working with a teaching sequence - home | elinet...grammar for writing •some would argue that the...

Working with a Teaching Sequence

Creative approaches

Responding to an illustration:

• Look at the illustration.

• List 10 things you notice about the picture.

What is happening?:

Think of words and phrases to describe what you see and hear as a citizen...

What emotions are experienced?:

Think of words to describe these...

What words would you use to describe the main character?

Role on the Wall

Look at the next pictures...

• Do these change what you first thought?

• What words or phrases would you use to describe this character now?

Reading aloud and re-reading

Grammar for Writing

• Some would argue that the study of grammar is worth teaching in its own right because it is intrinsically interesting – and so it is.

• Our aim is to improve children’s writing. Grammar is fundamental to this, as a means to an end, but a means which involves investigation, problem-solving, language play and a growing awareness of and interest in how language works.

• The emphasis is on how children’s growing understanding and use of grammar helps them to write more effectively.

Thought Inner

Speech Oral

Speech Written

Language

Writing is the longest distance a thought has to travel

The Missing Beast!:

VGaP focus, framing questions:

• What would you ask the Beast in an interview?

• Record these on a strips, correctly punctuated.

• Which are the best for submission to the show?

• Which will obtain the best story?

Leading to hotseating and role play...

...structured talk opportunities...

...and sustained writing

• Write a newspaper report about the Beast’s story.

• What information have you gained from the interview that you need to include?

• Are there quotes you will use?

• Features: Layout, sentence, chronology, reported speech etc.

Phonics and Spelling

• Making connections between discrete phonics sessions and reading

• Using real books to reinforce graphemes

• Rooting the abstract within a meaningful context

• New Curriculum 2014

ee y ea e e_e ey eo

sleeping many reading he even journey people

feeling very eating

see snowy reached

deep story sea

country tea

finally Beast

suddenly creatures

nearly

friendly

slowly

lonely

only

hurrying

everyone

jellyfish

Other ideas to use this book leading into writing

• Science - Labelled diagrams and explanation writing, cyclical diagram, instructional writing, explanation text: plant diary.

• Geography - City vs Countryside: Where would you rather live and why? Conscience alley, debate and argument, persuasive writing.

• Design and Technology - Design and make a vessel to carry the Beast across the sea, write instructions for someone else to make your vessel.

• PSED – Golden Book to record why our friends are special to us. • Music – Listen to or create a music score for the Beast Party. What

sort of music do Beasts like? Draw your own Beast, how will they move to the music? Create a simple notation.

• Dance – Write invitations to the Beast dance party. Choreograph, practice and perform your dance to the music.

Understanding and empathising with characters, role on the wall and hotseating...

Visualisation and art to consolidate thinking and develop vocabulary...

Building a picture of learning...

The importance of shared writing...

Entering and interpreting the world of the story through drama, role play and movement

Storymapping in a variety of ways, revisiting and exploring language and sequence of events...

Building writing stamina...

Website www.clpe.org.uk

Email por@clpe.org.uk

Phone 020 7401 3382/3

Twitter @clpe1

Keep in touch!