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Autumn 2007 Twilight Presented by Lancashire Leading Literacy Teachers. Planning from the Renewed Framework. Designing Learning Opportunities. Yeah . . . O.K. Planning!. Aims. To support teachers in developing coherent planning;
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Autumn 2007 Twilight Presented byLancashire Leading Literacy Teachers Planning from the Renewed Framework
Aims • To support teachers in developing coherent planning; • To familiarise teachers with the Renewed Framework units of work; • To suggest possible planning formats; • To exemplify the process of planning a unit of work; • To raise awareness of the Interactive Planning Tool.
The Strands (Age-related skills) The Units (Themes and text-types) Planning
The Literacy Strands - Skills 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 and write for a range of purposes on paper and on screen 5. Word recognition: decoding and encoding (R, Y1, Y2 only) 6. Word structure and spelling 7. Understanding and interpreting texts 8. Engaging with and responding to texts 9. Creating and shaping texts 10. Text structure and organisation 11. Sentence structure and punctuation 12. Presentation
The Units (p1 - 7) Each Year Group has a selection of units covering: • Narrative; • Non-Narrative; • Poetry. • Closely related to 1998 units of work. • The units ensure that teaching and learning takes place in meaningful contexts with a purposeful outcome.
Narrative block Unit 1 Stories with familiar settings (3 weeks) Unit 2 Dialogue and plays (4 weeks) Unit 3 Myths, legends, fables, traditional tales (4 weeks) Unit 4 Adventure and mystery (4 weeks) Unit 5 Authors and letters (3 weeks) Non-fiction block Unit 1 Reports (4 weeks) Unit 2 Instructions (3–4 weeks) Unit 3 Information texts (4 weeks) Poetry Unit 1 (4 weeks – could be spread out) The Units - Themes and Text-types
Rationale for planning • Units of work; • Flexibility of arranging units over the year to tie in with school curricular map; • Revisiting of objectives; • Weighted in favour of the school’s identified priority - (Writing, Reading, Boys) • Suggested time scales for delivery.
Year Group Year 3 Theme Narrative Non-fiction Poetry Narrative Narrative Non-fiction Poetry Narrative Non-fiction Narrative Length of unit 3 weeks 4 weeks 2 weeks 4 weeks 4 weeks 3 – 4 weeks 2 weeks 4 weeks 4 weeks 3 weeks Name of unit Unit 1 Stories with familiar settings Unit 1 Reports Unit Unit 2 Dialogue and Plays Unit 3 Myths, legends, fables. Traditional tales Unit 2 Instructions Unit Unit 4 Adventure and mystery Unit 3 Information texts Unit 5 Authors and letters Year 3 illustration across a year
The Objectives The Outcomes
Planning a unit of work Principles: • Each unit should develop Speaking, Listening, Reading and Writing leading to a meaningful outcome; • Challenging pace and high expectations; • Follows the teaching sequence: Reading - Analysis*-Gathering Content*- Writing • Integrates ICT, AFL and cross-curricular links; • Enjoyable, engaging and personalised; • Flexible timing. *Analysis = How to write *Gathering Content = What to write
Planning Circles • Reading • Shared reading: • decoding • understanding • text analysis Phase 1 Gathering ideas and content: • Visual literacy, drama, speaking and listening • Short writing opportunities Application AnalysisImmersion Phase 2 • Writing • Shared writing • Planning, • Independent and guided writing: • Creative outcomes Phase 3
Looking at a Unit of Work • Activity - Sketch Plan -Look at the list of suggested techniques for learning and teaching (Page 8) • Look through the Unit - Year 3 Narrative Adventure and Mystery - (Pages 9 - 12) • Annotate the planning circles (Page 13) with appropriate techniques for each phase. (there may be some repetition of techniques at different phases).
Learning opportunities and techniques Skills • Reading • Shared reading: • decoding • understanding • text analysis Predicting Inference ‘Crystal Ball’ Gathering ideas and content: • Visual literacy, drama, speaking and listening • Short writing opportunities Hot Seating • Writing • Shared writing • Planning, • Independent and guided writing: • Creative outcomes
Process of planning on chosen format Refer to Step by Step Guide to Planning - (Page 14) and the example unit of work. • Identify the main theme of the unit and associated objectives; • Decide upon the form of the unit outcome; • Decide upon the learning outcome/s (‘child speak’) for each phase; • Using your chosen planning format, map the key objectives against the three main teaching phases.
Process of Planning continued • Add initial thoughts on content for each phase; • Consider a range of teaching strategies and approaches; (as annotated on the sketch plan) • Assessment opportunities; • Incorporate use of speaking, listening, drama, ICT and cross-curricular links.
Unpicking Objectives • The objectives are very broad and are end-of-year expectations; • It is important to be aware of the layers within each objective; • The big objectives cannot be achieved in one lesson; • A lesson/learning objective should be achievable within a short time-scale; • Children should learn something in every lesson.
Unpicking Objectives • The outcome of this unit is - Write an adventure story that has: a problem and resolution; paragraphs and/or chapters with connectives to signal time, sequence or place; description of typical setting and characters; written dialogue . . . • Activity - unpick ‘Compose sentences using adjectives, verbs and nouns for precision, clarity and impact’ into steps. • Progression papers
Independent Activities Differentiate the main learning objective; • Don’t try to plan too many activities; • One core activity linked to the lessonobjective taught; • Support for less able and extend for more able; • BA: Writing frames, word banks, TA, different outcome; • AA: Different outcome; autonomy; higher expectations in skills. Guided Sessions: These should reflect the learning needs of the children more than the theme of the unit.
Mixed age planning • Select the unit from one of the year groups; • Use the strand objectives from across the year groups to meet the needs of the pupils (particularly the sentence strand 11); • Refer to the progression documents in the library on the Website/DVD – see example; • Continue to use current planning and support with the suggested teaching sequences where appropriate. • See example (Page 15-16)
What about Phonics and Spelling? Suggested sequence for five-session spelling
Planning Format • Should be flexible to allow responses to learning to be accelerated, reinforced or re-focused; • Show learning and learning outcomes rather than/as well as activities; • Reflect the teaching phases; • Show lesson content not lesson structure. (?) • See example - Pages 17 - 20
An example plan See the example plan: Pages 21 - 25 • The overview page; • Note the spelling sessions; • The initial shared session - speaking and listening; • The use of drama and film; • The incidental writing opportunities; • Suggested timings; • Flexible lesson structures.
