By Tony Martin, Mick Waters
Particularly designed for busy lecturers who've accountability for co-ordinating English inside their basic institution, this concise and useful quantity offers a wealth of guidance, case reports and photocopiable fabrics.
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Additional resources for Coordinating English at Key Stage 2
In others we are hardly aware of the narrator. The vocabulary may be instantly accessible to the children or it may contain words and phrases (perhaps historical) which will require discussion. There may be an attempt to use non-standard dialect in the conversations. Structure—some stories are clearly focused around one major incident which lies at its heart. Others build up to a climactic ending. The opening paragraphs can vary widely. In some a character or a place or an object is clearly established before the plot begins.
We bring ourselves to whatever we read, so that the text comes out to us and we go into the text. The list above of aspects of reading to which adults refer when they analyse what ‘enjoyment’ means are very much on the ‘reader’ side of the process. Where reader and text meet there is an interaction—and it is this interaction which accounts for our response. Traditionally right through school and into university the focus has been on only one side of the process—the text, thereby ignoring the reader’s responses as listed above.
It is about composing. If, every time a child thinks she needs help on how to spell a word she interrupts herself, there is likely to be a negative impact on the quality of the writing itself. Interruptions interrupt flow. We would add that if the system appears to involve something which the child finds difficult and time consuming (using a dictionary perhaps) or just time consuming (joining the spelling queue) they are likely to use a simpler word which they can already spell. Sometimes we find ourselves trying to assess a child’s vocabulary from their writing.