Strategies to Develop Pupils’ understanding of texts There is a large body of literature on strategies to support readers in understanding, responding to and reflecting on texts. What follow is a ‘reference list’ and a brief outline of some of the main strategies. Prior knowledge activation Helps pupils to make connections with the text they are reading and their world. For example if pupils are reading ‘Christmas Carol’ it may be helpful for pupils to spend 3-5 minutes mind mapping/brainstorming the words/feelings they associate with Christmas. Alternatively they may be given a picture from the text for example ‘Scrooge’ and spend a few minutes talking about the sort of character he may be Thought showering around the title, Word association chain around the key chapter heading, picture on the front word in title or an image in the text cover, picture of a main character for example Private Peaceful by Michael Morpurgo Using whiteboards ask for memories Filling in a mind mapping, concept around the word in title or an artefact – mapping or other grid/pro forma ‘This reminds me of……It makes me think of….’ The use of such strategies is based on insights from schema theory, which explores how we build and access knowledge. Prediction/group prediction As pupils read a section of text, they are Other directed activities relating to texts encouraged to: (DARTS) Talk about what is happening Cloze procedure What they think will happen next. Summarising For example at the end of a Sequencing chapter of Skellig, on whiteboards Comparing texts pupils asked to draw/write/mind Alternative representations map what they think will happen next. Using ‘show me’ the teacher has instant response from the class Revise earlier predictions in light of new evidence from the text. Works well in books which focus on prejudice and bias. For example ‘Why the whales came’, ‘Stone cold’. Constructing Images (visualising, drawing, drama) During and after reading pupils sketch Undertake freeze frames of key moments what they see – 4 quadrant sheet in a story. For example, in Scrooge pupils in small groups get into freeze frame, as teacher moves around he/she touches a character and they speak in role. Can be a very powerful tool. Works extremely well with Shakespeare. Initially modelled by teacher – read aloud Make models/puppets based on texts. (turn off lights, create atmosphere) talk about any associations-ask pupils to picture it. Useful activity when encouraging pupils to write- take them on a sense journey letting them jot down ideas on paper/white boards. Summarising Model skim reading a text making explicit Go through a text/paragraph highlighting skills you are using as a competent the key sentence/sentence in each. reader. Encourage skim reading or rePupils benefit in seeing this modelled by reading and ask for oral summaries the teacher. Pupils asked to write brief summaries at Summarise by re-structuring key the end of each chapter outlining key information contained in a text into nonevents and further insights into character prose form. It may involve drawing a and plot. Can be over used as a strategy. matrix, tree diagram, word map/web, a labelled picture etc. Questioning/Clarifying Discussion: Talk to the author/character: Class, group or individual focussed Questions to the author/character are discussion with the aim of clarifying written on paper/whiteboards and are understanding. Discussion goes beyond used for focussed discussion. simple recall questions into inference and deduction. Focus journals: When pupils are working independently they are given a focus question. They make notes on particular aspects of the text during reflection in independent reading. Pupils use these thought/reflections as a basis for discussion. Story grammar/text structure analysis At KS3 most but not all pupils will have, through their reading, knowledge of how stories are structured. They will have through shared texts and their independent reading, knowledge about the features of a variety of genres. This accumulating knowledge of stories/texts develops in readers a set of expectations for the structure of a story, helps facilitate our understanding of texts and improves our memory/recall of a story. In the past few years there has been a lot of research into the structure of non-fiction texts As a starter activity match text features to a variety of genres (fiction and non-fiction) Using story maps/story shapes/ (introduction, setting, character, conflict, resolution) story charts/story bricks pupils draw a ‘map’ of or ‘build’ the events in a story. Interpretive Strategies Character development: Identifying themes/information Feeling graphs or maps showing The author’s chair – pupil takes how emotions develop role of author, answering throughout story. For example in questions about the text/book Romeo and Juliet pupils chart a and justifying what ‘they’ have graph for a character adding written textual evidence to support – can Draw a diagram, grid, flow chart range from 10 (above line) to -10 etc to show information (below line) Highlight words, phrases which Journal entries link together to build a picture of character or mood, or setting or Hot seating so on T.V interview- compile a list of questions to ask if you were to Write a blurb for the book interview the character Identify facts and opinions and Drawing characters and consider how they are woven surrounding the drawing with together phrases from the text Compile a ‘what’s important’ grid. Useful for difficult text. Writing thought bubbles for characters at key moments in the text when they don’t actually speak Relationship maps between different characters with evidence from the text Relationship grid with each character listed along the top and down the side. Each cell represents a relationship to be explored Speculating on actions and motives, e.g. asking, why did, what if? Character emotions register. This involves creating a 5-point emotions scale with the pupils for the possible range of reactions at certain specific points in the story (for example from ‘mildly irritated’ to ‘incandescent with rage’). Pupils then rate characters on the scale. Fun as a starter – 5 pupils stand with numbers around room. Pupils (could be first 10 on register or all) stand at number they think and have to justify their opinions if asked. Reading for multiple meanings: Looking for/challenging a consistent point of view Rank characters according to criteria e.g. most powerful to Genre exchange – ask pupils to least powerful. Do different transpose something from one criteria give different insights? written genre they have just read Useful for characters such as into another written genre Macbeth/Lady Macbeth Criteria rating certain scenes at a crucial point- most likely to Retell a scene from the point of view of a minor character within it happen/least likely to happen, most likely to be true, least likely Justify the action of a ‘villain’ to be true Problem solving- stop at the point where the character faces a Story comparison charts. Several problem or dilemma. List versions of a story are read and a comparative chart is completed alternative suggestions from the group. Consider the consequences of each suggestion. Arrive at a group/class decision Relating texts to personal experience Say what they would have done at certain bits of the story Choose the most interesting, depressing, exciting, poignant moment from a story/chapter. Justify the choice Response journals (on-going throughout the reading of novels) Sometimes does not work well with pupils who struggle with writing. Can stop their enjoyment of the text Relate to other books by the same author or on the same topic, read by the group or individual. Discuss similarities or differences