1 of 14

Reading Practice Intensive

PLANNING A READING PROGRAMME:

Read Like Writers | Write Like Readers Part I

2 of 14

Pillars of Practice

Designing Reading with the End in Mind

3 of 14

Integration: Reading-Writing

4 of 14

WRITING

READING

5 of 14

Making Meaning to Create Meaning

Writing Links We’ve Made Already

Assessment Genre

(e.g. e-asTTle recount)

Retell / Summarise (e.g. Day 3 Skill Builder)

Response to Text

(e.g. Day 1-4 Explain why.. How did …)

Day 4: Persuasion

Genre

(e.g. Zoo Debate, writing frame)

6 of 14

Reading (Make Meaning) Writing (Create Meaning)

Making Meaning to Create Meaning

7 of 14

Main Meet Activity: Sensory Imagery to Create Suspense

8 of 14

Activity: Follow up

Imagine and write down:

a quiet, place or remote setting, like a church, graveyard, bush, park, other
a time of day or night
sound(s) you can hear
something in the air: mist, smoke, rain, snow, wind
a thing at the middle of the setting or place
the name of a person at the place or scene
what is the person doing
a question the person is concerned about or is wondering

Use this frame - as ‘tightly’ or loosely as you like - to write a new suspenseful beginning for this story.

9 of 14

‘Tight or Loose’ Frame For Learners

The …….. ( place) was silent that ……. (time). The only sound was ……

The ….. (noun/thing) was ……

Soft …..(something in the air) enfolded …… (noun /thing) like …..

(name the person and what they are doing at the place)

“What does …..?” (complete the question the person is thinking)

10 of 14

Great Beginnings from School Journals

What School Journal narratives offer great beginnings to use as models and exemplars?:

How could this opening paragraph be used to deconstruct together, annotate and imitate?

11 of 14

Read Like Writers, Write Like Readers

Therefore teachers need to“support students to use their reading ….. as a resource for writing”

(Jesson & Hawthorne, 2010)

“Texts are woven from other sources”...

12 of 14

One of the tried and true techniques of classical art training is to copy the work of the Masters.

Why Do Artists Imitate Grand Masters?

An example: researchers recruited 30 university students for a three-day study, and broke them up into groups. One group, the control group, was asked to draw an original artwork each day and were provided with one object to use as a subject—like a cocktail glass, a shell, or a potted plant. The second group was also instructed to create an original drawing of a banal real-world object on the first day. On the second day, however, they were presented with an image of an abstract artwork by an artist and asked to “copy the picture onto a blank piece of paper while imagining the painter’s intention.” Then, on the third day, the participants produced their own original piece, again based on a real object. Professional artists then evaluated the artworks. The works created by the group that had copied other artists were rated as more creative than those created by the group that hadn’t copied. Participants who hadn’t copied the work of an artist produced more realistic drawings on the third day, while those that had copied created pieces exhibited more experimentation.

13 of 14

Growing Literacy Appreciation

Appreciation:

to be aware of something, or to understand that something is valuable

“Students appreciate and enjoy texts in all their forms.“

“...recognises, understands, and appreciates how texts are constructed for a range of intentions and situations;”

14 of 14

How to: Pick a Feature!

Example:

An alternative ending can be written for ‘The Promise’ by Bernard Beckett (or imitating the opening to create mood & atmosphere)

‘The White Tailed Spider’ offers an exemplar for writing a report on a chosen animal.

Structure

Character / Person

Point of View

Language

(incl. devices & techniques)

Style

(incl. ways an author combines features in an individual way)

Genre