The Renewed Framework for Literacy

1

• The Renewed Framework for Literacy
• Implementation through phonics
• Day 2
• Summer 2007

2
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

3
Feedback from PDM2

• What was your focus for PDM2?
• What actions have you undertaken since Day 1?
• barriers strengths next
  steps

4
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.

5
Session 4

• Planning using the renewed framework

6
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

7
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.

8
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

time
time
time
9
Key elements
Shared reading
Guided reading
Talk for writing
Plenary
Shared writing
Independent work
Guided writing
10
The phases
read
Note taking Summarising
Film Real experience
-------------- Grammar --------------
Shared reading
analyse
Drama
Vocabulary work
Talk for writing
write
Shared writing
Guided writing
Independent writing
Writing across the curriculum
11
Year 2...as it appears on the web
Narrative14 weeks UNIT 1Stories with familiar settings(4 weeks) UNIT 2 Traditional stories (4 weeks) UNIT 3 Different stories by the same author (3 weeks) UNIT 4 Extended stories/significant authors(3 weeks)
Non-fiction15 weeks UNIT 1 Instructions (4 weeks) UNIT 2 Explanations (3 weeks) UNIT 3Information texts(4 weeks) UNIT 4 Non-chronological reports (4 weeks)
Poetry6 weeks UUNIT 1 Patterns on the page (2 weeks) UNIT 2Really looking(2 weeks) UNIT 3Silly stuff(2 weeks)
12
Your jobmap units over the year
Autumn NARR 1Stories 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 2Really looking(2 weeks) NON-FICT 3Information texts(4 weeks)
Summer NARR 3 Different stories by the same author (3 weeks) POETRY 3Silly stuff(2 weeks) NON-FICT 4 Non-chronological reports (4 weeks) NARR 4 Extended stories/significant authors(3 weeks)
13
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.

14
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.

15
Planning

• Overview
• Objectives
• Prior learning
• Teaching sequence
• Assessment
• Childrens targets
• Key aspects of learning
• Resources

16
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?

17
Gap task

• Planned support for colleagues (demonstration/
  joint planning/ observation)
• Identify any CPD needs
• Support for colleagues in FS/KS1 in planning
  phonics

18
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.