1. CPD Years 1 and 2 Autumn training
Embedding the NS materials into planning and teaching a Literacy unit of work A practical workshop
CPD Years 1 and 2
Autumn training

2. Using the play dough, can you make an imaginary
Year 1/ Narrative
Using the play dough, can you make an imaginary
Antarctic creature?
Talk for writing

3. 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 exemplify one possible approach to planning the initial ‘BIG’ picture, demonstrating how the new materials and strategies can be embedded into the Teaching Sequence, and delivered within an engaging, creative learning context –
Practical workshop
To consider how the materials can be used to develop progression of skills for children on track in Key stage 1

4. Light bulb moments

5. Core Strands in Revised Literacy Framework
Speak and listen for a wide range of purposes in different contexts
Speaking
Listening and responding
Group discussion and interaction
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

6. The Teaching Sequence for Writing
Text type guidance
Familiarisation with the genre / text – reading analysis
Talk
For
Writing
Capturing Ideas
Oral rehearsal
Steps in Learning
Progression summary
Teacher Demonstration
Teacher scribing
Supported writing
Guided writing
Independent Writing
Edit, review and improve
Pupil targets 6

7. Support for Writing Text type guidance Steps in Learning Pupil targets
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
The Support for Writing three functions support the challenges on the slide.
BEFORE showing next slide – ask how many narrative text types can the teachers list.
Then ask them to create an action that captures the essence of that text-type. e.g. Legends – pulling bow and arrow (Robin Hood) or pulling the sword from the stone (Arthurian legends).

8. Non-chronological report
Text-types
Fiction
Non-fiction
Explanation
Traditional tales
Instruction
Fairy Tales
Recount
Fantasy
These are the Narrative text-types explained in the materials.
The information is similar to that in the back of Grammar for Writing. There are several more text-types explained and more detail about the particular features of each text type as well as generic information about narrative texts.
Dialogue – plays, comics and film
Non-chronological report
Contemporary fiction

9. Broad Learning Objectives
E.g Year 2. Strand 10 – Text structure and organisation
Use planning to establish clear sections for writing
Steps in Learning -1
Steps in Learning - 2
Steps in Learning - 3
Children use a scaffold such as a writing frame to help them plan what to include in e.g. a set of instructions – first, next, finally
Children independently plan how to organise content of e.g. an explanation text using a structure such as a flow chart, but create the structure themselves following teacher demonstration
Children write e.g. Non-chronological report independently applying what they know about planning strategies to decide how to plan the content of each paragraph in their writing

10. Pupil Targets Year 1- Strand 11
Level 1c
Develop the sense of a sentence. Write single words and phrases
Level 1b
Be able to say and write one simple sentence independently. Use capital letters and full stops to punctuate a simple sentence
Consider beginnings of paragraphs and begin use of connectives to help structure text.
Refer teachers to paper copy of Year 4, Strand 10 – Pupil Targets along the bottom.
The model sentences on the notes pages for slides 18 to 35 reflect the 3B and 3A targets on this slide.
Level 1a
To write simple sentences independently using correct punctuation.

11. Pupil Targets Year 2- Strand 11
Consider beginnings of paragraphs and begin use of connectives to help structure text.
Refer teachers to paper copy of Year 4, Strand 10 – Pupil Targets along the bottom.
The model sentences on the notes pages for slides 18 to 35 reflect the 3B and 3A targets on this slide. 11

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

13. 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 13

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

15. Integrating TALK FOR WRITING into your literacy planning
Book talk
Reading as a writer
PHASE 1
Word and Language games
Writer talk
Role play, drama, storytelling, story-making
PHASE 2
PHASE 3
Writer talk
Writing as a reader
Story-making prompts
Always use 15

16. Good practice in planning the ‘BIG’ PICTURE for a unit of work
Year 1/2 – Stories with familiar settings

17. 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
Briefly explain the teaching sequence - Using the next slide to illustrate how it links to the phases.
Explain that it is the Gathering Content which is a development from the old framework - children are taught how to write but also given opportunities to gather content for what to write.

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

19. Think about progression across the units
Year 1 Literacy Units
Narrative
Stories with familiar settings
2 x 2 or 4 weeks
Stories from a range of cultures/with predictable + patterned language
2 x2 or 4 weeks
Traditional + fairy tales (inc plays)
4-5 weeks
Stories about fantasy worlds
2 x 2 or 4 weeks
Non-fiction
Labels,
lists and captions
1 week
Instructions
2 weeks
Recounts,
Dictionary
Information texts
5 weeks
Recount
(fact + fiction)
Poetry
Using the senses
2 weeks
Pattern and rhyme
Poems on a theme
Think about progression across the units

20. Year 2 Literacy Units Narrative Non-fiction Poetry Instructions
Stories with familiar
settings
2x2 4 weeks
Traditional stories
4 weeks
Different stories by the same author
3 weeks
Extended stories/significant authors
Non-fiction
Instructions
4 weeks
Explanations
3 weeks
Information texts
4 weeks
Non-chronological
Reports
Poetry
Patterns on the page
2 weeks
Really looking
Silly stuff

21. 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

22. Planning the ‘BIG’ picture Skills Strategies Talk for writing
Phase 1 ………………..
Talk for writing
Phase 2 ………………
Final outcome : 22

23. What have your children got to understand/be able to do, to achieve the final
written outcome ?

24. Longer teaching sequences
Make me an expert so I can
write a fantastic -
sentence
report
recount
letter
set of instructions 24

25. (Try writing the written outcome
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 !)

26. 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

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

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

29. Book Choice

30. A short writing opportunity
Creating interest
Lose in school grounds! ??????
A short writing opportunity
Show the egg – if you’ve had chance to make one – otherwise just use the picture on the slide.
Ask groups to generate questions about the egg using the question hands.
List some of the questions on the whiteboard and take ideas for answers.
Encourage teachers to look for short writing opportunities.
Utube

31. Teaching sequence Creating interest Reading and analysis Gathering
Content
Planning
and Writing
Excite
Enthuse
Engage
Explore
Enrich
Most teachers are familiar with the main three phases of the teaching sequence.
Go through each of the three phases and make sure that everyone understands them.
Click the slide and the ‘Presentation’ phase will appear at the bottom. Make the point that it is really important to help children see a real purpose for their writing that we try to lift the writing out of the exercise book – what format can the outcome of the unit take (written or otherwise)
Click the slide and the ‘Creating Interest’ slide will appear at the top of the teaching sequence. This has been added because we feel that some teachers have lost a bit of their spark when planning literacy. They have gone down the route of opening a big book on a Monday to start each unit. Some of the fun and creativity has been lost along the way. Creating interest in the theme prior to reading is really important as it makes the children want to read. It gives us opportunity to pre-visit vocabulary and to give children experiences that will help them engage in the unit.
Presentation

32. The little black and white penguin
Once upon a time there was a little black and white penguin who was lost at the South Pole.
“ Where is my mummy?” squeaked the little black and white penguin. “I need to find her.”
So he set off across the frozen ice.
First he met a slithery seal.
“Are you my mummy?” ……………………………….
Imitation - use story map

33. The little lost penguin1
The little lost penguin 2
seal 3
albatross
humpbacked whale 4 5
mum

34. Coffee 34

35. Guided talk
Using the story picture cards, sequence the events in the story.
Use this scaffold to discuss elements of story e.g. What happens? Where are they?
Model a story opening and ask child to retell same part (repeat for other sections)
Take turns to retell story around the group
Develop this into more independent retelling using story sticks, puppets, story map or drama

36. Phase 1 Book Talk Quality Texts
Step Elicit Response
How did the book make you feel?
What do you like about the story?
Have you ever lost anything? What was it, and how did you feel?
Step Extend response
What do you think might happen when……….?
How did you feel when ……….?
Tell me more about !
Step Encourage critique
Do you agree with ?
Did anyone have a different response to that story/ paragraph?

37. Visual literacy Where are they? What will the boy do now?
Why did the boy take the penguin to the South Pole?
How does the boy feel?
Who is in the boat?

38. Short writing opportunities
Fact box
Poster
Advert
Character profile
Think, say feel bubbles
Post it notes
Story map
Wow words
Sentence
Letter
Poem
or text message
Refer back to the planning circles – these go hand-in-hand with the speaking and listening and drama activities.
These are useful ways to maximise writing opportunities throughout a unit of work not just at the end!
Children respond enthusiastically to these types of writing activities as they appear incidental and non-threatening. They can often arise spontaneously as well as being planned for.

39. They gave each other a great big hug.
feel
think
say

40. What does the boy say to the birds?

41. Phase 1 Reading as a Writer ...
Year 2
But then the boy saw something in the water ahead of him.
Closer and closer he got, until he could see…
WHAT is the effect, and HOW is it achieved? 41

43. Phase 2 Gathering ideas and language
role play and drama

44. Phase 1 and 2 Role-play and drama
Strategies to explore and develop familiar themes, characters and vocabulary:-
Picture talk
mimes
role play
improvisation
‘hot seating’
thought-tracking
conscience alley
freeze frame
Group interaction and discussion 44

45. Hot seating

46. Though tracking
Thought bubbles for characters at key moments in the text when they don't really speak.

47. The boy and the penguin are going on a journey to the South Pole
The boy and the penguin are going on a journey to the South Pole. What should they take with them?
hat
boots
jumper
scarf
book
Link to phonic work

48. Decide on a name for your animal and the place where it lives.
Tell me about !
Decide on a name for your animal and the place where it lives.
Using the question hand, invite your partner to ask questions to bring the animal/creature/character into being.
E.g. Tell me more about where it lives – how cold is it?
Tell me more about what it likes to eat!
Tell me more about why he has a !

49. Question Hand
Ask the teachers in pairs to use the question hand to generate a range of questions about the picture and any aspect of it, e.g. What is the boy going to do next? Where is his Mum and Dad?
Hot seating would follow on from this beautifully! You can try this at the twilight if you have time.
Return to the previous slide so that they can see it whilst generating questions or refer to copy of picture in handout. OR

50. Shared writing Teacher modelling – I’ll show you!
Teacher scribing – now we’ll have a go together…
Independent writing – you try on your own ! 50

51. Love Writing programme
Punctuation
Openers
Connectives
Wow words
colours and kinaesthetic learning

52. Layered Writing Targets
Early stage
L1a-2c
L2b-3a
Recognise letter sounds and correspondences
Letter formation
Write CVC words
Write simple sentences (from 4 word to 6/7 word sentences)
Say a series of simple sentences
Write a series of simple sentences
Write six sentences about a picture /story/subject
Once One When Then Next
and but so when because
Describing words
colour . big , little
. ? ,
punctuation openers connectives wow words

53. . The Sunshine Club action8
park your pencil CAPITALS finger tell full stop and Count

54. The Star Writers Programme
Star Skills;
Secure sentence formation
Punctuation . , ?!
Openers - Once, One, When, Then, Next,
Connectives- and but because
Describing words- size, colour

55. Working wall 55

56. Information texts Can you find the answers to the questions on
your KWL grid, using books, pictures, internet
resources, film, etc.?
Lou
Discuss how the research that follows will include books, online resources, documentary film. This will be based around finding the answers to the questions.
Show the big book – how do we find information using a non-fiction book?
Internet resources could include espresso, national geographic kids, yahooligans, etc.
List other useful websites.
Watching the short documentary clip taken from Espresso. Enhance watching by providing questions for teachers to answer. Make it clear that in class, you would need to watch the clip ,ore than once to find the answers.
Focused watching of the documentary to answer the questions.

57. Layout Features heading caption diagram information amazing fact
Give out features cards.
Play game recognising the features, e.g.
Stand up…
I tell you what you will find out about on this page.
I tell you what some of the words mean.
I tell you what’s in the picture or photograph.
Add cards to the big book. Explain how this could translate to a table top activity.
picture/photograph
amazing fact

58. Language Features General Penguins are ……………….. Technical vocabulary
species
flippers
propel
warm-blooded
insulate

59. Think about progression
Skills
Strategies
Planning
the ‘BIG’
Picture
Year 2
Phase 1 ………………..
Talk for writing
Think about progression
in Strands
9, 10, 11,
from year 1, for children
‘on track’
Phase 2 ………………
Final outcome : 59

60. Next Steps Have a go at planning the ‘BIG picture’ for a unit of work
using the
planning circles!
Next Steps

61. Where do penguins live ? Do all penguins live at the South Pole?
No, penguins live actually at the South Pole but two species do live on the edges of the Antarctic continent. The islands of the Antarctic and sub-antarctic support the largest number of species. There are several species that live in temperate climates and one at the equator (the Galapagos penguin). No penguins live in the northern hemisphere.

62. Do penguins have feathers or fur?
Are penguins birds?
Yes, penguins are birds (Aves) in that they have feathers, lay eggs and have forelimbs modified as wings, but in this case used for swimming. They also share all the other characteristics of birds, being warm-blooded (around 40 deg C).
Do penguins fly?
No, penguins use their wings (called flippers) to propel themselves through water rather than air. Because water is much more dense than air, penguin wings are shorter and stouter than the wings of flying birds. Penguins are also much heavier than similar sized flying birds and have solid bones rather than weight-saving air-filled bones. While these characteristics enable penguins to efficiently "fly" through water, they have had to sacrifice the ability to fly in air to do so.
Do penguins have feathers or fur?
Yes, like all other birds, penguins have feathers. Penguin feathers are short, overlapping and densely packed. The outer part of the feather is waterproof while the inner down section traps an insulating layer of air, keeping the penguin warm in the sometimes freezing water. Unlike those of flying birds, the feathers on a penguin wing are very short.

63. Do penguins fly? Other information Where do penguins live?
Fur or feathers?
Other information

64. Zone Of Relevance greedy lonely upset miserable cheeky selfless kind
selfish
upset
misunderstood
excited
happy
miserable