New year, new discoveries!

A central part of the Teach Through a Text approach are the discovery points that are placed (usually) at the start of each of our Writing Roots from Reception to Year 6. We strongly believe that these are essential parts of the learning and writing process for children. In case you haven’t heard, discovery points are those planned opportunities when the teacher will immerse children in the world of the book and ignite children’s awakening perception of the key themes, vocabulary and characters (real or fictional) that they will encounter on the literary journey they are about to embark on. 
 
This is much more than a cosmetic exercise. The discovery points create an unforgettable sense of awe and wonder for children, presenting them with a mystery to be solved and piquing their curiosity about hidden knowledge to be won. Before children read the text, they experience the world it inhabits. They find clues to this world. They begin to wrap their vocal chords around new language and their minds around new themes and dilemmas – whether these be ethical, political or sociological. It doesn’t need to be elaborate either…some hazard tape, strange footprints, a battered suitcase can be enough to fire the imagination. 
 
Dramatic techniques play a key role in these lessons. The mantle of the expert, first introduced by drama educationalist Dorothy Heathcote in the 1960s, is an approach which encourages a class of children to respond to a dilemma. Children are ‘commissioned’ by an imaginary third party (such as a character from the text) and follow a thread of enquiry by working as a team, inferring facts, becoming experts and recommending solutions. The class teacher facilitates the role play by providing prompts and encouragement when needed. 
 
At the start of a new year and term, many schools which use Literacy Tree see a rich array of discovery points unfold across the school. Children may be purposefully searching for dragons, clipboards in hand, or taking part in archaeological digs, brushes and trowels at the ready, or even baking buns, flour and butter all over hands. These are discovery points linked to quality texts and all support children with the upcoming writing they will engage in, creating a literary ‘buzz’ around the school.  Additionally sharing pictures on social media, is a great way to have this ‘buzz’ cascade into conversations at home. 
 
As the new Spring term gets underway, we wanted to share one discovery point per year group from the Suggested Curriculum Maps. These texts are all suggested for the Spring term. We hope these give inspiration for those all-important initial lessons as schools prepare for learning to recommence. 
 
Thank you to schools who have already sent us their wonderful photos. Please share any future pictures with us on social media also! 

Reception – The Magic Paintbrush (Yew Tree Academy) 
 
‘Discover’ with the children a special-looking wooden handled paintbrush wrapped up in a beautiful box or in red tissue paper. Have a scroll with the words: ‘I give this gift of a magic paintbrush to you. Use it only to do kind and helpful things.’
 
Teacher model orally: With my magic paintbrush I will paint a/an/some... 
 
In a talking circle, pass the brush around and when
a child holds the brush they are to say what they would paint with the brush. 

Year 1 – Beegu (Sheringham Primary) 
 
Something Strange in the playground: 
Have some boxes in the playground with some tarpaulin over them. Also place hazard tape around the crash site and have some yellow footprints leading away from the site into the grass. Perhaps have some yellow fluff too. Explain to children that last night something strange has landed in the playground and the class needs to go out and investigate. 

Year 2 – Bear Under the Stairs (Brunswick Primary) 
 
 Children arrive to see a furry/shaggy rug over a chair and some objects to make it look lumpy. On it are some signs: WARNING! What’s that in there? What a mess! How frightening! Don’t stare... Could there be something under there? This doesn’t belong here. This is the property of William. Who left this here? DON’T TOUCH! 
Children sort the signs into sentence types but discuss what the clues are telling them. What do they know? What do they think they know? Should they be scared for whoever William might be?

Year 3 – The Pied Piper of Hamelin (Marian Vian Primary) 
 
Start with getting the children to sit in a ‘traditional family scene’ enjoying each other’s company – freeze into a tableau/still-image. Then call out, ‘There’s a Rat!’ Let them react and film or take photos of reactions for later. Teachers may wish to use additional props to make this seem all the more real! After this experience, children create wanted posters to hire a rat catcher. What qualities will a rat catcher need? What do we know about rats? Children undertake research.

Year 4 – Cinnamon (Waterside Primary)
 
Remind children of the 5 senses. Ask children to explain which of the 5 senses is the most important to them and why. 
 
Tell children that they are going to take part in an activity, but they are not allowed to speak or use words in any way.
 
Provide feely bags around the room containing a range of materials (suggestions include: cinnamon sticks, a feather, necklace, a flower, fruit, a piece of elaborate cloth, a piece of fur). One item in each bag would work best. Ask them to select an item without looking, then use their other senses to work out and explain to a partner what it is.
 

Year 5 – The Lizzie and Belle Mysteries (Dulwich Wood Primary)
 
Theatre and tragedy!
When children arrive in the classroom, have the poster for Othello from page 16 enlarged and on the classroom walls or on children’s desks. If possible, have some flowers scattered around, classical music in the background, LED lights and a stage image of the Theatre Royal, Drury Lane on the IWB. Adults could also give children replica theatre tickets to heighten the sense of occasion. Have an adult in role as master of ceremonies, welcoming children. After watching some of the production, announce there has been a murder attempt on the main actor! The children then go on to gather case notes. 

Year 6 – The Invention of Hugo Cabret (St John’s and St Clement’s) 
 
Before commencing the sequence, change classroom backing, displays and borders to black and white, including any pictures. This will help the children think about black and white pictures and films, which are features and themes within the book.
 
Creating question tags: 
Show children a heart-shaped key. Ask them to create some statements about where it might come from or what it could do, e.g.:

It might open a chest that contains secrets. 
It could be a key to a treasure box. 
 
Children use statements to create questions which they later discover the answers to.