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Box of Delights!

Box of Delights!. Presented by Lancashire Leading Literacy Teachers. Aim. To explore some of the interactive strategies and techniques suggested in the teaching approaches of the renewed framework. Where does this fit in?.

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Box of Delights!

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  1. Box of Delights! Presented by Lancashire Leading Literacy Teachers

  2. Aim To explore some of the interactive strategies and techniques suggested in the teaching approaches of the renewed framework.

  3. Where does this fit in? "Excellent teaching gives children the life chances they deserve... Enjoyment is the birthright of every child. But the most powerful mix is the one that brings the two together. Children learn better when they are excited and engaged - but what excites and engages them best is truly excellent teaching.“ Excellence and enjoyment: a strategy for primary schools, May 2003

  4. The Renewed Framework ‘The aim of the Primary Framework for literacy and mathematics is to support and increase all children's access to excellent teaching, leading to exciting and successful learning.’ Introduction to the Renewed Framework 2007

  5. Learning Styles • Visual Learners 29% - remember images, shapes and colours • Auditory Learners 34% - remember voices, sounds and music • Kinaesthetic 37% - remember by doing, moving and touching

  6. Interactive techniques • The whole class session should be interactive, with a balance of contributions from teacher and pupils; • Interactive techniques should serve and not detract from from the objective; • Model the technique a number of times before you expect the children to use it effectively;

  7. ‘Timothy Winters’ By Charles Causley 1917 - 2003

  8. Role on the wall Draw an outline of Timothy Winters • Note facts about him around the outside. • Note feelings and opinions about him on the inside.

  9. Visualisation • Listen again to the description of Timothy Winters. • Visualise • Describe your image to a partner

  10. Rainbowing Group task: • Briefly share your image of Timothy Winters

  11. Rainbowing Move to colour groups. Red – eyes Yellow –teeth Orange – ears Green – hair • Look closely at the text – every word. • Discuss the images created, looking for multiple layers of meaning wherever possible. • Use author intent prompts to support response.

  12. Rainbowing • Move back to your original group • Feed back any new ideas to the group • On a slip of paper, draw the facial feature you have discussed with your colour group. • Arrange the slips on the outline of the face to create an identikit picture.

  13. Zone of relevance • Choose the most appropriate words and phrases to describe Timothy Winters and place them in the centre of the zones of relevance board. • Highlight and annotate words and phrases in the poem that support these opinions.

  14. Interior monologue ‘The Welfare worker lies awake’ • Imagine the Welfare Worker has made their first visit to the Winters’ household earlier in the day. • What thoughts are now running through his or her mind?

  15. Crystal ball Where will Timothy Winters be 10, 20, 30 years from now?

  16. Mind mapping A mind map is a good way of organising and reviewing information. It is made up of words, colours, lines and pictures. What information do we have about Timothy Winters? How could this information be categorised?

  17. ‘Reading’ pictures

  18. ‘Reading’ pictures

  19. ‘Reading’ pictures

  20. ‘Reading’ pictures

  21. ‘Reading’ pictures Drama techniques • Generate questions using the question hand • Hot-seating • Freeze frame the events leading up to the photograph being taken. • Role play the conversation between the child and a police officer

  22. Moving Images Film clip ‘At the library’

  23. Focus boxes • Watch the film • Focus boxes

  24. Focus boxes • Watch the film again, focusing on either the boy or the librarian. • Note your observations of them, e.g. appearance, behaviour, language etc • Share your observations with a partner.

  25. Useful Resources • Poems, including recorded readings www.poetryarchive.co.uk • Developing reading comprehension leaflets (Ref: DfES 1310-2005, DfES 1311-2005 and DfES 1312-2005) • Speaking and listening posters (Ref: DfES 0624-2003) • Look again!A teaching guide to using film and television with three to eleven year olds – bfi Education (2003) ISBN: 1 – 903786 – 11 – 8 • Mind Maps for kids - Tony Buzan ISBN: 0-00-715133-0 • Creative Activities for Plot, Character and Setting – Teresa Grainger, Kathy Goouch, Andrew Lambirth • Ages 5-7 ISBN 0-439-97111-X • Ages 7-9 ISBN 0-439-97112-6 • AGES 9-11 ISBN 0-439-97113-6

  26. That’s all folks!

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