Implementing the Renewed Frameworks Improving Writing Day 2

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Implementing the Renewed Frameworks Improving
Writing Day 2

• 2nd or 3rd May 2007

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Objectives

• To shape the curriculum to meet the needs of all
  children, ensuring high-quality inclusive
  teaching and learning
• To consider the use of literacy units and their
  place in curriculum planning
• To explore the contribution that speaking and
  listening make to the teaching of writing in your
  school

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• Agenda
• Progress so far
• Developing inclusive practice
• Planning
• Speaking and Listening
• Next steps and updates

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Progress so far..

• Discuss and be prepared to feedback on any school
  based work you have carried out since the last
  training. Have you
• Completed school self evaluation grid for
  literacy subject leaders, reviewed findings with
  SMT and amended your action plan?
• Prepared and delivered any PDMs on the Renewed
  Framework?
• Selected children in all year groups whose
  progress is to be tracked?

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Developing inclusive practice
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Circles of Inclusion
Setting suitable learning challenges
Responding to pupils diverse needs
Inclusion
Overcoming potential barriers to learning
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Inclusive teaching

• Is set within a culture of high expectations for
  all.
• Emphasises what a child will learn rather than
  the activities they will do.
• Is based on an assessment of what the children
  already know, can do and understand.
• Uses teaching styles that meet the needs of
  individuals and groups so that all children are
  engaged in learning.
• Establishes access strategies that will help
  overcome the potential barriers to learning
  taking place.

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Waves of Intervention
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Planning

• The Big Picture of Progression

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Core Learning by Strand

• Speaking
• Listening responding
• Group discussion
• Drama

5. Word recognition 6. Word structure
spelling 7. Understanding interpreting
texts 8. Engaging responding to texts

• 9. Creating
• shaping texts
• Text structure
• organisation
• Sentence
• structure
• punctuation
• 12. Presentation

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Accelerated Cycle Phases of
Learning of Learning
in a Unit of Work

• Create a supportive learning environment
• Connect the learner
• Plan the big picture
• Describe outcome (share the big picture)
• Demonstrate
• Opportunities for pupils to practice
• Observe
• All review progress

• PHASE 1
• Reading, understanding
• and interpreting
• PHASE 2
• Reading and analysing
• PHASE 3
• Application into writing

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ACTIVITY Overcoming Barriers to Learning

• WORKING WITH A PARTNER
• Read through the context details of a Year 5
  class
• What the barriers are to childrens learning as
  writers?
• Which of the barriers to learning needs to be a
  priority in the next unit of work on narrative
  poetry?

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ACTIVITY - Year 5 Narrative Poetry

• WORKING WITH A PARTNER
• Read through the unit on Y5 Narrative Poetry
• Highlight which objectives need to be a priority
  to overcome the childrens barriers to learning
• Are there any additional objectives that may need
  to be added to meet the learning needs of the
  class to support their development of written
  work?
• Which curricular stepped curricular targets from
  the, Helping children to achieve age-related
  expectations disc for Years 5 and 6 would support
  the childrens writing?

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ACTIVITY - Year 5 Narrative Poetry

• WORKING WITH A PARTNER
• Read through phase 1 of the Yr 5 unit
• What adaptations and changes would you make in
  the light of the childrens learning needs to
  support writing? E.g.
• Timing
• Sentence structure and punctuation
• How might each session best be organised to meet
  the learning needs of the children to support
  writing? E.g.
• Timing of shared, independent and plenary
• Order of independent, whole class and plenary
  elements

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Activity - Planning with the Renewed
Framework

• WORKING WITH A PARTNER
• Using the unit and the information gathered so
  far plan a sequence of lessons for this 2 week
  unit of work.
• Focus on the learning outcomes for the children
  and planning to meet their needs by selecting
  appropriate learning objectives.
• Consider the specific identification of AfL
  opportunities.
• Use the teaching sequence to support developing
  your plan.

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Speaking and Listening for Writing
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Core Learning by Strand

• Speaking
• Listening Responding
• Group discussion
• Drama

• 9. Creating Shaping Texts
• Text Structure Organisation
• Sentence Structure Punctuation
• 12. Presentation

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Activity

• Using the four Speaking Listening strands and
  the four Writing strands, in table groups discuss
  and list the speaking and listening opportunities
  you provide to develop childrens writing.

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Oracy and Storytelling Activities

• Personal stories
• Oracy games
• Instant stories
• Dial D for Dialogue
• Thought tracking/ Exploring stories
• Still image / frozen picture
• Its debatable
• News to Me
• Telesales
• Through my eyes

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Next Steps

• Consider a unit of work from your own year group
  and discuss
• Which speaking and listening activities are
  appropriate for
• Phase 1 ?
• Phase 2 ?
• Phase 3 ?
• How can you build these into your planning so
  that they support pupils in developing their
  written work?

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Updates

• Helping Children to achieve age-related
  expectations securing Level 4 by the end of KS2
  CD-ROM
• Ref 00028-2007CDO - EN
• New Phonics programme national launch in May,
  local training in July
• Y5 Transition units and summer holiday materials

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School based work

• Trial an exemplified unit of work from the
  Renewed Primary Framework
• Prepare PDMs
• Continue to monitor selected childrens progress

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Planning Twilights Years 2 3

• 24th May
• 14th June
• 28th June
• All sessions will run from 3.00 5.00 pm
• Please book on to confirm your attendance