By Miss Marriott
As a Teaching Assistant at Leamore Primary School, I work with a small Year Two intervention group. These children are confident and brilliant at anticipating questions I’m going to ask them. So challenges are always welcome.
To work on all four interdependent strands of language: Speaking, Listening, Reading and Writing, I introduced the group to ‘My Adventure Island…where wild things happen!’ By Timothy Knapman and Sarah Warburton.
I work alongside objectives and topics that are currently set within the classroom setting to reinforce the children’s skills, so this book linked perfectly to the Island topic.Â I’m not aware if anyone else has used this book for set work, but I could not resist this perfect imaginative story.
After introducing the book, as a group, the children had extensive guided reading sessions, which included lengthy discussions about the book in order for the children to infer and deduce the clues behind the adventure. The children compared it to previous reading, from the beginning of the year, Â reading ‘Where the wild things are’.
Before any written work was covered from this brilliant book, Story Maps (A Pie Corbett approach) were created to help embed the story, not only this, the children began to ‘talk the text’ from reading images from a Story Map. Additionally, Â they began to use the language patterns and rhythm Â I used. This strategy is used in School – building on the oral approach – through ‘imitation’, ‘innovation’ and ‘invention’ of language.
Here is the Story Map that involved the comprehension and recalling events of a story.
Here is the Storyboard to recall events.
To build on this, the children made their own Story Maps. Here are some that didn’t go home.
Once the children internalised the patterns and events of the story, the children took part in many Speaking and Listening activities to support ideas to innovate their own islands. They took on the role of Â a character on their own island and took the ‘Hot Seat’ whilst the rest of the group asked them questions about their island (This developed their language).
To develop this idea, the children drew their own islands and illustrated what kind of island they would like.
Here is my example that I modelled for the children – using ideas based on ‘My Adventure Island’. My ideas were displayed on a washing line in the study area.
From this the children wrote similar stories and diary entries. I would definitely recommend this book as it would also be an effective way to introduce Narrative Poetry.