By Fred Sedgwick
100 sensible and encouraging principles for constructing creativity and literacy from beginning degree via to Key degree 2. >
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Additional resources for 100 Ideas for Teaching Literacy
Even some of the children who, in some schools’ parlance, ‘can’t write yet’ make marks that the adults interpret with the children’s help. 29 IDEA ‘VINCENT’S CHAIR’ 26 30 How can we make displays that draw the children into them? How can we make the displays more than static decoration? Those McDonald images have long been put away. What should be arranged in the classroom? First, I use postcard reproductions gathered from art galleries. Even the most modern art attracts and engages children’s attention, while many, if not most, adults dismiss it irritably.
CONTINUED Management theory often talks about the wider community, and involving it in the school. This all too often means grand schemes that require plans and (oh no, not another one) meetings. This exercise, on the other hand, starts at the bottom, and grows from its roots, like a tree. Over the next few weeks, I try to spread the project more widely: carers, grandparents, colleagues, governors, local religious leaders, shopkeepers, the crossing patrol. For a secondary source, I go to The Opies’ book (see bibliography).
Look at the road. Tell us about what the water looks like, what is it doing? Look at the water on the windows . . ‘ Once again, the nursery nurse, the parents and others are writing notes, and they will later be typed up, published and displayed. But by now, many of the children are able to make their own notes. The adults praise every piece of writing, especially where a child has attempted a long, or a non-phonetically-friendly, word. Even some of the children who, in some schools’ parlance, ‘can’t write yet’ make marks that the adults interpret with the children’s help.
100 Ideas for Teaching Literacy by Fred Sedgwick