By Fred Sedgwick
100 sensible and encouraging rules for constructing creativity and literacy from beginning degree via to Key degree 2. >
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The instructions, spoken in a more than usually serious tone, must be listened to, so that the children may not get hurt. Eight used words from PE lessons. They were all verbs. Here come the nouns and adjectives, and not in the meaningless context of an alphabet round the room, but in the context of life, and life being experienced in an intense, because physical, way. I introduce new nouns: ‘lungs’ when they take deep breaths, ‘heart’ when they have run for a few minutes and can feel their quickened pulses, ‘balance’ as they sustain a pose on legs, bottom, or legs and arms.
They tell stories. And the stories should be kept for future reference (in a term’s, or a year’s time) when the children are more ﬂuent in their reading. The store of anecdotes will have become a library book. It is worth printing a dozen copies for the classroom, and some for other people – the headteacher, for example. The book will have been (a word worth introducing early to children) published. IDEA 7 RHYME Re-read Tiger in the Snow! I read this book again, purely as a story ﬁrst: it will bear a hundred re-tellings, as all good picture books do.
I recite to the children some traditional playground rhymes. This category tends to merge into another one, nursery rhymes, but that term smells so strongly of Edwardian middle-class households, with nannies, servants, and Mother and Father having as little to do with their children as possible, that I am surprised that it hasn’t fallen completely out of use. Even so, there will be ‘nursery rhymes’ that are helpful with this work; thousands of them, in fact, in a book complied by the Iona and Peter Opie (see bibliography).
100 Ideas for Teaching Literacy by Fred Sedgwick