{"id":751,"date":"2015-02-11T09:55:23","date_gmt":"2015-02-11T08:55:23","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/?p=751"},"modified":"2015-02-11T12:16:26","modified_gmt":"2015-02-11T11:16:26","slug":"active-literacy-a-probationers-story","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/2015\/02\/11\/active-literacy-a-probationers-story\/","title":{"rendered":"Active Literacy &#8211; A Probationer&#8217;s Story"},"content":{"rendered":"<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/fa\/public\/LiteracyStrategy\/uploads\/sites\/1948\/2015\/02\/farmer-duck.jpeg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-755\" 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375w, https:\/\/blogs.glowscotland.org.uk\/fa\/public\/LiteracyStrategy\/uploads\/sites\/1948\/2015\/02\/farmer-duck.jpeg 1200w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>Alix Thomson, a P3 Probationer teacher at Victoria Primary is delighted to share her experiences implementing active reading in her class. Here is Alix&#8217;s story:<\/p>\n<blockquote><p>This term my P3 class, at Victoria Primary, have been working on developing their comprehension skills, with a particular focus on summarising. The lessons have been successful and the pupils have really developed their skills, so I thought that I would share them with you as you said to send on anything that was working well.<\/p><\/blockquote>\n<blockquote><p>The class began developing their summarising skills by focussing on key words. They used key words in lots of different ways.<\/p><\/blockquote>\n<ul>\n<li>Picking out key words in reading books: choosing the most important word on each page and explaining why; covering up words to see if they were essential for understanding the sentence.<\/li>\n<li>Using different forms of text to further our understanding of the importance of key words: using shop catalogues as their text, pupils had to pick key words to describe an item to a partner without using the name of the product \u2013 could their partner work out what they had chosen?; watching or listening to news stories and noting down the key words.<\/li>\n<li>The class also started including key words in our Busy Starts: key words from a well known story or film were displayed on the smartboard and pupils had to work out which book or film it was; this then progressed into pupils setting challenges for classmates \u2013 what film were their key words describing?<\/li>\n<\/ul>\n<blockquote><p>Then pupils developed their understanding by using key words to help them to summarise texts.<\/p><\/blockquote>\n<ul>\n<li>Note taking: whilst watching a short video clip of our class book (Farmer Duck), we took notes on a whiteboard, trying only to note down key words; these notes helped us to create storyboards summarising the story.<\/li>\n<li>One sentence summaries: pupils had to write a sentence to describe their reading book; this skill was then used throughout all curricular areas with pupils using one sentence summaries to describe any of our lessons, or to recap on learning during a lesson.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Alix Thomson, a P3 Probationer teacher at Victoria Primary is delighted to share her experiences implementing active reading in her class. Here is Alix&#8217;s story: This term my P3 class, at Victoria Primary, have been working on developing their comprehension skills, with a particular focus on summarising. The lessons have been successful and the pupils &hellip;<\/p>\n","protected":false},"author":671,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[3265,3417,1186,116,8874,3933],"class_list":["post-751","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-active-literacy","tag-comprehension","tag-probationer","tag-reading","tag-strategy","tag-summarising"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/posts\/751","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/users\/671"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/comments?post=751"}],"version-history":[{"count":2,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/posts\/751\/revisions"}],"predecessor-version":[{"id":756,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/posts\/751\/revisions\/756"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/media?parent=751"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/categories?post=751"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/LiteracyStrategy\/wp-json\/wp\/v2\/tags?post=751"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}