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Chucking and Breaking Down the Sounds in a Word

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Dictionary activities Starter activities focusing on word level Re-writing sentences with different syntax Progress Unit on Phonics Close Reading backwards and forwards Asking “Does the word make sense? ” Explore words from first chapter: monk, meditation, lamas, Buddha, Journey to ensure full understanding of one of the themes of the novel. Explore words from first chapter: how the author introduces words from another culture – comma and dozen (pi). Make own glossary. Explore the author’s use of italics to create meaning, e.

. Page 1 Koala Lump Anchorage. Look, me, Paris! Before she had even been there. Leadings page 4. Engaging with meaning as well as decoding Asking questions – who, what, where, when, why Discussing what has been read Matching illustrations to appropriate sections of text KEEL charts What do I know What I want to know Where will I find the evidence What I have learned Focusing on key words (reverse close/fridge magnets) Role play, hot-seating, thought tracking Summary sub-headings Matching quotations to meaning Create a picture/diagram of Tar’s Journey across the mountains.

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Compare this to the journey that Paris makes to reach the Himalayas. Then plot the Journey they make together. Sensing miscues and then self-correcting Guided reading with teacher Paired reading – one listening for sense Using existing knowledge/analogy to decode, then applying to new, similar words Opportunities to prepare a passage to read to group/class Reading buddies Modeling self correction during reading Using tapes to support reading Shared reading of two extracts to compare how the author creates tension e. . Page 22 and page 56 and pages 22-125 Tackling extended sentences Modeling how to identify the main clause in an extended sentence – good examples n Dickens Re-structuring a long sentence on cards Re-writing a sentence into visual diagram – showing main clause and how other parts of sentences relate to main clause e. G.

Re-writing an extended sentence as a series of short sentences and discussing the difference Reading sentences aloud, using intonation to underpin meaning Model how to find main clause in extended sentence e. G. ‘Even if he could retrace his steps. ‘page 54 Discuss the effect of this sentence. Rewrite the following sentence in simple sentences. When Sheens told tales ‘page 9 Discuss the difference.

Using punctuation, paragraphing and text layout as a guide o meaning Identifying paragraph breaks in an unformatted piece of text Shared reading focusing on punctuation for meaning Pacing the classroom/drama studio, changing direction at each punctuation mark Sentences Progress Unit materials on how punctuation helps us to read aloud Highlighting topic sentences in paragraphs Selection of novel openings – considering differences of structure Sequencing Providing titles for chapters or sections of the novel Removing the punctuation from an extract and asking pupils to make their own choices The author uses dashes and ellipsis regularly.

Discuss the reasons for this ND consider how effective this is in creating meaning. See pages 14, 58, 115, 150- 151 for examples. Developing a mental map of the text as they read Flow chart of events Thought map of key ideas Drawing and labeling a map of the setting Drawing a family tree Tracking a character or theme using post-it notes in book Create a flow chart of events in the book showing how two characters from very different worlds meet and become friends. Track the character of Paris through the book.

Visualization and other sensory responses Drama: guided tour; sculptured freeze frames; hot seating Thought maps, Venn diagrams; role on the wall Plot lines, tension graphs Coloring over words which refer/appeal to the senses Prop box or pictures Drawing Walk-in debates Casting the film of the novel Story mapping/living graphs Creating sound effects Find pictures/photographs to create the settings in the book. Ask pupils to take their partner on a guided tour of the mountains/the forest/the campsite. Page 158 = strong sensory passage.

Explore how the author uses the sense of smell (also page 103). Prediction, retrospection and speculation Identifying the turning point’ and predicting outcomes of the storyline Gathering reductions (you can tape these! ), returning to them later to discuss why the author chose particular resolutions Looking for clues in last chapter as a first activity to predict what will happen in the novel Starting in the middle and considering what might have led to this situation Reading the first few chapters and suggesting what might happen next.

Recording ideas in reading Journal. Highlighting clues which led to those predictions (evidence base) then filling in reading Journal to reflect on original predictions Drama activity – pupils act out their predictions. Rest of class sees whether they are realistic / feasible Read the first two chapters and discuss what the two characters have in common. Guide pupils to look for clues which will help them predict what will happen e. G. Page 61 ‘This wasn’t all they had come for evidently. ‘ Read pages 16-17.

Predict how this story will figure in the novel. Questioning Shared reading and targeted questions – modeling thought process/answers either orally or on POP Identifying questions you want answered in the next few chapters Questions based on front cover/title of book, extend to include ‘blurb’ on back re. Expectations raised Hot-seating – question the characters – conscience tunnels Thought/speech bubbles for characters at key moments (inner voice) Extracts out of context – what questions do we need to ask about this text?

Asking pupils to think of the questions they want to ask at particular points in the text Hot seat activity or conscience tunnel for Paris focusing on her uncle, Franklin. Questions based on the expedition. Passing mental comments and savoring the text Poster of the book Interviewing each other about reactions on Where we’re up to in the book Presentation of a favorite bit’ to a small group – or the class – with some commentary about why it’s dead good!

Using post-it-notes to Jot down thoughts and keep as markers in the text Cultivating reading Journal responses, using a range of strategies to capture responses, ideas, questions, visualization tools Using symbols on post-it-notes e. G. ? ! To come back to or discuss with a partner Reading log of early part of novel – reflecting on what has happened to the main characters and predicting what might happen next. Antipathies Questioning- (how do you feel about…..? ) I Diary extract

Role-play (character or theme based) Hot-seating Thought tunnel Letter from one character to another Diary extracts written by Paris at key points leading up to when she realizes what her uncle’s plans are. Establishing a relationship with the narrator Hot-seating the narrator Annotating a stick man with words that define the narrator Rewriting part of a third person narrative in the first (or second) person Drama – placing the narrator in a sculpted scene Ask pupils to trace how their feelings for Tar and Paris change as the novel progresses. Model how to represent this diagrammatically.

Re-reading, re-evaluating and other clarification activities Guided work on a section they have read previously Timeline, plot mountain, sort events into chronological order/order of significance Re- evaluating the way a character is presented or seen Close questioning Annotation Comparing passages from different sections of the novel ‘Already Tar was working backwards in his mind. How many days since their ordeal on the mountain? How many since the waterfall since Sheens? In pairs, pupils work out how many days are covered in the novel. Pages 118-119. Use this passage to explore Tar’s growing maturity.

Reading between the lines and other interpretation activities Shared – then group – then paired – then individual annotation of passages from the text to build independence and confidence with reading between the lines Discussion (following the pattern above) about the symbolism of places, objects, or names if appropriate Choice of symbolically and metaphorically dense text which is multi-layered Role play/thought tracking to understand a character’s motivation Page 1 – ‘She could see the eerie way queues parted, families separated from each other naturally to let him through.

He didn’t need to speak or push. Her uncle had authority. ‘ Discuss this extract when you have finished reading the novel and consider its many meanings. Discuss the symbolic meanings of the word ‘Journey and ‘a life on the edge’. Relating the text to one’s own experience and knowledge, including other literature Drawing explicit links between texts with similar themes, issues, location, characters, narrative structures etc Teacher to lead on links to own experience. Then draw out pupils’ own reactions. Handle sensitively! Link to other novels dealing with the question What it means to be human? . G. The Kin by Peter Dickinson. Explore the relationship between man and nature, especially animals in danger of extinction. Discuss the meeting of different cultures. (The Reading Matters website has a very good list of suggestions. ) Adopting an appropriate reading stance Keeping a reading Journal to develop and express your unfolding responses Creating a freeze frame’ tableau and then invite the reader to physically place themselves in the scene Annotating the text (marginal notes) with responses/chat back Creating “recipe” of each genre e. G. Error / sic-if etc Exploring the book cover for evidence of what it is about / what kind of text it is / what questions you could ask Historical context / social context research Asking questions about the voice in the text after reading first paragraph Page 50 – We’re members of the same species. ‘ This is said by Tar to Paris and is referred to several times but their worlds are very different. Divide class into groups/pairs and ask them to present the two different worlds represented in this novel, using research as well as extracts from the novel.

Developing Judgments and preferences Providing provocative statements on cards for discussion/advocacy Comparison with other texts Asking “How would you change the novel? ” Reading Journal to compare texts on similar themes [same author ‘Sell’ the book to others ‘Statements’ to argue / discuss Selecting extracts which represent the whole text’s qualities With the whole class discuss why this novel does not have a stereotypical happy ending.

Cite this Chucking and Breaking Down the Sounds in a Word

Chucking and Breaking Down the Sounds in a Word. (2018, Feb 04). Retrieved from https://graduateway.com/chucking-and-breaking-down-the-sounds-in-a-word/

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