Renewed Frameworks

1
Renewed Frameworks

• Aims of the day
• To provide support to address both of your roles
  as Class Teacher Literacy Co

2
Agenda

• Session 1 9 10.30 am Phases of the Planning
  Model (CTS) Planning Expectations/implications
  for the Lit Co
• 10.30 10.50 COFFEE
• Session 2 Feedback on using the units
• Session 3 11.50 12.30pm IPT
• 12.30 1.30pm - LUNCH

3

• Session 4 1.30 -3pm In year groups have-a-go at
  planning a unit of work
• Session 5 3pm 3.30pm Literacy Updates

4
Activity (10 minutes)

• On you table just take a few minutes to discuss
  where you are now with the implementation of the
  Renewed Frameworksand your next steps

5
Navigate Website
6
Session 1 Aims of the Session

• To give an overview of the CTS/Phases of the
  Planning model (take back to school and deliver)
• To look at the types of creative activities we
  should be seeing planned for at each phase

7
Teaching Sequence
Objectives selected according to the needs of
pupils
Outcomes
8
Activity

• Look at the handout with the 6 non-fiction text
  forms
• Discuss brainstorm which text type should be
  placed beneath each one

9
Possible Text Types

• Recount

• Discussion

• Report

• Explanation

Persuasion

• Instructions

10
Possible Text Types Outcomes

• Recount
• letter
• autobiography
• diary or journal
• newspaper report
• magazine article
• science experiment

• Discussion
• newspaper editorial
• non-fiction book on an issue
• write up of a debate
• formal essay
• leaflet or article giving balanced account of an
  issue

• Report
• information leaflet
• tourist guide
• encyclopaedia entry
• magazine article
• non-fiction book
• letter

• Explanation
• encyclopaedia entry
• non-fiction book
• technical manual
• question and answer articles and leaflets
• write-up of science experiment
• Multi-modal

• Persuasion
• advertisement
• catalogue
• travel brochure
• pamphlet from pressure group
• newspaper/magazine article
• poster or flier
• book blurb
• letter to editor or editorial

• Instructions
• recipe
• technical manual
• non-fiction book
• timetable, route-finder
• list of rules
• posters, notices, signs
• sewing or knitting pattern
• instructions on packaging

11
Planning Circles

• Shared reading
• decoding
• understanding
• text analysis

Phase 1 Phase 1 to 2

• Gathering ideas and content
• Visual literacy, drama, speaking and listening,
• Short writing opportunities

Phase 2 Phase 2 to 3

• Shared writing,
• Planning/process
• Independent and guided writing
• Creative outcomes

Phase 3
12
The Sequence from Reading to Writing
Shared Reading
Immersion and analysis

Guided Reading

Writing Gathering
Content


(Pre-writing, writing, post writing) Shared
Writing Planning, composing, editing and revising

Independent Writing Investigating, practising
and applying skills
Outcome Bringing to presentation
13
An example of a unit of work linked to World War
2 (Yr 4 stories with historical settings)

• Phase 1
• Read an extract from the Machine Gunners by
  Robert Westall (could also be the class novel)
• Phase 2
• Gathering ideas use of pictures, drama, role
  play, artefacts
• Incidental writing (story map of
  incidents/events)
• Phase 3
• Main writing outcome story with historical
  setting
• Phase 4 (Possibly)
• Sometimes there is a 4th phase it may be that you
  ask the children to present their piece of work
  (performance/sp lis)

14
Core Teaching in Reading
Phase 1 Shared reading decoding understanding te
xt analysis

• address specific reading objectives
• introducing an interesting and engaging text
• teaching reading strategies
• applying the relevant reading strategies
• techniques to navigate texts
• comprehension strategies including drama and
  visual image and enjoyment!
• response to text not comprehension exercises!
• Assessment Focuses 1 7
• 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

15
He threw himself through the shelter door. His
father drew down the heavy tarpaulin, and his
mother lit the little oil-lamp with her third
trembling match. The bombs began whining down
again. There was a crack like thunder, and
another and another and another and
another. Every time he heard one, Chas would
start to count inside his head. When the counting
reached twenty, he would either be dead, or he
would see little bits of cork fall off the
shelter wall with the shock wave, and know he had
survived . . . till the next whistling started.
It was a silly pointless game, with no real magic
in it, but it stopped you wanting to scream
Then he heard the sound of bricks falling, like
coalmen tipping coal into the cellar and glass
breaking and breaking . . . At dawn, they climbed
out stiffly. They were surprised to see their
house still standing and the rest of the houses
in the Square. And the next row, beyond the long
back-gardens, quite untouched . . .except two
were simply gone. The ones on either side were
windowless, had slates missing. But two were
simply gone.
16
Gathering Ideas

• Phase 2
• Gathering ideas and content
• Visual literacy, drama, speaking and listening,
• short writing opportunities

• Finding something to write about
• Research and note-making skills
• Exploring ideas
• Role Play
• Reading film and still image
• Using sounds
• Visits/visitors/experiences real or virtual
• Cross-curricular content
• Drama techniques
• Incidental writing

17
Fire fighter painting
18
(No Transcript)
19
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.

20
Short writing opportunities

• Post it notes
• Story map
• Notes
• Diary
• Letter
• Poem
• Email or text messages
• Problem page

• For and against
• Fact boxes
• Summarising
• Character profiles
• Thought bubbles and speech bubbles
• Short play script/conversation/ dialogue/gossip
• Story map

21
Writing Skills

• Phase 3
• Planning
• Shared writing
• Independent and guided writing
• Creative outcomes

• Skills need to be demonstrated
• Assessment Focuses 1 to 8
• 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.

22
Planning

• What are the planning implications?
• What are your expectations as the Lit Co?

23
IMPLICATIONS

• When?
• How often?
• What on?

24
Looking at the Blank Template

• Planning Template
• What needs to be included?
• How could it be adapted?

25
10 min activity

• As Lit Cos brainstorm what features you would be
  looking for in an effective unit plan
• Checklist

26

• Look at the plan imagine you are giving the
  teacher feedback give three positives and three
  areas for development (10 mins)

27
Activity

• Is the CTS evident?
• Are there opportunities for Afl?
• Is differentiation addressed?
• Do the plenary sessions revisit the LI?