By Fred Sedgwick
100 sensible and encouraging rules for constructing creativity and literacy from origin degree via to Key degree 2. >
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Additional resources for 100 Ideas for Teaching Literacy
And why did I want to know why Sidney was doing that? Will knowing why help anything? Discuss with colleagues: how can we ask more questions that are open-ended? Questions that leave gaps during which they can think: when a child stumbles for an answer, she is thinking, she is learning. 21 IDEA BRING BACK THOSE BRAND NAMES 18 22 I want to see and (more importantly) I want the children to see how much more readily they can read the McDonalds M, the Coca-Cola cursive, and the other logos now. We then discuss their progress.
Those brand names and family names will have spent their usefulness quickly, at least for a time, so I store them away. I keep them, though: they’ll come in useful later in the term, though not as useful as their cuddly toy anecdotes (see Idea 6 above). I put other images around the room that are central to their own lives. Above all, I use their own artwork: paintings, drawings, models. They will have made many of these things in school with me, other teachers and LSAs. But I also use other objects from their lives: Photos, souvenirs .
I collect the rhymes. I read them frequently to the children. I print ten copies and leave them lying about. I lead an assembly with your children about them. I cover the walls with them: they are, after all, obedient, for the most part, to phonetic rules. I say them in lighter moments with the children. I ask the children to illustrate them. I point out to the children that, in the title of these sections, ‘ee’ always makes the same sound; that ‘gg’ always makes the same sound, as does ‘n’. Preserve these rhymes.
100 Ideas for Teaching Literacy by Fred Sedgwick