By Linda Irwin-DeVitis, Karen Bromley, Marcia Modlo
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Extra resources for 50 Graphic Organizers for Reading, Writing & More
Thinking time – alone or in pairs and small groups Pupils consider own responses. Ideas developed on with access to paper and pens/pencils. paper through drawings webs and brainstorms: writing a tool for thinking. Pupils express thinking in different ways. Framing and sharing questions All children are involved in creating and choosing questions. Teacher pays attention to recording the questions in the pupils’ own words, encouraging elaboration of the thinking behind each question. Children offer their questions, recorded for all to see.
Behind him are two elves – Santa’s helpers. The faces on some of the children look as if they are about to burst. Santa sits down and starts telling them about his Christmas: where he went, who he met, some of the weirdest and funniest presents he had to deliver. It is a story of adventure, recited at speed, but to help bring the story to life he displays objects picked up on his travels, gifts given to him by some of the people and children he has met. He has also had photographs and notes left to him by children who were sleeping on Christmas Eve or by their parents before they went to bed.
Each time someone puts forward an idea the teacher gently pushes their thinking with a question or faithfully repeats what they have suggested. Soon the teacher is saying little as dialogue flows among the class and children question the truth of each other’s examples of what can be known for certain. 4 Am I dreaming? Responding to Maurice Sendak’s well-known tale Where the Wild Things Are (1992), four-, five- and six-yearolds from a mixed infant class ask: How did Max’s bedroom turn into a forest?