By Fred Sedgwick
100 functional and encouraging rules for constructing creativity and literacy from beginning degree via to Key degree 2. >
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Extra info for 100 Ideas for Teaching Literacy
How many open-ended questions do we ask, requiring more than a hands-up and a one-word answer? How many children did not say a word? You will almost certainly ﬁnd that you talk more than they do. I certainly found that, and when I had learned this, I recorded a lesson again, and I found that I was only slightly less likely to talk more often than the children did. I was still talking far more often that the children. The improvement was marginal. Can this be right? Giving ourselves more practice in talk when we are already experts, and they are still learning?
Why will that change occur? We made pancakes. One group went to the shops to get the ingredients, another put the ingredients into the separate bowls, another made the pancake mix, Miss cooked them and when they cooled down everyone had a go to ﬂip them and we ate them with a scoop of ice-cream. Imagine all the language going on here: on the way to the shops and words about safety and trafﬁc; the discussion about the ingredients, and the luscious words as they ate. IDEA 33 SCIENCE, COOKING AND MORE WORDS Cookery is always the application of science.
Conventional spelling was then vital. It is less important now, and will become even less important as computers, with their spell checks, become even more ubiquitous. It is a mistake to talk of ‘correct’ spelling: there is only ‘conventional’ spelling, and that concept is only as old as Johnson’s Dictionary (1775). Even today, it is legitimate to spell ‘judgment’ like that or as ‘judgement’, and ‘ageing’ like that or without the ‘e’. The ‘-ize’ ending in words like ‘customize’ can be ‘-ise’, and should we spell ‘primeval’ like that or in the way that nods in the direction of its Latin origin, ‘primaeval’?