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

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

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

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  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 Independent work Shared writing Guided writing

  10. The phases read Film Real experience Note taking Summarising -------------- 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

  12. Your job…………map units over the year

  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 • Children’s 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.

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