We are so excited about the launch of our 2nd edition of Descriptosaurus that we would like all schools to get pupils involved in our forthcoming National Schools Descriptive Writing Competition.
Written by Alison Wilcox
A dictionary teaches children the meaning of words and a thesaurus expands their vocabulary. Descriptosaurus teaches them how to describe a setting using their senses; how to describe a character using expressions, voice and movement; to add detail, depth and colour to their writing. It positions the words – whether for appearance, expression, landscape, smell or sound – classifies them as nouns, adjectives and verbs, zooms in to examine their meaning and then expands them into phrases and sentences. It shows how they can be used and provides alternative sentence structures.
Are you taking the emphasis away from reading as an essential tool to develop children’s writing?
There is no substitute for reading to develop a child’s vocabulary and enrich their language. Descriptosaurus aims to add further support. It aims to provide inspiration and practical help for children to develop their own ‘writing voice.’
Michael Gove wants an emphasis to be placed on reading for enjoyment. With the ‘daily reader’ gradually being squeezed out of classrooms in KS2, this declaration could not have come soon enough. To develop their writing children need to experience good literature. They need the opportunity to discuss how a writer engages the reader; to identify passages that create a cinematic image in their mind; to use a well-crafted text to develop their imagination so that they begin to understand how characters might feel, react to a situation or predict what might happen next.
The best writers are avid readers who read for enjoyment and develop a ‘reading habit.’ In an ideal world, every child would have experienced the joy of sharing stories and reading from a young age. In an ideal world, every child would return to school having read and discussed their texts. In an ideal world, every child would view reading as a form of entertainment and not just a “school chore” that gets in the way of “electronic consumption.”
We live in a multicultural society where English is not always the first language; we live in a society dominated by the moving image and electronic entertainment; a society obsessed with reality television and “celebrity.” A quick look at the bestsellers list for Christmas is an eye-opener, and a real insight into what sort of reading environment is experienced at many homes, if at all.
Those who struggle, who have had no early reading experience, who have never experienced a ‘reading environment’ have no narrative bank, images or vocabulary.
These children could be labelled as unimaginative, but they should not be stereotyped, as this is not always the case. Even where children come from an environment where the home is ruled by the TV, some are able to recount vivid details of films, TV shows and they attempt to incorporate this knowledge and experience into their writing. However, they lack the knowledge of narrative structure and language to express their ideas.
How does Descriptosaurus help to improve writing levels?
As a teacher, I have encountered the problems reluctant or struggling readers face when challenged to write creatively. I encountered situations where children who were enthusiastic readers were unable to translate their reading experience into producing high quality writing. I, therefore, searched for another way to enrich their vocabulary and offer them ready-made structures to incorporate into their writing. The Descriptosaurus model was created as a result of discussion and feedback from children about the resources they required to inspire and assist them with their writing. It attempts to address the problem of how to achieve higher levels of writing with children who are not active or avid readers.
Children who do not read widely find it impossible to imagine what they have not experienced. Using the vocabulary and phrases from Descriptosaurus, the class can develop images of places and people. If they choose to describe, for example, a mountain, they have a bank of ideas and vocabulary to draw from.
Interestingly, this process had a number of benefits. Those who were already avid readers started to take more note of descriptive language and literary techniques in their books, and achieved a high level in their writing. Those reluctant readers experienced success in their writing and became interested in reading. The cycle was complete, but the original stimulus was the writing rather than the reading.
The Government is placing greater emphasis on spelling and grammar. How does Descriptosaurus help children in these areas?
Many children will learn to spell the words on the weekly spelling list, but then proceed to spell the words incorrectly in their writing. This is because they need to use the words in context in addition to learning their spelling. Whilst there are spelling patterns and medium frequency words that have to be learnt, it is important to also include words that children have chosen to use in their writing but have spelt incorrectly. They have chosen to use these words and thus have a desire to learn how to spell them. Children should add these words to their weekly spelling list so that it becomes an individual list. This will give them confidence and encourage them to use these words again. The thematic vocabulary in Descriptosaurus can be easily utilised to identify focused spelling patterns.
It is vitally important that children learn how to construct and vary sentences in context. Like the weekly spelling list, there is little evidence that isolated grammar exercises become automatically embedded and the knowledge and skills are transferred to the children’s compositions. Currently, only a limited number of Level 3 writers at the end of Key Stage 2 are able to construct and vary sentences easily. The more they practice, using modelled sentence types and construction, the more fluid their writing. Descriptosaurus provides examples of the use of the requisite aspects of construction, including subordinate clauses whilst expanding the children’s vocabulary.grammar in context, be it describing a forest or the movements of a character who is frightened. It can be used to explore parts of speech, tenses and sentence construction, including subordinate clauses whilst expanding the children’s vocabulary.
NATIONAL SCHOOLS DESCRIPTIVE WRITING COMPETITIION
How to get your pupils writing creatively? We believe Descriptosaurus is a great platform for ideas and inspiration and so we will soon launch a fantastic competition with great prizes to be won for outstanding entries that fit our selected criteria. Further details will be announced here very soon (early February), or why not follow us @davidfultonbook.
Sue Miers Executive Director of NOFASARD
Children with FASD have emerged as a major new phenomenon within the education, health and social care systems of the UK, with current prevalence rates suggest that one in 100 children have FASD.
In May 2012 at the Adelaide launch of Educating Children and Young People with Fetal Alcohol Spectrum Disorders (published May 2012 and written by authors Barry Carpenter, Carolyn Blackburn and Jo Egerton), Sue Miers Executive Director of NOFASARD, the leading FADD organisation in Australia spoke about the issues facing individuals living with FASD and her opinion on the book.
“Fetal Alcohol Spectrum Disorder is an emerging, but little understood disability. Australian research indicates that in this country, it is frequently undiagnosed, poorly understood, and I suspect frequently misdiagnosed. In my experience, not only individuals living with FASD, but their parents and carers, their teachers, and many others who have to deal with the challenges this disability brings, are not getting the help and support they need to manage, let alone improve life outcomes.
It is well understood that a child’s life outcome is influenced by their early life experiences and opportunities and as educators you all have a special opportunity to help students with FASD be the best they can be and create hope for their future.
This excellent publication not only presents a practical approach aimed at raising awareness of FASD but also provides proven teaching and learning strategies for educationalists and other professionals. It addresses overlapping and co-existing disorders, such as ADHD and autism spectrum disorder and I particularly welcome this new resource as a valuable addition to the increasing body of contemporary knowledge in the area of FASD.
And so I ask you to join with me in congratulating Professor Carpenter and co- authors, Carolyn Blackburn Jo Egerton for the wonderful leadership they have shown by creating this exceptional book.”
To listen to Professor Barry Carpenter speak about FASD click here.
This article focuses on the traditionally stressful periods of transition on a young person’s journey from nursery to secondary. It highlights philosophies and techniques of key authors currently working, researching and writing within the field and suggests further reading for transition success.
From the Early Years to Primary School
Onwards and Upwards by author Kathleen Orlandi introduces the concept of transition and identifies the key problem areas for children and adults focusing on the differences in philosophy and practice between the EYFS and Key Stage One, whilst also giving emphasis to the opportunities that are provided by the transition process. Kathleen Orlandi stresses the need for a balanced approach and the importance of sustained shared thinking from the EYFS through Key Stage One and provides practical strategies for achieving this. Read More about Onwards and Upwards and Kathleen Orlandi
Reception Year
Taking a different look at a child’s time of transition, Anna Ephgrave author of The Reception Year in Action offers a unique insight into the workings of a highly successful Reception class as it progresses through a complete academic year. The book covers all aspects of practice from the organisation of the classroom and garden and the rationale behind this to the routines and boundaries that ensure children are safe, happy and therefore able to explore and learn. It tracks the events of each month in the year, paying particular attention to the environment, the role of the adult, links with parents, children’s individual needs and the key areas of learning and development. At each stage Anna Ephgrave gives the reason behind each decision and shows what the outcomes have been for the children. Read More about The Reception Year in Action and Anna Ephgrave
From the Primary School to Secondary School
The transition phase from primary to secondary school is a time of massive personal, physical, psychological and social change. Not only is it a difficult time for the young adolescent, but it is also a challenging time for parents, teachers and anyone working with young people experiencing such substantial changes in their lives. In her highly accessible book Transition Tightrope, Angie Wilcock offers clear, practical, and realistic tips and strategies to support teachers’ and parents’ understanding of this difficult transition stage. Read More about Transition Tightrope and Angie Wilcock
Another title which tackles this area is Bridging the Transition from Primary to Secondary School. Edited by Alan Howe and Val Richards the book offers another insight into children's development from Primary to Secondary, building a framework for the creation of appropriate and relevant educational experiences of children between the ages of 10-12. The book is based on the five 'transition bridges' - administrative, social and personal, curriculum, pedagogy, and autonomy and managing learning. Read More about Bridging the Transition from Primary to Secondary School and Alan Howe and Val Richards
If you would like to know why these books have been selected or discuss your favourite David Fulton Book why not ask fellow colleagues on twitter via @davidfultonbook alternatively email us your own reviews.
A complete guide to identifying and diagnosing mathematical difficulties
By Steve Chinn
The First International Conference on Dyscalculia/Maths LD, April 2nd, 2012, London. Details on www.stevechinn.co.uk
To Be Published 3rd April 2012 by Routledge – 192 pages
Series: David Fulton / Nasen
Purchasing Options: Paperback: 978-0-415-67013-5: £39.99
There are many factors that can contribute to the learning difficulties children and adults have with mathematics. These include poor working memory, difficulties in retrieving so-called ‘basic’ facts and the ability to remember and apply formulas and procedures correctly.
This highly practical teacher resource is for anyone who would like to accurately and effectively identify dyscalculia amongst their pupils. Written in an engaging and user-friendly style, Steve Chinn draws on his extensive experience and expertise and
The book will guide the reader in the interpretation of tests, emphasising the need for a clinical approach when assessing individuals, and shows how diagnosis and assessment can become part of everyday teaching. This resource also includes pragmatic tests which can be implemented in the classroom, and shows how identifying the barriers is the first step in setting up any programme of intervention.
Paperback: 978-0-415-67957-2: £19.99
Hardback: 978-0-415-67956-5: £80.00
I wish that a book like this had been available when I began working with children and their parents. It will be extremely helpful for practitioners just beginning in this area of work. But reading it as an experienced practitioner, I found it reaffirming. It gathered together the key messages that need to be part of a practitioner’s approach. Not many books help both groups of practitioner, but this one does! And it is done in a very reader friendly way.
Tina Bruce
Positive relationships between practitioners and parents are essential for young children’s wellbeing, but achieving this can be difficult if there is not enough understanding about how relationships work when one person (the practitioner or teacher) has to play the professional role. Strong communication skills are fundamental to this relationship and to building a sense of community between home and nursery or school.
This new book explores how practitioners can build warm, friendly and caring relationships with parents. It clearly explains the dynamics of a conversation, the theory behind how relationships are formed or destroyed and provides practical strategies to put this knowledge into practice.
Grounded in the theories of attachment, transactional analysis and solution focused therapy this book will help you to:
Full of practical examples and strategies, this text will be welcomed by early years practitioners and students who wish to develop the skills and confidence they need to effectively communicate with the parents of the children they care for.
Projects to Promote Authentic Learning
By John Rainer and Martin Lewis
To Be Published 28th February 2012 by Routledge – 196 pages
Paperback: 978-0-415-57206-4: £22.99
Drama at the Heart of the Secondary School provides a rationale for the curricular centrality of drama together with rich and detailed examples of cross-phase thematic projects which are drama-led, but which promote learning across a wide range of curriculum areas, from the humanities and other arts, to English and literacy, science and PSHE.
Each unit explores relevant and stimulating themes and topics that will engage the students, promote empathy, pose questions, and produce creative responses. Starting from relatively simple beginnings, the drama is structured in layers of increasing sophistication and complexity. Each layer adds another dimension to the potential learning opportunities available across a wide range of curriculum areas and suitable for learners of varying experience and ability. A wide range of curriculum areas of enquiry are referenced, and each unit offers unique ways of student learning designed to encourage excellent drama skills as well as embracing the ‘learning to learn’, Citizenship and PSHE agendas that are fundamental to good teaching and learning.
Features include:
• Lists of dramatic techniques and keywords
• Cross curricular connections and ideas highlighted in the text
• Opportunities to address RSA ‘Opening Minds’ competencies and PLT skills
• Examples of curriculum models suitable for thematic work
• An outline of the principles of assessment for each unit
This accessible and practical textbook is essential for trainee and practising teachers interested in using drama to facilitate thematic, cross-curricular work in the classroom.
With Spring London Fashion Week (17- 22 February) comes a flurry of concern about size, body image and the media portrayal of women. Jo Swinson MP (left) and our panel of experts will discuss the issues of the moment with authors Lyndsay Russell (Making it Big), Nicky Hutchinson & Chris Calland (Body Image in The Primary School). The discussion will be hosted by Charlotte Vere founder of Women On.
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By Sally McKeown, Angela McGlashon
Published 11th January 2012 by Routledge – 136 pages
Series: David Fulton / Nasen
Paperback: 978-0-415-67254-2: £22.99
How can you use ICT to boost the achievement of all your pupils?
This practical teachers’ guide will help you to unlock the enormous potential of new technology in order to enhance pupils’ learning, particularly for young people with additional needs. Written by two of the UK’s leading technology experts, this invaluable new resource will enable you to use ICT effectively to make lessons more accessible, motivating and fun.
With 50 illustrated case studies and 20 starter activities, this practical resource will help you to introduce new technology into the inclusive classroom. It has been specifically designed to help develop your pupils’ key skills, such as problem solving, developing concepts and communicating to different audiences. In each activity, the authors show why and how a particular resource was used and show how similar techniques can be implemented to open up the curriculum to your learners.
The authors include timely and realistic advice on how to use a range of technologies from the cheap and cheerful – and even free - to more sophisticated and specialist packages. Find out about:
•Podcasting
•Digital animation
•iPods and iPads
•Dance mat technology
•Digital storytelling
•Wikis
•Online reading schemes
•Sat nav
•Story boarding
•Games and gaming
•Mobile phones
•Art packages
•Using sound
•Visualisers
Whether you’re already techno-savvy or looking to get started with ICT, this book is full of brilliant ideas on how to engage learners of all abilities using technology. If you’re looking for inspiration on how to integrate creative uses of ICT with the curriculum, this book will prove invaluable.
The Values Education Resource File is a highly practical kit, developed with schools for schools, to provide you with a straightforward way of thinking about the things that matter to you and your young people.
It includes everything you need to help children, young people and adults understand and articulate the values that matter to them - to enable personal change, better conflict management, and prepare them for the future. It provides guidance on how values can be introduced across the curriculum, on working meaningfully with parents and other external stake holders, and ideas for staff induction, professional development, and organisational change initiatives. Your practical kit includes:
Developed by an experienced teacher and expert trainer who facilitates values education workshops in education settings, The Values Education Resource File is a tried-and-tested resource suitable for a wide range of education professionals.
]]>To Be Published 15th December 2011 by Routledge – 270 pages
Paperback: 978-0-415-69015-7: £22.99
In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than 15 years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.
Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step by step guidance to the successful implementation of visible learning and visible teaching in the classroom.
This book:
• Links the biggest ever research project on teaching strategies to practical classroom implementation
• Champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up
• Offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement
• Includes whole school checklists and advice for school leaders on facilitating visible learning in their institution
• Now includes additional meta-analyses bringing the total cited within the research to over 900
• Comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.
Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’