for effect
Starting from a text…
HUGO DARTED THROUGH THE CROWD, hisvision blurry from tears, and made his way intothe walls of the station. He hurried to his room,shut the door behind him, and lit some candles.Anxiously, he headed for the boxes that werepiled near the wall and pulled out the mechanical man.
Lunch…
Purpose & audience…
Grammar: style & structure…
Vocabulary…
Expanded vocabulary…
Audience and Purpose
Effect on the reader…
When?
Who? Where?
How?Why?
Story
Sections
Original Story
Leon & The Place Between
Skeleton Substitution
Opening Characters (4 children) go to watch a magic
show. Setting within a tent. They don’t all
believe…
Characters go to a place,
event or show.
Build up The magical sounds and images are
described as the show begins.
Some magical sounds and
images are described.
Climax Leon, the main character, volunteers for a
magic trick and climbs up into a box on the
stage.
Main character steps
through a portal and
arrives in a strange place.Resolution Leon meets another character and goes on
a short journey through a magical place.
The magician calls him back towards the
light and returns to the audience.
Main character goes on a
short journey. Something
draws him/her back to the
real world.
Story Substitution
1.Real word setting and finding the trigger
2.Journey to the fantasy land, (no matter how brief)
3.Arriving in the fantasy world
Something Fishy
Developing Own Ideas…
Any Questions…
What are you going to do over the next few weeks?
What are you going to do longer term?
Who will you share this with?
Next Steps…
What will you take from this session to enhance learning in your classroom?
Please complete an evaluation form…
Please contact me to find out more & to discuss packages of
support tailored for you.
Rosie Taylor@reallearninguk
07843 417 673
