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Construct phase : making reading happen…

Construct phase : making reading happen…. Thes e slides show a type of reading activity developed originally for MFL.

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Construct phase : making reading happen…

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  1. Construct phase : making reading happen… • These slides show a type of reading activity developed originally for MFL. • I was asked to put forward a recent ‘new idea’ for a whole staff CPD session, and chose to use an adaptation of the reading activity, as I felt that it could have application across a wider range of subjects (you could even substitute mathematical equations for text!) • Slides 2,3 and 4 focus on the original text use in MFL. • Slide 5 appears slightly out of sequence, but is the slide used to introduce the ‘Try it out’ task for the whole staff CPD. • Slide 6 is the (very) contrived text used for the CPD – it was based on the Tasmanian wildfire news report earlier this year, and the family who had a narrow escape. • Slides 7 and 8 were part of the CPD to try and put the activity in context – I’ve left the presentation together as a whole so that it will, I hope, make sense to reviewers. VielSpaß!

  2. Construct phase : original task use in MFL Why use it?….. • Because pupils are resistant to reading and engaging properly with text when asked….. • Because the text itself can be made into a learning tool, which is easily adaptable for different purposes, or to differentiate for different pupils….. ‘Model’ text in German originally used with a Year 8 class : • Class profile – chaotic, limited attention span • Mixed ability - small number of able underachievers, but dominated by middle/lower ability pupils with poor literacy levels • Constant reminders needed of how to use their knowledge effectively (hence ‘model’ text activity leading into an assessment)

  3. Construct phase : original task use in MFL Purpose : grammar and content revision ImErdgeschoßhabenwireinenSpielraum, eine großeKüche und einbequemesWohnzimmer. • In German, achieving accuracy in the correct use of capital letters and word endings is a particular challenge for pupils. The task shown on the next slide was used with the ‘chaotic’ Y8 class, because they could only make progress if they improved their attention to detail. • The competitive element of the pairwork, and the ‘single words’ limitation made the task enjoyable and achievable for them.

  4. Construct phase : original task use in MFL Original MFL text (but with blanked words visible)

  5. Construct phase : engaging with text… How it works….. • Pupils work in pairs , each partner has the same text with a • different combination of words missing. • Pairs work collaboratively to ‘complete’ their text, by using • their partner to help them find their missing words. • Ideally, pupils should sit shoulder to shoulder, but facing in • different directions, so that they can hear each other read • the text, but not actually see their partner’s text. • A competitive element can be introduced, either within • each pair (who spells their 5 words correctly?), or within the • whole class (which pair has the most accurate pair of texts?). • By the end of the exercise, pupils will be familiar with the • layout of the text, and there should be varying levels of • understanding of content within the class.

  6. Tackling text (and using its flexibility) Try it out …..! – this was developed to demonstrate the activity as part of a whole school CPD session. They sought salvation in the sibilant susurration of the ocean, whilst the cacophony of the horseshoe-shaped conflagration crackled with an incendiary madness. The narrow ribbon of breathable air became a lifeline as cinders and the charred, cremated remains of their home bombarded the jetty. They sought salvation in the sibilant susurration of the ocean, whilst the cacophony of the horseshoe-shaped conflagration crackled with an incendiary madness. The narrow ribbon of breathable air became a lifeline as cinders and the charred, cremated remains of their home bombarded the jetty.

  7. Construct phase : original task use in MFL Follow-on ‘Construct’ activity : Check for success with accuracy (AfL) Text analysis : Pupils worked on the text to identify key features of writing at levels 3 and 4. FINAL TEXT Meaning : By the time pupils came to the linked Q&A exercise, all were able to access the text meaning. Assessment : Pupils spent the last part of the lesson producing their written assessment. Outcome : All pupils improved their accuracy in their assessment. The majority improved their writing by 2 sub-levels.. The ‘Apply to demonstrate’ phase :

  8. Tackling text (and using its flexibility) • Possibilities for text use (referring back to the staff CPD text) • practising spelling techniques (through pairwork) • language analysis (type of language/register/poetic devices) • supporting subsequent dictionary skills work • using context to support conjecture (word meanings) • word substitution exercise • comprehension exercise • text rewrite exercise (make it more readable!) • comparison exercise (compare with a realistic newspaper account of the wildfires in Tasmania) • Text is very adaptable and provides the opportunity to target a specific learning focus – with the right context the task could be equally useful across different subject areas.

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