Lewis, Maureen

English

The submitted works explore how children use texts in the classroom and how they can be supported in becoming more effective readers and writers. Most of the work is based around pupil's use of non-fiction texts and provides case study examples of what happens when children engage in tasks which require their use. I argue that we can elaborate a model to describe the processes involved in such encounters. This proposed model is described and compared to earlier attempts to create a model of the process of interacting with non-fiction texts. It is further argued that specific strategies can be linked to certain stages of the model with the aim of making pupils' encounters with texts more effective. The use of these skills and strategies are examined within the context of purposeful, information using tasks. The robustness of the model was tested by applying it to this variety of classroom contexts, across Key Stages 1-3. The role of teacher modelling, and the importance of scaffolding children's learning are important aspects of the proposed process. Particular attention therefore was given to developing strategies and materials that would encourage teacher modelling or offer explicit scaffolding, such as grids and writing frames. Such materials had the potential to make explicit to pupils, knowledge that may have been implicit in their previous encounters with texts. Writing frames were one such set of materials. I argue that these help pupils make explicit their implicit knowledge of how texts are structured. I claim that these frames enhance pupil's awareness of the textual structure and linked language features of a range of different text types. They also provide a scaffolded writing experience. Such experiences, it is claimed, enable pupils to achieve a higher degree of success in extended visiting than they could achieve without a framework

Plymouth Electronic Archive and Research Library

A Language for Life.

Annual Report of Her Majesty's Chief Inspector of Schools. Standards and Quality

At the Very Edge of the Forest. The Influence of Literature on Story Telling.

Beyond Qualitative versus Quantitative Methods,

Curriculum Access Service

Education and Employment (1999b) Annual Report of Her Majesty's Chief Inspector of Schools. Standards and Quality in Education 1997-98.

Education Observed: The Implementation of the Curricular Requirements of the ERA in 1989-90.

Essays into Literacy. London &

Improving Boys' Literacy. London: Basic Skills Agency.

KLINC: Kingston Language in the National Curriculum. Kingston Upon Thames Teachers'

l^on-fiction texts. Key Stages 1 & 2. Avon and Gloucestershire Consortium:

Learning from the Written Word.

National Literacy Strategy, Module 6. Reading and Writing for Information. London: DfEE. Department for Education and Employment

Occasional Papers in Oracy.

Primary School Study Reading. Shrewsbury: Shropshire Language Centre.

Reading All Types of Writing. Milton Keynes:

Review of Extending Literacy,

Teaching Writing in the Primary School: A Genre Based Approach to the Development of Writing Abilities.

The Effective Use of Reading.

The English Curriculum Reading!: Comprehension. London: The English and Media Centre.

The Foundations of Literacy Sydney:

The National Curriculum in English: Does Genre Theory Have Anything to Offer? English

Towards a Poetics of Fiction: An Approach Through Narrative,

Using Writing to Enhance Content Area Learning in the Primary Grades. The Reading Teacher,

Wally's Stories. Conversations in the Kindergarten. Cambridge Massachusetts:

Working With Writing Frames in Mathematics.

Writing about Development. Teaching Geography.

Writing and Learning Ndson: Walton on Thames. North Tyneside Council

Writing for Different Purposes.

Writing: Teachers and Children at Work.

Extending literacy : pupils' interactions with texts, with particular emphasis on the use of non-fiction texts

Extending literacy : pupils' interactions with texts, with particular emphasis on the use of non-fiction texts

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