reading at laurus cheadle hulme
TRANSCRIPT
Reading at Laurus Cheadle Hulme
‘Once you learn to read, you will be forever free.’
Frederick Douglass
Insight into Year 7 English Evening
Monday 19th November 2018
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Why is reading so important?
- Vocabulary acquisition
- Read it, write it
- Creativity
- Exposure to powerful knowledge
- Makes you interesting
- Healthy mind
- Relaxation
- Family time
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Reading at Laurus Cheadle Hulme
• The art of deduction.
• What is the text about?
• What is going on in the text?
• The art of inference.
• What am I forced to think when reading specific words or phrases?
• What conclusions can I make from specific words or phrases?
• How do I respond to the text on a personal level?
• The art of precision.
• Can I identify specific words or phrases to prove my point?
• Can I express my opinions and thoughts clearly, with specific reference
to the text?
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Reading at Laurus Cheadle HulmeThe core reading skills that we want all children to have are:
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Accelerated Reader
Book Buzz
Reading Journeys
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Further Support for reading
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At least 10-15 minutes a day…
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Deep down here by the dark water lived old Gollum, a small, slimy creature. I don't know where he came from, nor who or what he was. He was Gollum—as dark as darkness, except for two big round pale eyes in his thin face. He had a boat, and he rowed about quite quietly on the lake; for lake it was, wide and deep and deadly cold. He paddled it with large feet dangling over the side, but never a ripple did he make. Not he. He was looking out of his pale lamp-like eyes for blind fish, which he grabbed with his long fingers as quick as thinking. He liked meat too. Goblin he thought good, when he could get it; but he took care they never found him out. He just throttled them from behind, if they ever came down alone anywhere near the edge of the water, while he was prowling about. They very seldom did, for they had a feeling that something unpleasant was lurking down there, down at the very roots of the mountain.
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Do we get the
impression that the
character lives
alone?
Does the writer want
us to feel any
sympathy for the
character?
Why? Why not?
Find 3 adjectives
that tell us
something about
this character’s
appearance.
Where does the
character live?
What is the main
character’s
preferred delicacy?
How do you know
this?
Find a quotation
that evidences
Gollum’s stealth.
How does the
character survive
down there?
What does Gollum’s
harsh environment
tell us about his
character?
Can you find
evidence to support
the idea that Gollum
lives in unpleasant
surroundings?
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At least 10-15 minutes of reading per day.
Exposure to a range of texts:Novels spanning a range of genres.Newspaper articles.Blogs.Plays.Magazines etc.
A conversation and discussion about the texts being read. What are you enjoying about the book? Which character is your favourite? Why do you think the author chose to do…? How do you think the character feels?
Cheadle Hulme High School
Woods Lane
Cheadle Hulme
Cheadle
Cheshire SK8 7JY
0161 485 7201
© All content copyright Laurus Trust
KS3 Writing
Writing Opportunities at KS3
Students have the chance to write for a number of different
audiences and in a variety of formats at KS3.
In Year 7, students enjoy writing creative, fictional texts, as
well as non-fiction texts designed to achieve a specific
purpose for a targeted audience.
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Our vision for our Year 7 writers is that they achieve two things whenever they write:
Engagement
and
Control
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How do they do this?
Engagement
By using the best
vocabulary to achieve
the most appropriate
tone and style, within a
clearly structured text.
Control
By adhering to the rules
of spelling, grammar and
punctuation to produce
texts that are clear and
precise.
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Engagement – Language:
We encourage students to use a variety of language techniques that are designed to grip the reader:
• Sophisticated vocabulary
• Deliberate word choices to create a successful, appropriate tone
• Language techniques, such as rhetorical devices and figurative language
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Engagement – Structure:
We also encourage students to use a variety of
structural techniques so that the shape of their writing
is designed to sustain reader interest. We therefore
focus on, amongst other techniques:
• Gripping openings to stories
• Thoughtful movement and shifts of focus within texts
• Memorable endings that successfully conclude
pieces
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Control:
Accurate and varied punctuation as well as a solid
understanding of grammar are at the forefront of
our schemes of work, so that we are able to equip
students to express themselves with clarity and
confidence.
We also have a number spelling competitions
throughout KS3 to encourage students to enjoy the
acquisition of spelling knowledge.
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Control:
We also emphasise the need to plan, draft,
complete and proof-read all their writing to help
them improve their ideas and also eliminate any
errors.
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Writing at Laurus Cheadle Hulme High School
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The core writing skills that we want all children to have are:
Your Turn!
On the next slide is a piece of writing that
establishes a description of a medieval knight.
Your task is to change some of the vocabulary in the
text so that the writing takes on a more sinister
tone, more appropriate for the opening to a dark,
atmospheric story with a foreboding main character.
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There he rides, on his snowy white horse, its mane
bedecked with colourful ribbons flowing elegantly in
the breeze. The knight, atop this majestic steed, sits
proud and noble, waving with elaborate grace to
passers by. His hair, flowing black locks as luxurious
as a cascading waterfall, pushes out neatly from his
gleaming helmet. Crystal clear blue eyes peer out
from under the visor, searching the crowd for a lost
love left behind. His broad, strong shoulders clutch a
royal standard, the flag waving defiantly against all
enemies of the crown.
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Cheadle Hulme High School
Woods Lane
Cheadle Hulme
Cheadle
Cheshire SK8 7JY
0161 485 7201
© All content copyright Laurus Trust
Oracy: the art of effective spoken communication
Sue Bradley: Trust Director of Literacy, Oracy and Reading
Tom Theobold: Head of House (CHHS)
Discussion, debate, questioningListening and responding
Presenting and reading aloud
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Why is Oracy important?
• It helps you formulate your ideas into clear thought.
• Accurate use of speech helps improve your accuracy in
written work, especially grammar.
• Confident speakers are confident people.
• Oracy skills can provide pupils with the physical, linguistic,
cognitive, social and emotional skills they need to succeed
in learning and in life.
• Employers have called for the need to ensure that students
develop effective communication skills; the ability to talk for
persuasive purposes has been linked to effective participation
in civic and social life.
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Is this elocution?
• Posture
• Audibility
• Diction
• Eye contact
• Off by heart recitation
• Breathing
= focus/concentration
= confidence
= clear communication
= respect
= thorough preparation
= control
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How do we teach and assess Oracy?Discussion, debate, questioning
Listening and responding
Presenting and reading aloud
Question for clarification and information
Use rhetoric when arguing your point of view
Structure your spoken ideas carefully
Learn texts off by heart
Respect other people’s ideas
Summarise other people’s ideas
Use appropriate ‘codes of expression’ in formal in
informal contexts
Think before you speak
Respond to and acknowledge other speakers
Use appropriate vocabulary and key terms in your
responses
Speak in Standard English
Present own ideas with clarity, fluency and with no
hesitation/fillers
Participate in a structured discussion to problem
solve and arrive at a valid conclusion Use breathing to help with volume and control pace
Take care with your diction and pronunciation
Show empathy and understanding of the text
Read with fluency
Speak audibly with clear diction
Use appropriate posture and maintain eye contact
Use entertaining vocabulary to re-tell an anecdote /
memory / story
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Skills focus
Voice…this is the speaker's most valuable asset.
Does your voice sound like a grey cloud over a rainbow?
The voice tells us so much about a person: where they come from, their personality and how they’re feeling.
When presenting, reading aloud or debating the voice needs versatility as it must be able to communicate a range of emotions. It must have clarity so that every word can be heard and enough strength and resonance to reach every listener.
You must speak in a way that shows you have THOUGHT ABOUT and UNDERSTAND what you are saying.
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Vocal warm-ups
• Seventy-seven benevolent elephants.
• Bill had a billboard. Bill also had a board bill. The board bill bored Bill, so Bill sold his billboard and paid his board bill. Then the board bill no longer bored Bill, but though he had no board bill, neither did he have his billboard.
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Come to the front of the room.
Stand up straight
Open your arms wide open
Deliver a speech on any topic for 30 seconds while maintaining
eye contact with their audience.
Try not to fidget while you speak.
Why it is so difficult to control eye
contact, posture, and hand gestures?
Arms Wide Open
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Now ‘discuss’ one of the topics with a partner but make sure you start EVERY response with one of these phrases:
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Talk for learning, talk for communication,
talk for confidence…
Talk for success
Cheadle Hulme High School
Woods Lane
Cheadle Hulme
Cheadle
Cheshire SK8 7JY
0161 485 7201
© All content copyright Laurus Trust