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Reading Explorers Year 6 , livre ebook

Andrews UK - John Murray

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82 pages

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Extrait

Description

A Guided Skills-Based Journey is a series of books aimed at developing key reading and study skills. This brilliant new series provides teachers with a wide variety of genres, both fiction and non-fiction, which will allow children to access, interpret and understand what they are reading. It increases the child's knowledge and understanding of why certain words are chosen by an author. It gives the reader the chance to speculate on the tone and purpose of the texts, as well as consider both the texts' themes and audience.

Informations

Publié par	Andrews UK
Date de parution	30 octobre 2012
Nombre de lectures	0
EAN13	9781907515835
Langue	English
Poids de l'ouvrage	12 Mo

Informations légales : prix de location à la page 0,1100€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Reading Explorers

ISBN 978-1-90539-061-8

9 7 8 1 9 0 5 3 9 0 6 1 8

R ading Explorers Reading Explorers

A Guided Skills-Based Journey Year 6 Study Skills

Inference

Literal Deductive

John Murray

Includes CD with

differen iated texts and additional activities

Reading Explorers A Guided Skills-Based Journey Year 6

John Murray

Published by Hopscotch, a division of MA Education, St Jude’s Church, Dulwich Road, London, SE24 0PB www.hopscotchbooks.com 020 7738 5454

Written by John Murray

Illustrated by Emma Turner, Fonthill Creative, 01722 717057

ISBN 978 1 90539 061 8

John Murray hereby asserts his moral right to be identiﬁed as the author of this work in accordance with the Copyright, Designs and Patents Act, 1988.

All rights reserved. This resource is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, hired out or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition, including this condition, being imposed upon the subsequent purchaser.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher, except where photocopying for educational purposes within the school or other educational establishment that has purchased this book is expressly permitted in the text.

Every effort has been made to trace the owners of copyright of material in this book and the publisher apologises for any inadvertent omissions. Any persons claiming copyright for any material should contact the publisher who will be happy to pay the permission fees agreed between them and who will amend the information in this book on any subsequent reprint.

Extract fromThe New Oxford School Dictionary(OUP 2007), reprinted by permission of Oxford University Press.

Contents Page Introduction..............................................................................................6 Sample Lesson Plan..................................................................................9 Planning Matrix......................................................................................10 Overview of Year 6 Lessons..................................................................11 Lesson Plans Literal SectionArachnophobia .................................................................................................................12 The Gunpowder Plot .........................................................................................................14 Rhodes................................................................................................................................16 Record Breakers .................................................................................................................18 Roald Dahl..........................................................................................................................20 Dingle Village ....................................................................................................................22 Deductive Section The Virus ............................................................................................................................24 A Great Escape! .................................................................................................................26 Tea Time for Tyler ..............................................................................................................28 The Eagle............................................................................................................................30 The Peppermint Pigby Nina Bawden..............32................................................................ TV or not TV? .....................................................................................................................34 Horror at Fang Rock ..........................................................................................................36 I am who I am ....................................................................................................................38 Beddgelert .........................................................................................................................40 UFO Alert! ..........................................................................................................................42 A Penny for your Thoughts ..............................................................................................44 Abandon Ship! ..................................................................................................................46 Inference Section Snot Science ......................................................................................................................48 The Warlock’s Whiskers ....................................................................................................50 My Brother Jack ................................................................................................................52 How I Learn to Spell ..........................................................................................................54 Mayday, Mayday ................................................................................................................56 The Launch ........................................................................................................................58 Charlotte’s Web ................................................................................................................60 On Your Bike! ....................................................................................................................62 Winds of Change ..............................................................................................................64 A Recipe for Disaster .........................................................................................................66 A Class Act ........................................................................................................................ 68 Ozymandias of Egypt .......................................................................................................70 Study Skills Section What kind of a learner am I? ...........................................................................................72 The Laughter Library .........................................................................................................74 Crime I ...............................................................................................................................76 Crime II ..............................................................................................................................78 Mind your Ps & Qs .............................................................................................................80 Phoenix Rising....................................................................................................................82

Introduction

About this series

Reading Explorers – A Guided Skills-Based Programme is a self-contained programme of work which has been developed to enhance the teaching and learning of guided reading.

It aims to provide teachers with a scheme of work that will enhance the development and continuity of guided reading throughout the school. More importantly, the programme actively promotes the teaching and learning of speciﬁc reading and study skills. The children thus acquire the ability to access, interpret and understand a piece of text, and are encouraged to become more independent thinkers and learners.

The main reason for the programme’s success is that it is a skills-based programme which fulﬁls the needs of the developing learner. The pupils themselves are aware of the speciﬁc skills they are hoping to achieve each half term and are actively involved in developing these skills through the use of wipe board and kinaesthetic activities. They are also taught how to analyse the question being asked before they attempt to look for an answer. With this approach, teachers can support the children as they become independent learners in a structured and progressive manner.

The ﬁve thinking and reasoning skills contained in this programme are as follows:

Literal thinking Deductive reasoning Inferential skills Evaluative assessment of texts Study skills which promote wider independent study

There are ﬁve books in the series, one book per year group from Year 2 to Year 6, each with an accompanying CD-ROM.

Year 2 (Ages 6-7) Year 3 (Ages 7-8) Year 4 (Ages 8-9) Year 5 (Ages 9-10) Year 6 (Ages 10-11)

Each book and CD-ROM aims to:

n support teachers by providing a programme of work that covers enough lessons for a whole year n reduce teachers’ preparation time through the provision of differentiated activities and resources n develop children’s comprehension skills through purposeful and stimulating activities n provide children with the opportunity to access a range of different texts and genres, as outlined in The National Literacy Strategy.

About this book

This book is for teachers of children in Year 6 and includes the following:

n A planning matrix of the skills to be taught throughout the series. ncontents page that gives an overview of which skill a A particular text is encouraging. n Six detailed lesson plans with accompanying photocopiable texts for each half term (36 in total) nCD-ROM that is compatible with interactive white boards. A

The CD-ROM

This provides differentiated text for each lesson plan. It also contains supporting resource materials which will prove useful when delivering each lesson.

The main text in each book is aimed at the average reading ability of the children of this age range. The texts provided on the CD-ROM are at a level below and a level above the texts in the book. This will allow all children within the classroom setting to access both the text and the speciﬁc reading or study skill being taught during each half term.

The planning matrix

A planning matrix is provided immediately after the sample lesson plan. EachPsymbol represents how often a particular skill should be taught during each academic year. EachPsymbol = 1 half term lasting approximately 6 weeks.

The contents page

Once a skill has been chosen to teach, the teacher can then choose an appropriate lesson within the speciﬁc reading skill. As the lessons within each skill are self-contained, they can be undertaken in any order.

Lesson plans

The book contains 36 lessons – enough for six per half term. The heading of each section indicates the speciﬁc skill to be taught and practised in each lesson. The lesson plans are divided into four sections:

nWarm up questionsThis part should be carried out ﬁrst. The questions are usually literal, their purpose being to orientate the children with the text provided.

nMain questions This is the main body of the lesson and the types of questions posed here relate directly to the skill being practised.

The same questions can be used with all three texts for each lesson and, where appropriate, the answers are provided in brackets.

nEssential Vocabulary These questions or activities support the Main Questions section. They increase children’s knowledge and understanding of words and help promote an understanding of why certain words were chosen by the author.

nEvaluative questions This section does more than simply help the teacher to round off the lesson. It allows children to speculate on the tone and purpose of the text, as well as to consider the text’s audience. It also enables teachers to ask further questions on the social relevance a text may have in today’s society.

Important information to read before carrying out the lesson plans

How to prepare and carry out the lessons You will need:

n A wipe board and pen n Any prompt cards associated with your learning aim (see below)

The children will need:

n A wipe board and pen nphotocopy of the reading text A n A highlighter pen

Introducing the session to the children

First, settle your reading group and make sure each child has a wipe board, a dry marker and a highlighter pen. It is important that the children know which reading or study skill they are focusing on throughout each half term. Speciﬁc learning objectives should be discussed with the children at the beginning of each half term and you can remind them of these at the beginning of each session. A model is provided below:

n Who can tell me what type of questions we are focusing on this half term? - Deductive n(The teacher now sticks the deductive symbol* Good. on the board) And what did we say the word deductive sounds like? - Detective ndone. So as a detective, what do we have to Well look for? - Evidence, clues, proof nwhere will we ﬁnd this evidence? And - We can highlight words or sentences on our sheet. nremembered. I think you’ve earned your detective Well badge now and we can begin. (The teacher now gives each child their own pre-prepared detective badge* to wear during the lesson).

It is important to write the children’s answers up so they can be clearly seen throughout your lesson. This will act as a visual reminder to each child of what their learning intention is – not simply for this lesson but for the whole half term.

Below are examples of the symbols you may wish to use to represent each skill. Over time, the children will recognise and associate each symbol with its relevant skill, especially if the same symbols are used throughout the school.

Literal Scanning

Key Words

Deductive Detective

Clues Proof Evidence

Inference

Read between the lines

* Icons included on the CD

Prior to reading the text

Provide the children with a copy of the text and ask them to scan the page to look for clues which tell them what type of text it is. Is it ﬁction or non-ﬁction? What genre of text is it? How can they tell this?

What do they think the text might contain? Ask them to look at the illustrations, title, headings, sub-headings and layout to give them clues. Can they predict what the text will be about? What do they already know about this particular genre?

Ask the children to quietly read through the text to familiarise themselves with it. They can circle any unfamiliar words they encounter. Any words circled can be discussed as a group and, later on, be put into the children’s personal dictionaries. These can either be used to provide vocabulary extension work for particular groups or can provide extra words for their weekly spellings.

The warm up questions (3-5 minutes)

Next, ask the questions contained in the ‘warm up’ part of the lesson plan. This will give the children a purpose for their reading of the text and will enable them to search for speciﬁc information as they read. By doing this, the children will orientate themselves with the text provided and be able to use their past experiences to make predictions as to what else the text might consider.

Share the children’s answers to the warm up questions. In which part of the text did they ﬁnd their answers to the questions? Which parts of the text helped them ﬁnd their answer more quickly? (Encourage the children to use correct terminology such as ‘heading’, ‘ﬁrst paragraph’, ‘caption’, ‘illustration’ and ‘column’.) Were the children’s predictions about the text correct? Were they surprised by the text in any way?

The main questions (15-20 minutes)

During this part of the lesson you will be concentrating on the key skill or question type chosen for your half term focus. For this reason it is important that you give a weighty amount of time to looking at each question.

To determine that the children have understood the question and feel conﬁdent enough to start looking for the answer, the following approach can be taken:

A 5-staged helping hand approach 1. Ask the children to turn over their text so that they cannot see it.

2. Write out the question you want to ask on your wipe board and show the children. Ask them to read it and write the most important words or phrases onto their wipe board. When the group has ﬁnished, ask them to show each other their answers.

For example, you might write ‘Do you think the story of the vanishing couple happened many years ago or quite recently?’ The children would read this and write down the key words ‘couple’, ‘years ago’ and ‘recently’.

3. Discuss how relevant the chosen key words are when searching for the answer and where they might ﬁnd the answer in the text itself. As the children begin to understand that there may be more than one key word in a question, discussion may also take place as to which key word should take precedence over another.

4. Ask the children to turn over their text and begin looking for the answer. Once they have found it they should highlight it on the text and write down the answer on their wipe board.

5. When everyone has ﬁnished, ask individuals to reveal their answer by showing their wipe board to the group. Answers can then be discussed accordingly and additional evidence highlighted on the text itself.

A sample lesson plan

Title and Genre of text:

Warm up Questions:

This part should be carried out ﬁrst, with the purpose of orientating the children with the text and the genre provided.

Main Questions:

This is the main body of the lesson and the types of questions posed here relate directly to the skill being practised.

The same questions can be used for all three texts for each lesson and, where appropriate, the answers will be provided in brackets.

Evaluative Questions:

Evaluative questions (3-5 minutes)

These questions round the session off and enable the children to reﬂect on the tone, purpose and overall effectiveness of the text. Exploring these questions will also help the children realise that a text can provide ideas, raise issues and facilitate discussion that goes beyond the conﬁnes of the page.

Key Skill / Question Type:

This highlights the speciﬁc skill to be taught and practised during each half term.

Essential Vocabulary:

These questions and activities support the Main Questions section.

They increase children’s knowledge and understanding of words and help promote an understanding of why certain words were chosen by the author.

This section does more than simply help the teacher to round off the lesson. It allows children to speculate on the tone and purpose of the text, as well as to consider the text’s audience. It also enables teachers to ask further questions on the social relevance a text may have in today’s society.