Reading Matters R Fisher Presentation 1 April 20009

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Reading MattersReading Matters

St Bernards, RotherhamSt Bernards, Rotherham

Winter Term 08-09Winter Term 08-09


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MethodologyMethodology

Provide stimulating and fun activitiesProvide stimulating and fun activities

Follow the training and resources providedFollow the training and resources providedby Reading Mattersby Reading Matters

Account for the needs of each student asAccount for the needs of each student as

an individualan individual

Skill level

Dated


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Panda WorksheetPanda Worksheet

PurposePurpose

To improve comprehensionTo improve comprehension

The studentThe student Fluent reader but with low level ofFluent reader but with low level of

understandingunderstanding


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The Giant Panda lives in central-western and

southwestern China. They have large, distinctive blackpatches around the eyes, over the ears, and across its

round body. The Giant Panda has a diet which is 99%

bamboo. The Giant Panda may eat other foods such as

honey, eggs, fish, yams, shrub leaves, oranges, and

bananas when available.

The Giant Panda (Ailuropoda melanleuca, literally cat-foot black-and-white) is a mammal classified in the bear

family (Ursidae), native to central-western and

southwestern China


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Where do Giant Pandas come from?Where do Giant Pandas come from?

What adjectives would you use toWhat adjectives would you use todescribe the Giant Panda?describe the Giant Panda?

What do they eat?What do they eat?

Is the Giant Panda endangered? WhatIs the Giant Panda endangered? Whatdoes endangered mean?does endangered mean?

Why does the Giant Panda have a woolyWhy does the Giant Panda have a woolycoat?coat?

Which bear has the shortest tail; theWhich bear has the shortest tail; theGiant Panda or the Sloth Bear?Giant Panda or the Sloth Bear?


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French Art and LiteratureFrench Art and Literature

WorksheetWorksheet

PurposePurpose To engage with students personalTo engage with students personal

backgroundbackground

To recreate a genuine homework-To recreate a genuine homework-style taskstyle task

The studentThe student Working in a second languageWorking in a second language Experiencing some difficulties withExperiencing some difficulties with

colloquialismscolloquialisms Needs assistance in negotiatingNeeds assistance in negotiating

reference materialsreference materials


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There is, technically speaking, no architecture named

French Architecture, although that has not always beentrue. Gothic Architecture's old name was French

Architecture (or Opus Francigenum). The term Gothic

appeared later as a stylistic insult and was widely

adopted. Northern France is the home of some of the

most important Gothic cathedrals and basilicas, the firstof these being the Saint Denis Basilica (used as the royal

necropolis); other important French Gothic cathedrals are

Notre-Dame de Chartres and Notre-Dame d'Amiens. The

kings were crowned in another important Gothic church:Notre-Dame de Reims. Aside from churches, Gothic

Architecture had been used for many religious palaces,

the most important one being the Palais des Papes in

Avignon.
http://en.wikipedia.org/wiki/Gothic_Architecturehttp://en.wikipedia.org/wiki/Cathedralshttp://en.wikipedia.org/wiki/Basilicashttp://en.wikipedia.org/wiki/Saint_Denis_Basilicahttp://en.wikipedia.org/wiki/Cathedral_of_Chartreshttp://en.wikipedia.org/wiki/Amiens_Cathedralhttp://en.wikipedia.org/wiki/Notre-Dame_de_Reimshttp://en.wikipedia.org/wiki/Palais_des_Papeshttp://en.wikipedia.org/wiki/Palais_des_Papeshttp://en.wikipedia.org/wiki/Notre-Dame_de_Reimshttp://en.wikipedia.org/wiki/Amiens_Cathedralhttp://en.wikipedia.org/wiki/Cathedral_of_Chartreshttp://en.wikipedia.org/wiki/Saint_Denis_Basilicahttp://en.wikipedia.org/wiki/Basilicashttp://en.wikipedia.org/wiki/Cathedralshttp://en.wikipedia.org/wiki/Gothic_Architecture


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Name an important building located inName an important building located in

Northern France.Northern France.

Where were French kings crowned?Where were French kings crowned?

Why were castles built in France in theWhy were castles built in France in the

Middle Ages?Middle Ages? Which castles survived, and whatWhich castles survived, and what

happened to the others?happened to the others?

What was language like in early France?What was language like in early France?

Which text was written in 1175?Which text was written in 1175?


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The Students: LeahThe Students: Leah

ADHDADHD Concrete outcomeConcrete outcome Long periods of concentrationLong periods of concentration

MemoryMemory

New, short exercises that were engaging, withNew, short exercises that were engaging, withclear purposeclear purpose

Information from teachers: fact finding homeworkInformation from teachers: fact finding homework Animals projectAnimals project


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Task:Task:

Fact-findingFact-finding:: answer four questions: where doanswer four questions: where doparrots live; what do they eat; can they talk; areparrots live; what do they eat; can they talk; arethey endangered.they endangered.

MethodMethod::

Use the Internet and reference booksUse the Internet and reference books

Objectives:Objectives:To learn how to construct an effective search onlineTo learn how to construct an effective search online

To learn how to use the apparatus of referenceTo learn how to use the apparatus of referencematerials (index, contents, diagrams)materials (index, contents, diagrams)

To learn how to filter informationTo learn how to filter information

To learn how to use that information to answerTo learn how to use that information to answerquestionsquestions


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Task:Task:

Write a short storyWrite a short storyMethod:Method:

To take it in turns to write sentences,To take it in turns to write sentences,constructing a short storyconstructing a short story

Objectives:Objectives:

To learn how to write good sentencesTo learn how to write good sentences

To give opportunities to discuss narrativeTo give opportunities to discuss narrativeperspectives, how to write down speechperspectives, how to write down speechetc.etc.

To practice spelling and using the dictionaryTo practice spelling and using the dictionary


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Task:Task:

Complete a diagram of a parrotComplete a diagram of a parrot

Method:Method:

Colour in a picture of a parrot and annotate itColour in a picture of a parrot and annotate it

appropriately, using other diagrams to helpappropriately, using other diagrams to helpObjectives:Objectives:

To learn about the register of factual asTo learn about the register of factual as

opposed to fictional writingopposed to fictional writingTo discuss what kind of information isTo discuss what kind of information is

available in reference worksavailable in reference works


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TaskTask::

Reading proseReading prose

Method:Method:Using a dictionary and splitting up/ sounding outUsing a dictionary and splitting up/ sounding out

Objectives:Objectives:

To practice concentrating and reading slowlyTo practice concentrating and reading slowlyTo discuss characters, plot etc to interrogateTo discuss characters, plot etc to interrogate

comprehensioncomprehension

To practice general reading skills such asTo practice general reading skills such aspronunciation and decoding, using pictures as wellpronunciation and decoding, using pictures as well

as textas text


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Task:Task:

Reading dramaReading drama

Method:Method:

Reading together, along with a dictionaryReading together, along with a dictionary

Objectives:Objectives:To explore the conventions of drama i.e.To explore the conventions of drama i.e.

stage directions, acts and scenes etc.stage directions, acts and scenes etc.

To practice using expression in order to testTo practice using expression in order to testcomprehensioncomprehension


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Task:Task:

Provided worksheetsProvided worksheets

e.g. Find the Word; Word-searches; The Tricke.g. Find the Word; Word-searches; The Trick

ObjectivesObjectives

To provide opportunities to discuss silentTo provide opportunities to discuss silent

letters, difficult sounds, punctuation,letters, difficult sounds, punctuation,

grammar and spelling; such focusedgrammar and spelling; such focused

discussion could be too disruptive ifdiscussion could be too disruptive ifattempted when midway through a book.attempted when midway through a book.


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Task:Task:

GamesGames

Method:Method:

Hangman- my rules!Hangman- my rules!

Objectives:Objectives:To expand vocabularyTo expand vocabulary

To practice spellingTo practice spelling

Using words from particular subjectsUsing words from particular subjects(especially those heavy in specialist lexis(especially those heavy in specialist lexis

such as science) supports the curriculumsuch as science) supports the curriculum


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The Students: PassyThe Students: Passy

Working in a second languageWorking in a second language

Struggling with colloquialisms and the polyvalent nature ofStruggling with colloquialisms and the polyvalent nature ofmany English words and phrasesmany English words and phrases

Worksheets too simple in terms of content and contextWorksheets too simple in terms of content and context

Not patronise; provide intellectually appropriate materialNot patronise; provide intellectually appropriate material

Use material that will be encountered in schoolUse material that will be encountered in school

SAT paperSAT paper


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Problems EncounteredProblems Encountered

Lack of specialist trainingLack of specialist training

Lack of official handover of informationLack of official handover of information

Reading age test is flawedReading age test is flawed Use of Internet in schoolsUse of Internet in schools


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ConclusionsConclusions

Accept the need for a departure fromAccept the need for a departure from

prescribed methodsprescribed methods

Pause, Prompt, Praise; Reading RecordPause, Prompt, Praise; Reading Record

Documents

Reading Matters R Fisher Presentation 1 April 20009