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The Lion, The Witch and The Wardrobe

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francesca Derecourt

on 10 May 2013

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Transcript of The Lion, The Witch and The Wardrobe

The Lion, the Witch
and the Wardrobe By, C. S. Lewis Reading, Writing,
Talking and Listening Other Areas Assessment Cross Curricular Links Secondary Principles Policy Reading and Writing High Order Reading Skills Talking and Listening. Supporting Theory Lesson two Medium term plan -
Individual Lessons. We chose to highlight this lesson first as an exceptional
example - in terms of our medium term plan - of the
interdependent nature of talking, listening, reading and
writing. Children need to possess an array of abilities prerequisite lead them into becoming writers.
Key abilities are to be able to speak and listen National Curriculum:
Understanding texts
2. Pupils should be taught to:
a. use inference and deduction
b. look for meaning beyond the literal Arts and Crafts
Religious Education
PE Imagination, play and drama and central to learning to talk, listen, feel, think, read and write. Talking, listening, reading and writing are interdependent: each is enriched by the other. L.O's:
IALT understand and empathise with a characters thoughts and feelings.
IALT use knowledge and understanding of plot to write in role. NC Links: En1, 2b, 4a, 4c. En2, 9a (DfE 1999) Medium Term plan Shared Reading. Conscience Alley Hot Seating Writing in Role: "it (writing in role) also involves them in taking on
a differerent persona - in a way that enables them to get inside other
experiences and other ways of talking, thinking and feeling", (Barrs, 2000, pg.57) Learning to read, write, and talk are active, creative, meaning-making processes Wragg highlights the need for confident readers to have texts selected for them in order to 'develop further their skills of inference, prediction and analysis'. (1998: 105) Inclusion and Differentiation Statutory: "Teaching should ensure that work in 'speaking and listening', 'reading' and 'writing' is integrated." (DfE, 1999) Non-Statutory: The 'Talk for Writing' document (2008) as part of the National Strategies, highlights the need for role play and drama to play an integral part of the English curriculum. Our Teaching Strategies The Learning Environment Reference List Bashir, S (2007) 'I had a teacher who read to me', English 4-11, Spring 2007 No 29

Barrs, M. (2000) The Reader in the Writer in 'Reading'. July, 2000 UKRA

Bearne, E. (1998) Making Progress in Writing. Routledge

Bruner, J. (1986) Actual Minds, Possible Worlds, Cambridge, MA: Harvard University Press.

Cooper, J, D. (1993). Literacy: Helping Children Construct Meaning. Wadsworth Publishing.

DfES (1999) The National Curriculum for England and Wales. London: DfES.

DfEs(1998) The National Literacy Strategy: Framework for Teaching. London, DfEE

Dombey, H. (1992) ‘reading in the early years of school.’ Words and Worlds. Longmane York.

Centre for Literacy in Primary Education (CLPE.) Core Book Checklist. [Online]
Available at <http://www.clpe.co.uk/library/core-book-collections>

Cremin, T. (2009) Teaching English Creatively, Routledge: Abingdon

Elkind, D. (2007). The power of play. Berkeley: Da Capo Press.

Goodman, K.S. (1986).What's whole in Whole Language? 1st edition. Portsmouth, NH: Heinemann

Iley, P. (2002) 'Providing for more able writers' in Primary English Magazine. Feb 2002

King, C. (2001). The role of talk within the Literature Circle, Volume 35, Number 1, 1 April 2001 , pp. 32-36(5), Wiley-Blackwell.

Lewis, P. (2007) 'In the Company of Wolves' in NATE classroom No. 3

Mallet, M. (2010) Choosing and using fiction and non-fiction. 3-11. Routledge.

Smith, F. (1994) Writing and the writer. Laurence Erlbaum associates.

Spear,K (1988) ‘Peer response groups in English classes’ Shared Writing. Boynton/cook.

Vygotsky, L, (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wragg, E.C. (1998) Improving Literacy in the Primary School, London: Routledge What children want to learn - Battle between good and evil. Complex characters. Sibling relationships.
Responding should extend the experience, enrich the learning.
Provide opportunities for children to reread the book independently.

Follow-up activities may include: retelling stories, dramatizing the story, arts & crafts, music & movement, or innovating on the text and other writing

Lively, with few stops.
Using the illustrations to predict the story.
Use expression to highlight vocabulary.
Encourage participation and prediction. REREADING TEXT
Discuss vocabulary, ideas, and information.
Reading should be ‘an active and social process’ King, C. (2001)
Vygotsky -'Shared experience enables communication and refinement of ideas' (1978) Purposes of shared reading are to:
• Promote interest and fun
• Develop comprehension
• Develop concepts about print
• Explore language
• Prediction [Masking words]

Cooper (1993) -Provides an enjoyable and supportive context for reading
-Demonstrates one-to-one matching between spoken and written words
-Helps all children participate as readers
-->However it can leave some children behind. - daydreamers
-->Some children may not be able to keep up with the pace – frustration and anxiety. Speaking and listening are paired as early forms of communication reading
Children are exposed very early on to speech, the stage in which children learn a huge amount of their vocabulary.
Children with a powerful literacy experiences tend to have an extended vocabulary
language offers a particularly powerful way to create worlds’ (Smith, 1984). Meaning is attached to speech, often as commands such as ‘jump’, it is from this prior knowledge children can begin to attach the same meaning to text. The two connected activities rely on the same linguistic principles. Speaking and listening are early types of communication before moving onto writing and reading. Elkind (2007) goes on to say how ‘most learning comes from direct experience’ The relational principle exposes the vital importance of knowing that writing on the page is connected to spoken language, received through a different medium, and that the two are related modes of communication
Goodman (1986) '...allows pupils to do more than 'read' a story. They enter the world of the book and interact with the characters.'
(Lewis, P. 2007) Conclusion points

'powerful literacy experiences can engage children in the fictional worlds of texts and also make them more aware that ‘language is constitutive of reality, it creates by describing’ (Bruner, 1986)

Allowing for autonomy in Literacy -
What may children be interested in? Characters - Settings - backgrounds

How can we engage with these ideas?
- Questioning

Reading a bulk of text first, before stopping and starting. Bring them into the story

Self directed goals - Prediction and Retelling. Children should be affectively and cognitively
engaged as young authors, not as scribes.
(Cremin, T. 2009) Opportunities for inspired writing:
Narnia Journals (Supported by Bashir, S (2007))
Character Profiles

Relevant Literature:
Narnia Inspired Book Corner
Similar genre books
Role on the wall AfL
- Reading journals
Helps children to keep track of their learning.
- Listen to or tape recording children talking around the story.
'Helps indicate depth of reading response and [enables teachers to] listen to the contribution and reflection of others.' (Mallet, M. 2010)
-Class timeline
Helps document whole class knowledge and understanding
-Being seen as an equal during literature circles.
Enables children to openly discuss topics rather than finding an answer to a question. Good websites to use when using The Lion, With and the Wardrobe in the primary classroom.
www.standards.dfes.gov.uk/primary/publications/literacy/63481/920167 "The quality of 'the reading environment', including selection of books and
resources and classroom organization, has a crucial role to making readers."
(Mallet, M. 2010) "Approach to writing in the classroom is important as it can either inhibit or allow learning in all areas of the curriculum." (Bearne, E. 1998) "Clinching moment of beginning to be writers and readers comes when [the children] see the relationship between the symbols they write down and the words people say." "Writing helps us to learn. (Bearne, E. 1998) -Concentrates thought. -Reflection. -Recording. -Observing. -Generate new ideas." Bashir (2007) discusses how reading aloud enriches language development.

-Children can access language and ideas beyond their own reading level.
-Words and phrases are head in context.
- Listening to a quality text inspires and extends written abilities.
-Encourages wider reading.
-Encourages reading for pleasure.
-Reassurance that reading can be an enjoyable and collaborative activity.
-As listeners children have an insight into more advances texts than they can manage alone, enabling young readers/writers to have 'adventures in the mind.'
-Reading role model in intonation and expression gives children "aural scaffolding". Bashir (2007) highlights the importance of reading aloud for EAL students, visually scaffolding to encourage excitement and curiosity. "Drama and role in writing leads to children drawing on these powerful reading experiences in their writing."
"Reading aloud is seen as an important way in which teachers can bring texts alive and enable older children to engage with literature. "
(Barrs, M and Cork, V. 2001) "Extension [...] means working within the National curriculum and the NLS. It can entail simply adapting an existing activity in order to ensure that writers are thinking at a different level, or becoming more self critical or aware of their own learning". (Iley, 2001, pg18) “Children’s writing develops most effectively when they themselves have responsibility for their learning; making decisions about what, how and when to write; understanding about reasons for writing; learning to comment on and discuss their own and other peoples writing. The teacher’s role is to make this possible by providing appropriate opportunities.” (Bearne, 1998) “The verbal and nonverbal feedback they receive contributes to the evolution of ideas…exchanging, developing and exploring ideas collaboratively.”
(Spear, 1988) BUT it's not all about assessing children “teachers have other important responsibilities, like encouraging learners to see themselves as writers.”
(Smith, 1994) "The programme of study for English and the National Literacy Strategy Framework for teaching are closely related. The framework provides a detailed basis for implementing the statutory requirements of the programmes of study for reading and writing." (DfE, 1999) The Centre for Literacy in Primary Education (CLPE) say that quality literature use in primary education should have lively and memorable language, a different cultural setting, reference to children's interests and important themes.
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