Embedding the NS
materials into planning
and teaching Literacy
CPD Years 4 and 6
Autumn training 2009
Aims of the session
• To develop familiarity with the NS materials
and strategies, with a particular focus on
Support for Writing and Talk for Writing
• To consider how the materials can be used
within an engaging and creative learning
context to develop progression of skills for
children on track in Key stage 2
PROGRESSION THROUGH ENGAGEMENT
(Whilst the use of a single text across the whole Key Stage is not
necessarily a recommendation per se, in this CPD context, it
gives an opportunity to focus on how learning experiences and
desired outcomes differ, establishing clear progression across
year groups)
Agenda
• Session 1 – Planning the ‘BIG picture’ for
a unit of work through the
planning circles
• Session 2 - Engaging with the selected text
‘TUESDAY’ by David Wiesner
through Talk for Writing
strategies. This will focus on
compositional progression in :
Strand 9 – Creating and shaping texts
Strand 10 – Text structure and organisation
Core Strands in Revised Literacy Framework
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
Read a wide range of texts on paper and on screen
5. Word recognition
6. Word structure and spelling
7. Understanding and interpreting texts
8. Engage with and respond to texts
Write a wide range of texts on paper and on screen
9. Creating and shape texts.
10. Text structure and organisation
11. Sentence structure and punctuation
12. Presentation
Strands 9, 10, 11
make the most difference
to progress in writing
The
Teaching
Sequence
for
Writing
Familiarisation with the genre /
text – reading analysis
Capturing Ideas
Oral rehearsal
Talk
For
Writing
Teacher Demonstration
Teacher scribing
Supported writing
Guided writing
Independent Writing
Edit, review and improve
Support for Writing
I need help with knowing
what to teach in each text
type!
Text type guidance
I need help with targets to
move the children
through the levels!
Pupil targets
I need help with adapting
the objective to meet the
needs of my class!
Steps in Learning
Fiction
Text-types
Non-fiction
Explanation
Fairy Tales
Support for writing
• Strand 9
Creating and shaping texts
• Strand 10 Text structure and organisation
• Strand 11 Sentence structure and
punctuation
Broad Learning Objectives
E.g Year 4 Strand 9 – Creating and Shaping texts


Show imagination through the language used to create humour,
atmosphere or suspense
Use settings and characterisation to engage readers’ interest
Steps in Learning -1
Children focus on writing a specific setting. They are guided in
selecting information to create an authentic atmosphere and
emphasise historical details
Steps in Learning – 2
Children are supported through guided writing to orchestrate setting, plot
and character. They plan how to show the way a character develops
through the main events.
Steps in learning - 3
Children develop character in more detail during independent writing.
They use character and setting to create humour using playscripts.
Broad Learning Objectives
E.g Year 4 Strand 10 – Text structure and organisation
•
•
Organise text into paragraphs to distinguish between information,
events or processes
Use adverbs and conjunctions to establish cohesion within paragraphs
Steps in Learning - 1
Children focus independently on the beginnings of paragraphs in a
recount, to check for cohesion through a complete text
Steps in Learning - 2
Children focus on the beginnings and endings of paragraphs in an
explanation text through the support of shared writing
Steps in learning - 3
Children are guided in the final stage of editing a persuasion text. They
reread the text aloud to check for cohesion between sentences and
paragraphs.
Broad Learning Objectives
E.g Year 5/6 Strand 10 – Text structure and organisation
Steps in Learning - 1
Steps in Learning - 2
Steps in Learning - 3
Pupil Targets Year 4 - Strand 10
3b
Create paragraphs to link and group
information
3b
Consider beginnings of paragraphs and begin
use of connectives to structure text
3a
Use adverbs and conjunctions to build links
between sentences within paragrpahs
Pupil Targets Year 6- Strand 10
A breakdown of key
objectives in different
strands to demonstrate
through practical examples
how learning against the
objective progresses
throughout the year.
Periodic
APP writing
assessment
APP level 1-5
guidelines
and advice
now on
standards
site
Primary
Framework
End of
year
objectives
Teaching
objectives
Steps in
learning
Additional
guidance on
text types to
inform planning
for progression.
Text
types
guidance
Pupil writing
targets linked to
key strands in
the Primary
Framework
Pupil
writing
targets
Pedagogy
examples
Focussed
planning
for writing
Explicit examples of
pedagogy in order to
support the
achievement of
learning objectives
and pupil writing
targets.
The
Teaching
Sequence
for
Writing
Text type guidance
Familiarisation with the genre /
text – reading analysis
Capturing Ideas
Oral rehearsal
For
Writing
Steps in Learning
Progression
summary
Talk
Teacher Demonstration
Teacher scribing
Supported writing
Guided writing
Independent Writing
Edit, review and improve
Pupil targets
A Hierarchy of Writing Skills
9. creating and
shaping texts
(AF1, AF2 and 7)
Extending, genres, style
10. text structure and organisation
(AF 3 and 4)
Plans and paragraphs
11. sentence structure and punctuation
(AF5 and 6)
punctuation, openers and connectives
6. spelling (AF8)
12. handwriting and presentation
1 speaking
oral rehearsal for writing
What does Talk for writing look
like?
Talk for writing can be developed around
these key strategies
1.
2.
3.
4.
5.
Book-talk
Writer-talk
Word and language games
Role-play and drama
Storytelling and story-making
‘Book Talk’
The purpose is to give children the opportunity to
explore and respond to a text at their own level,
through talk.
It is an open-ended discussion with no
wrong answers!
Children should be encouraged to
build/elaborate on previous contributions, until a
good range of key aspects of the text (ideas,
language, pictures, structure, layout etc) has
been fully explored.
Phase 1 Reading as a writer
Focus on The purpose and audience of the writing
– Understanding WHAT effect or response
the writer wishes to elicit in the reader e.g.
suspense, isolation, mystery, surprise,
empathy ......
– HOW is this achieved?
Writer’s toolkit
Adventure and
Mystery
Storytelling and
story-making
Why tell stories?





You cannot create out of nothing !
Through oral storytelling, children internalise:
‘Big’ patterns – plots act as blueprints e.g. warning,
quest or problem/resolution story, cumulative tales
Building blocks of narrative and pacing – common
characters, settings, events etc
Flow of sentences – syntactical patterns
Vocabulary – connectives e.g. one day, so, next
Images in the mind to draw upon
Tell your partner a story…
In pairs, tell your partner a story
– One person be the storyteller and one
person the listener
• Why did you choose your story?
• What would have made the story easier
to remember?
• What problems did you have?
The storymaking process
A fourth
‘I’?
Invention
creating a new story
Innovation
developing, extending and changing elements
of story- making it your own!
Imitation
straight retelling of stories
Integrating TALK FOR WRITING into your literacy planning
Book talk
PHASE 1
Reading as a writer
Word and Language
games
PHASE 2
Writer talk
Role play, drama,
storytelling, storymaking
PHASE 3
Writer talk
Writing as a reader
Story-making
prompts
Always use
Good practice in planning the
‘BIG’ PICTURE
for a unit of work
Year 4 – Stories set in imaginary worlds
Year 6 – Fiction genres
Planning a unit of work
Principles:
• Each unit should develop Speaking, Listening,
Reading and Writing leading to a meaningful
outcome; all are inter-related skills
• Challenging pace and high expectations;
• Follows the teaching sequence:
Reading - Analysis* - Gathering Content* - Writing
• Integrates ICT, AFL, TfW and cross-curricular links;
• Enjoyable, engaging and personalised;
• Flexible timing.
*Analysis = How to write *Gathering Content = What to write
Step 1
Select unit of work.
Consider progression
and cross-curricular
links
Year 4 Literacy Units
Narrative
Stories with
historical
settings
Stories set in
imaginary
worlds
Stories from
other cultures
Stories which
raise issues/
dilemmas
Plays
3 weeks
3 weeks
4 weeks
Non-fiction
Recounts
Information
Newspapers/ texts
magazines
2-3
weeks
4 weeks
Explanation
Persuasive
texts
2-3 weeks
4 weeks
Poetry
Creating images
2 weeks
3-4 weeks
4 weeks
Exploring form
2 weeks
Think about progression across the units
s
Step 2
Go to Complete Teaching
Sequence and Overview on NS
site. Write down each phase
outcome focusing particularly
on form and presentation of
FINAL OUTCOME
Planning
Skills
Strategies
the ‘BIG’
picture
Talk for writing
Phase 1
………………..
Phase 2
………………
Final outcome :
What have your
children got to
understand/be able
to do/learn, to
achieve the final
written outcome ?
Small progressive steps through the sequence, which
build on prior learning...!
Longer teaching sequences
.........then I can apply cross-curricular!
TAP
T
Task
A
Audience
P
Purpose
What are the pupils Letter
being asked to
Article
write?
Report …
Who is the piece
for?
Child
Adult
Formal / informal …
What is it trying to Persuade
do?
Inform
Argue
Entertain...
Step 3
Use text type guidance and
progression papers to secure own
knowledge, and identify the explicit
skills needed by the children to
achieve the outcomes
(Try writing the written outcome
yourself first !)
Step 4
Go to ‘Prior Learning’, then
consider APP, gaps in
learning and next steps
for your own class.
Key strands – 7,8,9,10,11
Step 5
In the planning
circles outline the
key skills to be
taught in each phase
Step 6
Add initial ideas for
content and strategies
in each phase
Book Choice – Quality text
Creating interest
Speaking and
Listening
Discussion and
questions
A short writing
opportunity
???
Position large lily pads
cut from vinyl, card, plastic etc
around room before children
arrive for the day.
Generate ideas/stories how
they might have got there
Teaching sequence
Creating
interest
Reading
and analysis
Gathering
Content
Excite
Enthuse
Planning
and Writing
Engage
Explore
Enrich
Presentation
Shared /paired/independent
reading of book
Response to the text
Likes
Things
that
puzzle me
Dislikes
Connections
(Another book read, a TV
character, visit etc)
Phase 1
‘Book Talk’
Quality Texts Step 1
paired/group/whole-class level
Elicit Response
– How did the book make you feel?
– What do you like about the story?
– Have you ever experienced a strange happening during the
night? What was it, and how did you feel?
Step 2
Extend response
– What do you think might happen when……….?
– How did you feel when ……….?
– Tell me more about ..........!
Step 3
Encourage critique
– Do you agree with ..................?
– Did anyone have a different response to that story/ paragraph?
– How does the artwork convey how frogs are feeling at different
stages of the story?
– What if...???
Responding to the text
feel
think
Children’s own viewpoints
say
Short writing opportunities
•
•
•
•
•
•
•
Post it notes
Story map
Wow words
Sentence
Letter
Poem
Email or text
message
•
•
•
•
•
Fact box
Poster
Advert
Character profile
Think, say feel
bubbles
See A3 sheet
Phase 1/2 - Word and Language games
• Example : Word association
Generating powerful verbs
How do the frogs move through air?
e.g. glide, soar, speed
• ‘Magpie’
• Writer’s toolkit
Powerful verbs
travel
fly
ride
hover
move
propel
cruise
glide
drift
tear
dive
float
shoot
soar
sail
whizz
whoosh
head
hurtle
slice
sky rocket
climb
zip
circumnavigate
circle
jet
manoeuvre
accelerate
escape
crash land
descend
ascend
quiver
career
enter
intrude
disturb
proceed
Generate words and phrases to describe setting
Sorting the story into sections
Year 4 – ‘boxing-up’
• Work in pairs to shape
the story into what
happens :
beg/middle/end
Year5/6
• Work in pairs to ‘box-up’
story into sections to
represent main events,
adding notes to act as
prompts
It all began when...
Later...........
Finally..................
• Invent a title for each
stage e.g. ‘Lift off’, ‘Up,
Up and Away’
Mapping the story and re-telling
• Create a story map using drawings,
symbols or words
Re-telling the story
Year 4/5/6
Year 5/6
• Re-tell story to
partner using story
map, and
connectives for
cohesion within and
between sections
• Using prompt cards,
tell story from other
point of view e.g one
of the frogs. Extend to
‘character’ frog
Activity
Phase 1 and 2
Role-play and
drama
Strategies to explore and develop familiar
themes, characters and vocabulary:• role play
• improvisation
• hot seating
• telephone conversation
• magic microphone
• interviews
• freeze frame
• group interaction and discussion
• sound tracking
• defining space
Think about different
episodes throughout the
story!
How you can develop
Speaking and Listening
skills for a range of
audiences, using the
different drama
conventions?
Hot seating
Developing the story further...
•Non-fiction recount as reported by
detective or police officer
‘It looked like an animal of some kind...........’
•Journalistic report for local newspaper
At least you may think that’s the
end, BUT............
Non-Fiction - Report
Technical vocabulary -naming nouns
Working wall
Planning
Skills
Strategies
Picture
Year 6
Talk for writing
the ‘BIG’
Phase 1
………………..
Phase 2
………………
Final outcome :
Gap task
Have a go at
planning the ‘BIG picture’
for a unit of work,
using the planning circles
and TfW strategies!
Points to consider
• Initially considering the ‘BIG’ picture is
paramount to planning for personalisation
and progression for your learners
( NB – Filling in pro-forma not an extra piece of paperwork! To be
used to help embed new materials and develop clearer
understanding of progressive steps in learning to achieve
desired outcomes – the learning journey)
• Children must engage with Quality texts and
be given opportunities to respond at their
own level in an open-ended way, engage
through drama and role play, and enrich
word and language, through games and
storytelling
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Year 4 and 6 Autumn training