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By Narinderji Gill

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Look at the work of Brian Cambourne for further reading about the importance of ‘engagement’. The coordinator got this going in her own classroom and then encouraged a colleague who had expressed interest to try it. By the time the issue came up at a curriculum meeting, a successful pilot had been running in two classrooms. She could have ordered enough easels for every classroom, explained the process and then said that she would like everyone to try it. This would have been a recipe for disaster, but one that 18 BEING A COORDINATOR our own personal enthusiasm often leads us into.

What will he say/do to his parents to convince them that Billy is real? Will he do anything good/naughty? Task 4: Paired writing, CT to support Pupils to discuss in pairs the story and then complete the writing frame about which bits they liked, which bits they disliked and what they think will happen next. Talk and agree with a partner why they think it will happen next. Task 5: Individual extension task (p. 30) Pupils to think of objects which begin with the letters which make up Oscar and draw and write them on the concertinaed book.

Follow up Write what the characters say and make into a simple play script. Group 3 Individual writing Ask the group to sort the Compare Bears. Can they find a Mummy Bear, a Daddy Bear and a Baby Bear? Ask them to stand the bears on the table in a line starting with the Daddy Bear and ending with Baby Bear. Which bear is the biggest? Which bear is the smallest? Remind children of the part of the story where the bears find Goldilocks in Baby Bear’s bed. Ask the children to hold the right sized bear and take on the role of that bear by speaking in a ‘bear’ voice saying what that bear would say to Goldilocks.

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