Transcript No Slide Title

The Renewed Framework for Literacy
Implementation through phonics
Day 2
Summer 2007
OBJECTIVES
• To discuss the implications of the Rose
review,
– Speaking and listening
– Implications of the restructuring of the
searchlights model for teaching reading
– The teaching of phonics
– Application into reading and writing
• To look at planning using the literacy
units
• To introduce the interim task/PDM3
Feedback from PDM2
• What was your focus for PDM2?
• What actions have you undertaken
since Day 1?
barriers
strengths
next steps
Application of phonic skills and knowledge
in shared and guided reading and writing
• Planned opportunities as well as
incidental.
• Model blending during shared reading.
• Model segmenting during shared writing
• Support the application of these skills in
guided work.
• Use guided reading as a valuable
opportunity for more discrete teaching
at specific levels.
Session 4
Planning using the renewed
framework
Developments in planning
• Based on findings from the work of Eve
Bearne, and action research by
practitioners
• Developing practice from coverage
within fixed time frames to more flexible
learning sequences based on AfL
• Planning model underpins the role of
the renewed framework in raising
standards
Developing the model
• Planning model developed through action
research with leading practitioners from
around the country
• Planning in phases of learning within
meaningful contexts found to have a
significant impact on standards in writing – in
71.5% of the sample, writing levels had
improved by one third of a level or above in
the course of one term.
• Main findings were summarised in the
UKLA/PNS publication ‘Raising boys’
achievement in writing’.
Underpinning principles
Learning and Teaching:
• Firmly based on AfL
• Has a clear outcome and purpose
• Works through a sequence of phases to support
learning
• Provides time for children to explore and respond to
texts
• Provides time for children to experience and engage
in the writing process
• Provides time for children to plan collaboratively and
as individuals
• Speaking and listening is integral to the learning
• Utilises modelled, shared, guided and supported
approaches to scaffold learning
Key elements
Shared
reading
Guided
reading
Talk for
writing
Plenary
Shared
writing
Independent
work
Guided
writing
The phases
Film
read
Summarising
Shared reading
Drama
Vocabulary work
Shared writing
analyse
Talk for writing
write
Guided writing
Independent writing
Writing across the curriculum
-------------- Grammar --------------
Real experience
Note taking
Year 2…………...as it appears on the web
Narrative
14 weeks
UNIT 2
Traditional
stories *
(4 weeks)
UNIT 3
Different
stories by the
same author *
(3 weeks)
UNIT 4
Extended
stories/signific
ant authors*
(3 weeks)
UNIT 1
Instructions*
(4 weeks)
UNIT 2
Explanations *
(3 weeks)
UNIT 3
Information
texts
(4 weeks)
UNIT 4
Nonchronological
reports*
(4 weeks)
UUNIT 1
Patterns on the
page *
(2 weeks)
UNIT 2
Really looking
(2 weeks)
UNIT 3
Silly stuff
UNIT 1
Stories with
familiar settings
(4 weeks)
Non-fiction
15 weeks
Poetry
6 weeks
(2 weeks)
Your job…………map units over the year
Autumn
NARR 1
Stories with
familiar
settings
(4 weeks)
NON-FICT 1
Instructions*
(4 weeks)
POETRY 1
Patterns on
the page *
(2 weeks)
Spring
NARR 2
Traditional
stories *
(4 weeks)
NON-FICT 2
Explanations
*
(3 weeks)
POETRY 2
Really
looking
(2 weeks)
NON-FICT 3
Information
texts
(4 weeks)
Summer
NARR 3
Different
stories by the
same author *
(3 weeks)
POETRY 3
Silly stuff
(2 weeks)
NON-FICT 4
Nonchronological
reports*
(4 weeks)
NARR 4
Extended
stories/signifi
cant authors*
(3 weeks)
Considerations
• What do we do now?
– How do the units match current plans?
– Under narrative, non-fiction and poetry for
each year group.
• What cross-curricular links do you want
to make?
• Keep block in correct order e.g poetry2
before poetry3.
• Spread evenly over the year.
Mixed age classes
• Constant or changing picture?
• Currently four examples on website covering
1/2, 2/3, 3/4, 5/6.
• PS units on website later this term for classes
with 3 year groups.
• Rolling programme for classes with 2 year
groups.
• Dorset teachers working on planning for
September 07.
• Principles of mixed age planning document to
support schools.
Planning
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Overview
Objectives
Prior learning
Teaching sequence
Assessment
Children’s targets
Key aspects of learning
Resources
Task
• Discuss how the units develop the basic
model according to the text type,
learning objectives and learning
outcomes?
• How do the principles of modelled,
shared, supported and independent
learning underpin each phase?
Gap task
• Planned support for colleagues
(demonstration/ joint planning/
observation)
• Identify any CPD needs
• Support for colleagues in FS/KS1 in
planning phonics
PDM3
Objectives
• To discuss the implications of the Rose
review,
– Speaking and listening
– Implications of the restructuring of the searchlights
model for teaching reading
– The teaching of phonics
– Application into reading and writing
• To shape a curriculum to meet the needs and
interests of all children, ensuring high-quality
inclusive learning and teaching.