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No ballet shoes in Syria- Catherine Bruton

Aya stumbles across a local ballet class, the formidable dance teacher spots her exceptional talent and believes that Aya has the potential to earn a prestigious ballet scholarship. But at the same time, Aya and her family must fight to be allowed to remain in the country, to make a home for themselves and to find Aya's father

Great option for children to feel included.

All about diversity- Felicity Brooks, Mar Ferro.

This dynamic and joyous exploration of difference helps young children learn to respond in a kind and equal way to everyone, regardless of shape, size, age, physical and mental ability, gender, ethnicity, beliefs, language, culture, background, and so on.

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Whole class reading- Encourages children to read out loud and build confidence. Allows children to listen to different tone and expression. Progresses listening skills, can hear teaching using correct pronunciation and pace. Opportunity for teacher to ask prompting questions which clarify children's understanding.

Small group reading- Allows children to read aloud in front of a small group therefore less pressure and may feel more comfortable with their peers or their usual ability group. All children similar level therefore all feeling comfortable to make mistakes.

Independent reading- Allows children to gather their own thoughts and opinions before sharing with the class. Children can read at whatever pace required and can go back if didn't fully understand the first time.

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Literacy circles:

How to:

Split children into small groups

Assign each child: Either; Boss, Questioner, Predictor, Illustrator, Clarifier, Summariser

Explain if you would like the children to discuss the whole text or a certain section

Make sure everyone is engaging equally

Set a time limit e.g. 10 minutes

Ensure they are ready to feedback to the class.

Purpose:

The purpose of a literacy circle is to ensure all children have understood the text and are able to share the key points. It is also important for the children to hear their peers perspective that may give them a new thought or question.

This can either be mixed ability or ability.

Mixed ability would be extremely beneficial for children in the lower literacy groups.

Before, During and After tables:

How to:

Would recommend small groups for this task to get as much out of it as possible however whole class and independently will work also.

Give children worksheet (or word document) with the before, during and after table on it. Before they start their group reading as a group they must predict what is going to happen.

Once the children have read their chapter they must write down the key points of what happened.

After this, children need to predict what the think will happen next. (Reflect on this after read next part).

Ensure they are ready to discuss with the other groups their predications and key points.

Purpose:

The purpose of this table is to allow children to learn the prediction process and how it works. Also allows them to develop their summarizing skills as well as listening and talking.

Concept maps:

How to:

Give children a topic to write in the middle of their poster paper. (e.g. different skin colours around the world) or (different languages I have heard spoken).

The children will then write down as many answers they can think of, they can also use adjectives, add visual pictures, different materials and textures to convey their thoughts.

After this, get children to feedback to the class about what is on their poster.

Purpose:

Purpose of a concept map is to get children engaged with multicultural concepts they haven't heard of or didn't know much about. Or include the cultures within the classroom (their peers) to broaden their knowledge.

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Health and wellbeing:

I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB 0-10a / HWB 1-10a / HWB 2-10a / HWB 3-10a / HWB 4-10a

Literacy:

I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things. LIT 0-14a

I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. LIT 0-01b / LIT 0-11b

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How likely are you to use these activities and approaches in the classroom?

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Introduction to book:

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Catherine Bruton introduces No Ballet Shoes in Syria

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How often do you pose discussion in classroom:

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Book 1