1. Working with cut-up texts

The instructor distributes texts (5–10 age-appropriate sentences), which have been cut up into strips (one sentence per strip). The selected text should be action-oriented with a clear sequence structure. Task: sort the sentences and paste …

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2. Working with picture stories

Individually or in pairs, the students receive a cut up picture story (4–8 pictures). They are tasked to order the pictures in the correct sequence, paste them onto a sheet of paper, and describe the …

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3. Parallel texts, generative writing

The students receive a text template (e. g. a short story or a poem). They then write a variation of it, based on this template.The variation might consist of a changed protagonist (instead of a barking …

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4. Analyzing text structure

Variant 1: Students receive one or more texts (with a clearly structured chronological order) , as well as a sheet of paper on which they draw a timeline (see #9). They then write key words …

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5. Finding a beginning to an end and vice versa; “sandwich-stories“

The students receive the beginning of a text (e. g. the first sentences of a story or the opening paragraph of a newspaper article). Working individually, in pairs or groups of three, they are to write …

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6. Writing and collecting game rules, instructions for handicrafts, recipes

Writing action-oriented instructions with clear sequences, like the rules of a game, building sequences, instructions for handicrafts, recipes, etc., requires a particularly clear, sequenced formulation and text construction, as the text might otherwise confuse rather …

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