Dyke House Sports & Technology College

Attainment and Achievement through Creativity, Collaboration and Character

Literacy

DHC LITERACY PRINCIPLES


The Literacy principles are truly cross curricula, they aredesigned to be progressive and throughout their time at Dyke House pupils willbe encouraged to develop their literacy skills and form links between theirexperiences within other subject areas. Literacy skills will be the‘cornerstone’ to Deep Experience- pupils will use the principles they havedeveloped over the term and use literacyto actively and successfully reflect and evaluate upon their learning. We areaiming for the principles to be the springboard to pupil knowledge,understanding and application- all to build upon pupil achievement and success.

Morning Reading.

What are our aims?

· To encourage all pupils to appreciate reading for pleasure.

· To encourage pupils to improve and broaden their reading habits.

· To introduce pupils to authors and text types that they may not be familiar with.

· To encourage pupils to build upon and practice their reading strategies.

· To allow pupils to use their creativity to respond to and maximise their participation with the texts they have read.

· To support pupils in their literacy development.

· For pupils to encourageand support their peers in a mutually dedicated group.


Suggested activities to engage within a text:

• Create life-sized models of two of your favourite characters and dress them as they are dressed in the book.

• Create a sculpture of a character. Use any combination of soap, wood, clay, sticks, wire, stones, old toy pieces, or any other object. An explanation of how this character fits into the book should accompany the sculpture.

• Interview a character from your book. Write at least ten questions that will give the character the opportunity to discuss his/her thoughts and feelings about his/her role in the story. However you choose to present your interview is up to you.

• Write a diary that one of the story’s main characters might have kept before, during, or after the book’s events. Remember that the character’s thoughts and feelings are very important in a diary.

• Dramatise a scene from the book. Write a script and have several rehearsals before presenting it to the class.

• Prepare a book report report of 5 minutes. Give a brief summary of the plot and describe the personality of one of the maincharacters. Be prepared for questions from the class.

• Give a sales talk, pretending the students in the class are clerks in a bookstore and you want them to push this book.

• Build a miniature stage setting of a scene in the book. Include a written explanation of the scene.

• Make several sketches of some of the scenes in the book and label them.

• Describe the setting of a scene, and then make a storyboard.

• Construct puppets and present a show of one or more interesting parts of the book.

• Imagine that you are the author of the book you have just read. Suddenly the book becomes a best seller. Write a letter to a movie producer trying to get that person interested in making your book into a movie.Explain why the story, characters, conflicts, etc., would make a good film.Suggest a filming location and the actors to play the various roles. YOU MAY ONLY USE BOOKS WHICH HAVE NOT ALREADY BEEN MADE INTO MOVIES.

• Write a book review as it would be done for a newspaper. (Be sure you read a few before writing your own.)

• Construct a diorama (three-dimensional scene which includes models of people, buildings, plants, and animals) of one of the main events of the book. Include a written description of the scene.

• Write a feature article (with a headline) that tells the story of the book as it might be found on the front page of a newspaper inthe town where the story takes place.

• Write a letter (10-sentence minimum) to the main character of your book asking questions, protesting a situation, and/or making a complaint and/or a suggestion. This must be done in the correct letter format.

• If the story of your book takes place in another country, prepare a travel brochure using pictures you have found or drawn.

• Write a FULL (physical, emotional, relational)description of three of the characters in the book. Draw a portrait to accompany each description.

• After reading a book of history or historical fiction,make an illustrated timeline showing events of the story and draw a map showing the location(s) where the story took place.

• Read two books on the same subject and compare and contrast them.

• Create a mini-comic book relating a chapter of thebook.

• Make three posters about the book using two or more of the following media: paint, crayons, chalk, paper, ink, real materials.

• Write and perform an original song that tells thestory of the book.

• Be a TV or radio reporter, and give a report of ascene from the book as if it is happening "live".

• Design a book jacket for the book.

• Create a newspaper for your book. Summarize the plot in one article, cover the weather in another, do a feature story on one of the more interesting characters in another. Include an editorial and a collectionof ads that would be pertinent to the story.

• Do a collage/poster showing pictures or 3-d items that related to the book, and then write a sentence or two beside each one to showits significance.

• Do a book talk. Talk to the class about your book by saying a little about the author, explain who the characters are and explain enough about the beginning of the story so that everyone will understand what they are about to read. Finally, read an exciting, interesting, or amusing passage from your book. Stop reading at a moment that leaves the audience hanging and add "If you want to know more you’ll have to read thebook." If the book talk is well done almost all the students want to read the book.

• Make a book jacket for the book or story.

• Draw a comic strip of your favourite scene.

• Use magazine photos to make a collage about the story

• Make a mobile about the story.

• Make a mini-book about the story.

• Practice and the read to the class a favourite part.

• Retell the story in your own words to the class.

• Write about what you learned from the story.

• Write a different ending for your story.

• Write a different beginning.

• Write a letter to a character in the book.

• Write a letter to the author of the book.

• Make a community journal.

• Compare and contrast two characters in the story.

• Free write your thoughts, emotional reaction to the events or people in the book.

• Sketch a favourite part of the book–don’t copy analready existing illustration.

• Make a time line of all the events in the book.

• Make a flow chart of all the events in the book.

• Show the events as a cycle.

• Make a message board.

• Make a map of where the events in the book take place.

• Compare and contrast this book to another.

• Do character mapping, showing how characters reacted to events and changed.

• Make a list of character traits each person has.

• Make a graphic representation of an event or character in the story.

• Make a Venn diagram of the people, events or settings in your story.

• Make an action wheel.

• Write a diary that one of the story’s main characters might have kept before, during, or after the book’s events. Remember that the character’s thoughts and feelings are very important in a diary.

• Build a miniature stage setting of a scene in thebook. Include a written explanation of the scene.

• Make a poster advertising your book so someone elsewill want to read it.

• Make a character tree, where one side is event,symmetrical side is emotion or growth.

• Choose a quote from a character. Write why it would or wouldn’t be a good motto by which to live your life

• Learn something about the environment in which the book takes place

• Tell 5 things you leaned while reading the book

• Retell part of the story from a different point ofview

• Choose one part of the story that reached a climax. If something different had happened then, how would it have affected the outcome?

• Write about one of the character’s life twenty years from now.

• Send a postcard from one of the characters. Draw a picture on one side, write the message on the other.

• Make a Venn diagram comparing your environment to the setting in the book

• Plan a party for one or all of the characters involved

• Choose birthday gifts for one of the characters involved. Tell why you chose them

• Draw a picture of the setting of the climax. Why didthe author choose to have the action take place here?

• Make a travel brochure advertising the setting of thestory.

• Choose five "artifacts" from the book that best illustrate the happenings and meanings of the story. Tell why you choseeach one.

• Stories are made up; on conflicts and solutions.Choose three conflicts that take place in the story and give the solutions. Is there one that you wish had been handled differently?

• Pretend that you are going to join the characters inthe story. What things will you need to pack? Think carefully, for you will be there for a week, and there is no going back home to get something!

• Make up questions–have a competition.

• Outline the story, then use the outline to expand into paragraphs.