Embedding the NS materials into planning and teaching Literacy CPD Years 4 and 6 Autumn training 2009

Aims of the session To develop familiarity with the NS materials and strategies, with a particular focus on Support for Writing and Talk for Writing To consider how the materials can be used within an engaging and creative learning context to develop progression of skills for children on track in Key stage 2 PROGRESSION THROUGH ENGAGEMENT (Whilst the use of a single text across the whole Key Stage is not necessarily a recommendation per se, in this CPD context, it gives an opportunity to focus on how learning experiences and desired outcomes differ, establishing clear progression across year groups)

Agenda Session 1 – Planning the ‘BIG picture’ for a unit of work through the planning circles Session 2 - Engaging with the selected text ‘TUESDAY’ by David Wiesner through Talk for Writing strategies. This will focus on compositional progression in : Strand 9 – Creating and shaping texts Strand 10 – Text structure and organisation

Core Strands in Revised Literacy Framework 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 a wide range of texts on paper and on screen 5. Word recognition 6. Word structure and spelling 7. Understanding and interpreting texts 8. Engage with and respond to texts Write a wide range of texts on paper and on screen 9. Creating and shape texts. 10. Text structure and organisation 11. Sentence structure and punctuation 12. Presentation Strands 9, 10, 11 make the most difference to progress in writing

Familiarisation with the genre / text – reading analysis Teacher Demonstration Teacher scribing Supported writing Guided writing Independent Writing Edit, review and improve The Teaching Sequence for Writing Capturing Ideas Oral rehearsal Talk For Writing

Support for Writing I need help with knowing what to teach in each text type! Text type guidance I need help with adapting the objective to meet the needs of my class! Steps in Learning I need help with targets to move the children through the levels! Pupil targets

Text-types Traditional tales Fairy Tales Fiction Contemporary fiction Fantasy Dialogue – plays, comics and film Non-fiction Instruction Non- chronological report Recount Explanation

Support for writing Strand 9 Creating and shaping texts Strand 10 Text structure and organisation Strand 11 Sentence structure and punctuation

Broad Learning Objectives E.g Year 4 Strand 9 – Creating and Shaping texts  Show imagination through the language used to create humour, atmosphere or suspense  Use settings and characterisation to engage readers’ interest Steps in Learning -1 Steps in Learning – 2 Children focus on writing a specific setting. They are guided in selecting information to create an authentic atmosphere and emphasise historical details Children are supported through guided writing to orchestrate setting, plot and character. They plan how to show the way a character develops through the main events. Children develop character in more detail during independent writing. They use character and setting to create humour using playscripts. Steps in learning - 3

Broad Learning Objectives E.g Year 4 Strand 10 – Text structure and organisation Organise text into paragraphs to distinguish between information, events or processes Use adverbs and conjunctions to establish cohesion within paragraphs Steps in Learning - 1 Steps in Learning - 2 Children focus independently on the beginnings of paragraphs in a recount, to check for cohesion through a complete text Children focus on the beginnings and endings of paragraphs in an explanation text through the support of shared writing Children are guided in the final stage of editing a persuasion text. They reread the text aloud to check for cohesion between sentences and paragraphs. Steps in learning - 3

Broad Learning Objectives E.g Year 5/6 Strand 10 – Text structure and organisation Steps in Learning - 1 Steps in Learning - 2 Steps in Learning - 3

Pupil Targets Year 4 - Strand 10 3b Consider beginnings of paragraphs and begin use of connectives to structure text 3b Create paragraphs to link and group information 3a Use adverbs and conjunctions to build links between sentences within paragrpahs

Pupil Targets Year 6- Strand 10

Primary Framework End of year objectives Steps in learning Text types guidance Pupil writing targets Pedagogy examples Periodic APP writing assessment Focussed planning for writing Teaching objectives A breakdown of key objectives in different strands to demonstrate through practical examples how learning against the objective progresses throughout the year. Additional guidance on text types to inform planning for progression. Explicit examples of pedagogy in order to support the achievement of learning objectives and pupil writing targets. Pupil writing targets linked to key strands in the Primary Framework APP level 1-5 guidelines and advice now on standards site

Familiarisation with the genre / text – reading analysis Teacher Demonstration Teacher scribing Supported writing Guided writing Independent Writing Edit, review and improve The Teaching Sequence for Writing Capturing Ideas Oral rehearsal Talk For Writing Text type guidance Progression summary Steps in Learning Pupil targets

A Hierarchy of Writing Skills 9. creating and shaping texts (AF1, AF2 and 7) Extending, genres, style 10. text structure and organisation (AF 3 and 4) Plans and paragraphs 11. sentence structure and punctuation (AF5 and 6) punctuation, openers and connectives 1 speaking oral rehearsal for writing 6. spelling (AF8) 12. handwriting and presentation

What does Talk for writing look like? Talk for writing can be developed around these key strategies 1.Book-talk 2.Writer-talk 3.Word and language games 4.Role-play and drama 5.Storytelling and story-making

‘Book Talk’ The purpose is to give children the opportunity to explore and respond to a text at their own level, through talk. It is an open-ended discussion with no wrong answers! Children should be encouraged to build/elaborate on previous contributions, until a good range of key aspects of the text (ideas, language, pictures, structure, layout etc) has been fully explored.

Focus on - The purpose and audience of the writing –Understanding WHAT effect or response the writer wishes to elicit in the reader e.g. suspense, isolation, mystery, surprise, empathy –HOW is this achieved? Writer’s toolkit Phase 1 Reading as a writer

Adventure and Mystery

Storytelling and story-making Why tell stories? You cannot create out of nothing ! Through oral storytelling, children internalise:  ‘Big’ patterns – plots act as blueprints e.g. warning, quest or problem/resolution story, cumulative tales  Building blocks of narrative and pacing – common characters, settings, events etc  Flow of sentences – syntactical patterns  Vocabulary – connectives e.g. one day, so, next  Images in the mind to draw upon

Tell your partner a story… In pairs, tell your partner a story –One person be the storyteller and one person the listener Why did you choose your story? What would have made the story easier to remember? What problems did you have?

The storymaking process Imitation straight retelling of stories Innovation developing, extending and changing elements of story- making it your own! Invention creating a new story A fourth ‘I’?

Book talk Reading as a writer Word and Language games Writer talk Role play, drama, storytelling, story- making Writer talk Writing as a reader Story-making prompts Integrating TALK FOR WRITING into your literacy planning PHASE 1 PHASE 2 PHASE 3 Always use

Good practice in planning the ‘BIG’ PICTURE for a unit of work Year 4 – Stories set in imaginary worlds Year 6 – Fiction genres

Planning a unit of work Principles: Each unit should develop Speaking, Listening, Reading and Writing leading to a meaningful outcome; all are inter-related skills Challenging pace and high expectations; Follows the teaching sequence: Reading - Analysis* - Gathering Content* - Writing Integrates ICT, AFL, TfW and cross-curricular links; Enjoyable, engaging and personalised; Flexible timing. *Analysis = How to write *Gathering Content = What to write

Step 1 Select unit of work. Consider progression and cross-curricular links

Year 4 Literacy Units Narrative Stories with historical settings 3 weeks Stories set in imaginary worlds 4 weeks Stories from other cultures 3 weeks Stories which raise issues/ dilemmas 4 weeks Non-fiction Recounts Newspapers/ magazines 4 weeks Information texts 3-4 weeks Explanation 2-3 weeks Persuasive texts 4 weeks s Poetry Creating images 2 weeks Exploring form 2 weeks Think about progression across the units Plays 2-3 weeks

Step 2 Go to Complete Teaching Sequence and Overview on NS site. Write down each phase outcome focusing particularly on form and presentation of FINAL OUTCOME

Planning the ‘BIG’ picture Phase 1 ……………….. Phase 2 ……………… Final outcome : SkillsStrategies Talk for writing

What have your children got to understand/be able to do/learn, to achieve the final written outcome ? Small progressive steps through the sequence, which build on prior learning...!

Make me an expert so I can write a fantastic - play report recount letter set of instructions... Longer teaching sequences then I can apply cross-curricular!

TAP TTask What are the pupils being asked to write? Letter Article Report … AAudience Who is the piece for? Child Adult Formal / informal … PPurpose What is it trying to do? Persuade Inform Argue Entertain...

Step 3 Use text type guidance and progression papers to secure own knowledge, and identify the explicit skills needed by the children to achieve the outcomes (Try writing the written outcome yourself first !)

Step 4 Go to ‘Prior Learning’, then consider APP, gaps in learning and next steps for your own class. Key strands – 7,8,9,10,11

Step 5 In the planning circles outline the key skills to be taught in each phase

Step 6 Add initial ideas for content and strategies in each phase Talk for Writing Comprehension Sentence level skills Word level skills ICT Text choices Short Writing

Book Choice – Quality text

Creating interest Speaking and Listening Discussion and questions A short writing opportunity ??? Position large lily pads cut from vinyl, card, plastic etc around room before children arrive for the day. Generate ideas/stories how they might have got there

Teaching sequence Reading and analysis Gathering Content Planning and Writing Presentation Creating interest Excite Enthuse Engage Explore Enrich

Shared /paired/independent reading of book

Response to the text Likes Dislikes Things that puzzle me Connections (Another book read, a TV character, visit etc)

Phase 1 ‘Book Talk’ Quality Texts - paired/group/whole-class level Step 1 Elicit Response –How did the book make you feel? –What do you like about the story? –Have you ever experienced a strange happening during the night? What was it, and how did you feel? Step 2 Extend response –What do you think might happen when……….? –How did you feel when ……….? –Tell me more about ! Step 3 Encourage critique –Do you agree with ? –Did anyone have a different response to that story/ paragraph? –How does the artwork convey how frogs are feeling at different stages of the story? –What if...???

Responding to the text think say feel Children’s own viewpoints

Short writing opportunities Post it notes Story map Wow words Sentence Letter Poem or text message Fact box Poster Advert Character profile Think, say feel bubbles See A3 sheet

Phase 1/2 - Word and Language games Example : Word association Generating powerful verbs How do the frogs move through air? e.g. glide, soar, speed ‘Magpie’ Writer’s toolkit

Powerful verbs travel dive sky rocket descend fly float climb ascend ride shoot zip quiver hover soar circumnavigate career move sail circle enter propel whizz jet intrude cruise whoosh manoeuvre disturb glide head accelerate proceed drift hurtle escape tear slice crash land

Generate words and phrases to describe setting

Sorting the story into sections Year 4 – ‘boxing-up’ Work in pairs to shape the story into what happens : beg/middle/end Year5/6 Work in pairs to ‘box-up’ story into sections to represent main events, adding notes to act as prompts Invent a title for each stage e.g. ‘Lift off’, ‘Up, Up and Away’ It all began when... Later Finally

Mapping the story and re-telling Create a story map using drawings, symbols or words

Re-telling the story Year 4/5/6 Re-tell story to partner using story map, and connectives for cohesion within and between sections Year 5/6 Using prompt cards, tell story from other point of view e.g one of the frogs. Extend to ‘character’ frog Activity

Phase 1 and 2 Role-play and drama Strategies to explore and develop familiar themes, characters and vocabulary:- role play improvisation hot seating telephone conversation magic microphone interviews freeze frame group interaction and discussion sound tracking defining space

Think about different episodes throughout the story! How you can develop Speaking and Listening skills for a range of audiences, using the different drama conventions?

Hot seating

Developing the story further... Non-fiction recount as reported by detective or police officer ‘It looked like an animal of some kind ’ Journalistic report for local newspaper At least you may think that’s the end, BUT

Non-Fiction - Report Technical vocabulary -naming nouns

Working wall

Planning the ‘BIG’ Picture Year 6 Phase 1 ……………….. Phase 2 ……………… Final outcome : SkillsStrategies Talk for writing

Gap task Have a go at planning the ‘BIG picture’ for a unit of work, using the planning circles and TfW strategies!

Points to consider Initially considering the ‘BIG’ picture is paramount to planning for personalisation and progression for your learners ( NB – Filling in pro-forma not an extra piece of paperwork! To be used to help embed new materials and develop clearer understanding of progressive steps in learning to achieve desired outcomes – the learning journey) Children must engage with Quality texts and be given opportunities to respond at their own level in an open-ended way, engage through drama and role play, and enrich word and language, through games and storytelling