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Skills Academy: Freestyle football
© The National Literacy Trust 2018 Resources you will need for this lesson: Online resources (find these under resources in the teacher’s section of Video montage of skills and tricks (Teaser video) Extract 1a (Man beats drone…) Resource 1a (5Ws table) Skills Academy student username and logins (you generate these in the teacher’s area of the website) Word map template Classroom resources: Interactive whiteboard 1 laptop/tablet per student Class Reader (15 copies posted to you when you signed up to the programme) Dictionaries (online/physical) Balls KEY QUESTIONS for you to use throughout the session: What do you do when you read a book? What type of questions do I ask myself? Why should I think aloud? What do the 5 Ws stand for? Can you think aloud using the 5 Ws? Why is why different?
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Starter activity Watch the video montage of skills & tricks - these are the kinds of rewards you will get when you complete challenges during this course Each lesson consists of two class challenges, a look at our class reader and some new vocabulary to get ready for next lesson © The National Literacy Trust 2018 Starter activity (5 mins) Welcome your students to Skills Academy! Explain that, over the next 10 weeks, they will be learning 10 amazing freestyle football skills. They will also get to read some brilliant texts which are about football and which will inspire them to be the best freestylers that they can be! Show the video montage of skills and tricks, performed by top freestylers Aguska Mnich and Jamie Knight, that students will learn over the course of the programme. Explain that, by completing online comprehension challenges, we will be able to unlock reward videos that will teach you how to perform these amazing tricks. At the end of the 10 weeks they could be able to perform a brilliant showcase of all that they have learnt! Briefly explain that we will run each lesson in the following format: A starter where we show everyone the skill that we have been practising A main class-led activity where we look at a text together We’ll take an online comprehension challenge to unlock our first film about the skill that we will learn A second class-led activity where we look at a text together to help embed the comprehension skill A second online challenge that will unlock a tutorial film which will teach you how to perform the skill. The tutorial films feature students just like you, learning how to perform these freestyle football skills The chance to have a go at the skill that you have unlocked A reading of a class reader that we will read together over the 10 weeks A challenge for you to think about before our next session where you look at a challenging word and what it means to you
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Lesson 1 - questioning Following this lesson, you will be able to:
Ask questions to help you understand the text Explore the meaning of the following vocabulary: opportunity, community Think of new questions about our class reader using the 5Ws Practise a freestyle trick: ball in the air © The National Literacy Trust 2018 So what are we up to this week? Let students know that this week they will unlock Skill 1: a tutorial video that will teach them how to get the ball in the air. In order to unlock this film, students will look at some texts and think about how to ask questions about what they are reading. Questions like the 5 Ws. Explain that the group will also have the chance to strengthen their understanding of some key (tier 2) vocabulary. This week these words are: opportunity and community.
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Main activity 1: thinking aloud
© The National Literacy Trust 2018 The World Cup. It burned in the lamplight. The big man folded his huge hands together on the table top. “So. Where shall we begin?” he said. “With some background stuff, if that’s alright with you?” said Faustino. He lifted his finger from the button and the tape began to run. “Tell me about where you grew up.” At the edge of the world. That’s how it seemed to me. A red dusty road came from somewhere and passed throughout town. Then it went on to the edge of the forest, where the men were cutting down the trees. Main activity: Activity 1, challenge 1, activity 2, challenge 2 (45mins) Let’s make a start! Demonstrate how to think aloud while reading this extract. Use the version of the extract below while students follow the version on the screen. Include suggested questions that the reader could be having (in bold) in your extract. TEXT FOR TEACHER (‘think aloud’ the questions in BOLD): The World Cup. It burned in the lamplight. [Why does he have the World Cup?] The big man folded his huge hands together on the table top. “So. Where shall we begin?” he said. [Begin what? I wonder…] “With some background stuff, if that’s alright with you?” said Faustino. [Who is this character? What does he do?] He lifted his finger from the button and the tape began to run. “Tell me about where you grew up.” At the edge of the world. That’s how it seemed to me. [What seemed like the edge of the world?] A red dusty road came from somewhere and passed throughout town. [Where is this town?] Then it went on to the edge of the forest, where the men were cutting down the trees. [Why were men cutting down trees?]
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Beyond the edge of the forest there was nothing, or that is what my father told me. He meant that the forest seemed to go on forever from there. Each day, at dawn, a number of trucks stopped at the top of the town where the men were waiting. My father was one of them, and he climbed up into a truck and went off to work, cutting down the trees. He sometimes came home and told us stories, like how his team had cut down a really big one, and how the monkeys who lived in it had stayed clinging onto the top branches almost until they hit the ground and how they ran howling into the deeper forest with babies hanging off their bellies. © The National Literacy Trust 2018 TEXT FOR TEACHER (questions to think aloud in BOLD) Beyond the edge of the forest there was nothing, or that is what my father told me. He meant that the forest seemed to go on forever from there. Each day, at dawn, a number of trucks stopped at the top of the town where the men were waiting. [What are they waiting for?] My father was one of them, and he climbed up into a truck and went off to work, cutting down the trees. He sometimes came home and told us stories, like how his team had cut down a really big one, and how the monkeys who lived in it had stayed clinging onto the top branches almost until they hit the ground [What country is this in?], and how they ran howling into the deeper forest with babies hanging off their bellies.
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I didn’t know if that or any of the other stuff he told me was true or not. But I grew up listening to his stories and loving them. So perhaps, in spite of everything he did to try to stop me, it was my father who set me on the path that brought me to where I am today. © The National Literacy Trust 2018 TEXT FOR TEACHER (questions to think aloud in BOLD) I didn’t know if that or any of the other stuff he told me was true or not. But I grew up listening to his stories and loving them. So perhaps, in spite of everything he did to try to stop me, it was my father who set me on the path that brought me to where I am today.” [what does ‘in spite of’ mean? Where has his path taken him?] Now ask students to identify what you were doing. Explain that thinking aloud whilst they are reading helps them to process what they are reading. Read the extract aloud again, stopping at the question points. In pairs students to discuss the answers to the questions. Key questions: What do you do when you read a book? What type of questions do I ask myself? Why should I think aloud?
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Online challenge Now log on to and select Lesson 1: Questioning. Take ‘Challenge 1’ The extract is about someone being given an important opportunity What does the word opportunity mean to you? © The National Literacy Trust 2018 Time to unlock our first film. Hand out students’ usernames and logins and ask students to log in to Once logged in they should select Lesson 1: Questioning. Take ‘Challenge 1’. They will be working from the same text that you have just been looking at. Successful completion will unlock the video demonstrating the skill ‘Ball in the air’. Good luck!
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Main activity 2: generating questions
What are the 5 Ws? W….? How are these useful when we are reading? All text © The National Literacy Trust 2018 Define the 5 Ws with the class - What, where, who, when and why. Explain that these questions can be asked when reading. They help us to make sense of what we are reading by making sure that we know the answers to these questions. Ask students why ‘why’ is different from the other four. Point out that what, where, who and when are closed questions. These are retrieval questions and you can find the answers on the line – within the text. However, why is an open question. An inferential question – you will need to read between the lines and think a bit to get your answer. KEY QUESTIONS: What do the 5 Ws stand for? Can you think aloud using the 5 Ws? Why is why different?
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Main activity 2: generating questions
© The National Literacy Trust 2018 Read through Extract 1a twice On your second reading: ‘think’ aloud. What questions are you asking yourself? Use Resource 1a to write down your 5 Ws questions Give students Extract 1a (Man beats drone…) to read to themselves twice. Students need to use Resource 1a (5Ws table) to generate questions about the extract using the 5 Ws. You could challenge them to ask questions that they don’t know the answer to (e.g. why does a person in the text do something) to practise their inference skills, as well as questions that they can answer (e.g. when does someone do something? A: specific date which can be found in text) in order to practise their retrieval skills. When the students do their second read through students are ‘thinking aloud’, asking their own questions as they read through. They may wish to move into a quiet space in the classroom to be able to do this!
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Online challenge Now log on to and select Lesson 1: Questioning. Take ‘Challenge 2’ The freestyler works in a community of record- breakers What does the word community mean to you? © The National Literacy Trust 2018 Now let’s unlock our second film! Successful completion will unlock the video tutorial of how to perform ‘ball in the air’. Good luck! Allow students five minutes to have a go at performing this skill. If there isn’t room to have a go at this where you are, relocate at the end of the session and allow students to have a go!
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Plenary: class reader Enjoy your class reader!
What questions does it make you ask? Can you think of one question you have about the text using one of the 5 Ws? © The National Literacy Trust 2018 Plenary (10 mins) Introduce your class reader, that you will be reading together over the course of the programme. Hand these out. Explain that, while you are reading, students should be thinking of a question using the 5 Ws that they can ask at the end of the extract. Read aloud a section of your class reader. Ask the students to follow along. Over the weeks, as the group grows in confidence, you could consider asking them to take turns to read aloud. Ask students to share any of their 5 Ws questions.
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Training for next week…
Practise your freestyle skill: ball in the air Complete your word map using the word community © The National Literacy Trust 2018 Set students their training for next week: they will need to be ready to showcase their freestyle skill and to share their word map for the word community. Hand out word map template. Word: our word of the week Dictionary definition: copy from a dictionary Word clue: a word/phrase that prompts you to remember what the word means Picture: draw an image that helps you think of the word Association: what event or memory do you have that this word makes you think of? My definition: your own version of what the word means See you next week!
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