how many times can you spot the letter "n" in:
13th july @ 3:15-4pm – study group celebration (details tbc).
embedding reading warriors when appropriate (but making explicit the skills of clarification, questioning, prediction and summarising).
establish the principle: silence is absolute. silence means silence. nobody talks at all. you are aiming for ‘pin-drop’ silence. no exceptions.
set a silent work task with a clear time limit: students will accept the silence if there is a clear end to it. no instructions should be given during the silence so make explanations clear before starting.
 model the silence whilst also monitoring students in a low-level manner. use non-verbal cues if necessary.
reinforce the feeling that silence is golden; to be treasured: only ask for periods of silence for positive reasons.
end the silence gently and review the work: honour your time limits precisely so that students learn to trust and respect them when they are set. as the time approaches, avoid a rush of noise by talking softly, using cold call to select some students to share their ideas or work produced. alternatively, switch to think-pair-share to optimise feedback.
remember to continue to reward ‘excellent reading’ through classccharts. there has been a significant increase in points awarded over the course of the last term.
remember that you have all shared resources in wld teachers – cpd – 2020/21 – reading warriors (here).
make reading central to your planning – rather than an afterthought.
identify vocabulary, phrases and writing stems – teach all the words and phrases needed to understand a text as explicitly as possible.
plan reading resources – when planning schemes of learning, select texts for student to read about the topic. where possible, link to the vocabulary (see above point). pitch the reading correctly so that it provides a balance of challenge and accessibility. knowing the students’ reading ages will be crucial here.
plan comprehension activities – you may also use directed activities relating to texts (darts) here. you may include: answering questions based on the text, summarising (reading warriors); re-writing into their own words; apply the content to problem-solving activities, etc.
build towards independent reading – make it explicit that the students’ goal is to be able to read relevant texts independently. build towards this by designing reading routines (reading warriors). this may include retrieval practice, comprehension tasks or structured discussions based on set reading.

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In that passage, there are one hundred and forty-nine occurrences of the letter "n."
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