1. Session 2 The Planning Process for Literacy

2. Aims of the session: To consider how to develop the phases of the planning process for a literacy unit of work To consider how the planning process links with existing practice in school To develop an understanding of the aspects of the planning and teaching that will support and enhance learning

3. Speak and Listen for a wide range of purposes in different contexts Read and write for a range of purposes on paper and on screen 1. Speaking 2. Listening and responding 3. Group discussion and interaction 4. Drama 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 12. Presentation 11. Sentence structure and punctuation A clearer structure for Literacy STRANDS

4. 4 strands Speak and Listen for a wide range of purposes in different contexts 8 strands Read and write for a range of purposes on paper and on screen The Framework objectives have been grouped under two headings to correlate more closely with the National Curriculum: Framework Objectives

5. 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

6. Developing the Model 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.

7. Planning Phases

8. Planning Circles Gathering ideas and content: Visual literacy, drama, speaking and listening, Short writing opportunities Planning, Shared writing, Independent and guided writing: Creative outcomes Phase 3 Shared reading: decoding understanding text analysis Phase 1 Phase 1 to 2 Phase 2 Phase 2 to 3

9. Review prior learning: Teacher has: referred to data - set differentiated expectations Selected appropriate objectives to text type, linked to pupil’s interests/cultural requirements Identified learning needs Identified key aspects of learning and cross curricular learning links Children have knowledge of their personal targets

10. An example of a unit of work Phase 1 –Read an extract from The Machine Gunners by –Robert Westall Phase 2 –Gathering ideas – use of pictures, drama, role play, artefacts –Incidental writing Phase 3 –Main writing outcome – could be story, newspaper –report, historical report… Phase 4 (possible) –Sometimes there is a 4 th phase if speaking and – listening activities form the outcome for one of –the phases before writing take place.

11. Identifying Objectives To ensure effective planning of literacy skills, teachers need to plan for the ongoing elements of literacy learning within each unit and across the year, using assessment for learning to ensure children make effective progress and they reach the national expectations.

12. Activity 1: From the exemplified unit of work you have brought with you, identify the objectives and highlight them on the ‘Core Learning’ sheet for your year group. Taking into account all the children in your class do you need to highlight objectives from the previous and following year group? Remember achieving age related targets may not be sufficient for attaining contextual value added in your school!

13. Core Teaching in Reading Introducing an interesting and engaging text-WOW! Explicit teaching of reading strategies -applying the relevant reading strategies -Assessment Focuses 1 – 7 -techniques to navigate texts -comprehension strategies – including drama and visual image and enjoyment! response to text – not comprehension exercises! 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 Phase 1 Shared reading: decoding understanding text analysis

15. Guided Reading Activities: Hearts and Minds Hot seating Character Swap Reading Journals Interactive ICT activities Keep it exciting and interactive!

16. Evidence and Review: Evidence could be Working Walls Reading Journals Photographs Written Outcomes Child Conferencing ICT Teachers can review through Framework Assessments Observations Plenaries Discussion Children’s Work

17. Gathering Ideas Phase 2 Gathering ideas and content Visual literacy, drama, speaking and listening Short writing opportunities Research and note-making skills Exploring ideas Role Play; ‘Reading’ film and still images Using sounds Visits/visitors/experiences – real or virtual Cross-curricular content; Drama techniques; Making notes; Incidental writing. This is the phase when explicit teaching of writing skills and techniques takes place.

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 Story map

21. Activity: This phase is the specific teaching of the HOW to write, following on from the WOW introduction! Referring to the Learning Outcomes for this phase from your unit of work: Look for opportunities that enable specific writing skills to be taught i.e. word level, sentence level, punctuation, grammar and structure

22. Evidence and Review: Evidence could be Working Walls Reading Journals Photographs Written Outcomes ICT Teachers can review through Marking Observations Pupil feedback Questioning Annotate planning, revisit success criteria and targets.

23. Writing Skills Skills need to be demonstrated Assessment Focuses 1 to 7 Explicit reference to, and application of, age-related expectations Moving both genre and skills forward Making writing creative and enjoyable Shared Writing:Shared Writing: teaching next level of age-related skills Guided Writing:Guided Writing: teaching matched to specific needs of pupils Independent Writing:Independent Writing: application, creativity and enjoyment Phase 3 Planning Shared writing Independent and guided writing Creative outcomes

24. Assess and Review Formal end of unit assessment of pupils’ work Teachers need to: Provide ‘closing the gap’ marking/feedback – against success criteria/targets Review attainment against objectives – identifying areas that need further teaching Set new targets Children need to: Have opportunities to review their own learning Respond to marking/feedback Revisit/review personal targets

25. Ways in… Start with the objectives and see how you can adapt existing plans to include these Take one strand (e.g. sentence structure) and use as a focus throughout the school Each year group to try one of the unit plans from their year group