Transcript Slide 1

Session 2
The Planning Process for
Literacy
Aims of the session:
• To consider how to develop the phases of
the planning process for a literacy unit of
work
• To consider how the planning process
links with existing practice in school
• To develop an understanding of the
aspects of the planning and teaching that
will support and enhance learning
A clearerSTRANDS
structure for Literacy
Speak and Listen
for a wide range
of purposes in
different contexts
1. Speaking
2. Listening and responding
3. Group discussion and interaction
4. Drama
5. Word recognition: decoding and encoding ( R, Y1, Y2 only
6. Word structure and spelling
Read and write
for a range of
purposes
on paper and
on screen
7. Understanding and interpreting texts
8. Engaging with and responding to texts
9. Creating and shaping texts
10. Text structure and organisation
11. Sentence structure and punctuation
12. Presentation
Framework Objectives
The Framework objectives have been grouped
under two headings to correlate more closely with
the National Curriculum:
Speak and Listen
for a wide range
of purposes
in
different
contexts
4 strands
Read and write for a range
of purposes
on paper and
on screen
8 strands
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 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.
Planning
Phases
Planning Circles
Shared reading:
•decoding
•understanding
•text analysis
Phase 1
Phase 1 to 2
•
Phase 2
Phase 2 to 3
Phase 3
•
Gathering ideas and
content:
Visual literacy, drama,
speaking and listening,
• Short writing
opportunities
•Planning,
•Shared writing,
•Independent and guided writing:
•Creative outcomes
Review prior learning:
Teacher has:
• referred to data - set differentiated expectations
• Selected appropriate objectives to text type, linked to
pupil’s interests/cultural requirements
• Identified learning needs
• Identified key aspects of learning and cross curricular
learning links
Children have knowledge of their personal targets
An example of a unit of work
• Phase 1
– Read an extract from The Machine Gunners by
– Robert Westall
• Phase 2
– Gathering ideas – use of pictures, drama, role play,
artefacts
– Incidental writing
• Phase 3
– Main writing outcome – could be story , newspaper
– report, historical report…
• Phase 4 (possible)
– Sometimes there is a 4th phase if speaking and
– listening activities form the outcome for one of
– the phases before writing take place.
Identifying Objectives
To ensure effective planning of literacy
skills, teachers need to plan
for the ongoing elements of literacy
learning within each unit and across
the year, using assessment for learning
to ensure children make effective
progress and they reach the
national expectations.
Activity 1:
From the exemplified unit of work you have brought with
you, identify the objectives and highlight them on the
‘Core Learning’ sheet for your year group.
Taking into account all the children in your class do you
need to highlight objectives from the previous and
following year group?
Remember achieving age related targets may not be
sufficient for attaining contextual value added in your
school!
Core Teaching in Reading
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Introducing an interesting and engaging text-WOW!
Phase 1
Explicit teaching of reading strategies
Shared reading:
applying the relevant reading strategies
decoding
Assessment Focuses 1 – 7
understanding
techniques to navigate texts
text analysis
comprehension strategies – including drama
and visual image and enjoyment!
response to text – not comprehension exercises!
Shared reading – teaching next level of age
appropriate skills – comprehension or analysis
Guided reading – teaching next level of current
attainment
Independent reading – application and enjoyment
Guided Reading Activities:
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Hearts and Minds
Hot seating
Character Swap
Reading Journals
Interactive ICT activities
Keep it exciting and interactive!
Evidence and Review:
Evidence could be
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Working Walls
Reading Journals
Photographs
Written Outcomes
Child Conferencing
ICT
Teachers can review
through
• Framework
Assessments
• Observations
• Plenaries
• Discussion
• Children’s Work
Gathering Ideas
Research and note-making skills
• Exploring ideas
• Role Play;
• ‘Reading’ film and still images
• Using sounds
• Visits/visitors/experiences – real or virtual
• Cross-curricular content;
• Drama techniques;
• Making notes;
• Incidental writing.
This is the phase when explicit teaching of
writing skills and techniques takes place.
Phase 2
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Gathering ideas and
content
Visual literacy, drama,
speaking and listening
• Short writing
opportunities
Fire fighter
painting
Drama activities
• In pairs, think of questions to ask the
firemen
• Hotseat one of the main characters
• Overheard conversation – What are the
two characters on the right saying?
• Freeze frame the action – What are the
characters thinking?
• Role play what happens next
Short writing opportunities
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Post it notes
Story map
Notes
Diary
Letter
Poem
Email or text
messages
• Problem page
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For and against
Fact boxes
Summarising
Character profiles
Thought bubbles and
speech bubbles
• Short play-script/
conversation/dialogue
• Story map
Activity:
This phase is the specific teaching of the HOW to
write, following on from the WOW introduction!
Referring to the Learning Outcomes for this phase from
your unit of work:
• Look for opportunities that enable specific writing skills to
be taught i.e. word level, sentence level, punctuation,
grammar and structure
Evidence and Review:
Evidence could be
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Working Walls
Reading Journals
Photographs
Written Outcomes
ICT
Teachers can review
through
• Marking
• Observations
• Pupil feedback
• Questioning
Annotate planning, revisit success criteria and targets.
Writing Skills
Phase 3
•Planning
• Shared writing
• Independent and guided writing
• Creative outcomes
• Skills need to be demonstrated
• Assessment Focuses 1 to 7
• Explicit reference to, and application of,
age-related expectations
• Moving both genre and skills forward
• Making writing creative and enjoyable
• Shared Writing: teaching next level of
age-related skills
• Guided Writing: teaching matched to
specific needs of pupils
• Independent Writing: application,
creativity and enjoyment
Assess and Review
Formal end of unit assessment of pupils’ work
Teachers need to:
• Provide ‘closing the gap’ marking/feedback – against
success criteria/targets
• Review attainment against objectives – identifying
areas that need further teaching
• Set new targets
Children need to:
• Have opportunities to review their own learning
• Respond to marking/feedback
• Revisit/review personal targets
Ways in…
• Start with the objectives and see how you can
adapt existing plans to include these
• Take one strand (e.g. sentence structure) and
use as a focus throughout the school
• Each year group to try one of the unit plans
from their year group