Secondary Teacher of English | MA graduate | NPQLL | Gamer - 32 going on 13
Olney, England
Joined January 2021
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Students don't struggle to write well because they lack talent or effort but because we demand essays before they've mastered sentences.
My new book, Writing Fitness sets out a different model: gapless instruction, success before struggle, deliberate practice and writing embedded in the curriculum.
Also, details of Australian workshop dates this March
Link below...
Chloe Bays retweeted
In the most basic terms, reading lessons involve a mixture of reading text and responding to it (i.e. discussing text or producing written responses).
And I think that in many (if not most) primary schools the balance between these two things is *way* off.
A thread... 🪡
Really fab stuff! Shall be using some of these ideas next week.
Terrific new blog by one of last year’s @EngMediaCentre Associate Teachers on dialogic approaches to a challenging text at KS3. englishandmedia.co.uk/blog/o…
Chloe Bays retweeted
I am really looking forward to teaching "Othello" in September. My updated teaching booklet is available here - feel free to use/chop/change. Go to the downloads at the bottom of the page. amysmithliterature.wordpress…
Chloe Bays retweeted
I have two copies of The Visualiser Handbook to give away.
This is for busy teachers who need concise clarity to make live modelling an effect part of their practice ASAP.
To enter, follow, like and retweet this post and I will draw winners at random on the 18th July.
More Y8 sentence stem practise -
-one meaning behind this could be…
-we are perhaps forced to feel…
-what makes the word x especially powerful is that it…
-this reflects the idea that…
-this is important because…
-not only…but also…
Some clunkiness but much better.
Effects on the reader vocab - experimented last week:
1. Live model - I did some and they did some in pairs.
2. Independent application to a different question.
3. Those aiming higher embedded more sophisticated vocabulary.
4. Self-reflection.
They gave it a good go.✔️🙌🏻
Exactly what we talk about @MrsKLEverett - looks fab.
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Introducing analysis to Y8 over the last few weeks:
No need for PEEL, PEARL, etc - paired annotation work, feedback to their ‘other pair’ and transfer into extended writing with the help of tier 2 vocab’ and sentence prompts.
They’ve done such a lovely job of it.🌟
Othello’s downfall A3 sheet and an Othello events tracker - of course, I only get round to doing this now…
Chloe Bays retweeted
A writing resource to help pupils improve their sentence variety in both fiction and non fiction writing. I have included a range of different sentences with examples. Download 👉 tinyurl.com/ysbz7x2f
Y9 students have worked SO hard on their first comparison essay.
Pre-task intent, modelling, live feedback, mid-task reflection and post-task reflection have worked wonders - so motivated to fulfil their targets. 🥹
Chuffed with y7:
Pre-task intention ➡️ sentence stem practise ➡️ creative prose (embed sentence stems) ➡️ peer coach (typos realised after printing 🙃) ➡️ formulate targets independently ➡️ teacher checks ➡️ paragraph upgrade ➡️ post-task reflection. Process complete. ✔️
Loving @FunkyPedagogy's timed revision grids (slightly adapted to suit our texts). Such excitement to share with Y11 in the final weeks 😍. Thank you!
Chloe Bays retweeted
Modelling is one of the most effective things we can do in the classroom
BUT, only if students are thinking
Some ideas for how to help achieve this
codexterous.home.blog/2022/0…
