By Fred Sedgwick
100 useful and encouraging rules for constructing creativity and literacy from starting place level via to Key level 2. >
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Extra resources for 100 Ideas for Teaching Literacy
Even more to the point, what do your responses have in common with theirs? We may show our reactions to, say, narrative suspense in different ways, but it is always there. 9 IDEA CUDDLY TOYS 6 10 I often bring in a soft toy that I have kept from my son’s childhood. I tell the children a story about it. You must have many such stories about your own soft toys. Or your son or daughter (or grandson or granddaughter) must have told you theirs. If the children bring in their favourite soft toys, I ask them: ‘What are they called?
If there is ice outside, I talk with them about safety. I ask the children for similes for ice. I discuss with them scientiﬁc ideas: What was ice before it was ice? What made it change? What will the ice change into soon? 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.
I tell the children a story about it. You must have many such stories about your own soft toys. Or your son or daughter (or grandson or granddaughter) must have told you theirs. If the children bring in their favourite soft toys, I ask them: ‘What are they called? Why did you call them that? ’. One 5-year-old said ‘Babbit Rabbit smells [note, not “smelt”] of me, and only me’. ’. Often children talk about mischief that they themselves might like to get up to, but don’t, so Teddy does it instead.