1. Planning a Unit of Work in Literacy Planning a Unit of Work in Literacy Tutorial

2. Initial thoughts about the unit…. Personal experience and reading CPD I have attended, such as Talk for writing Previous experience of teaching this text type What are the pupils interested in? Click for e.g. of rational e

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4. What can the children already do? Ongoing formative assessment Outcomes from last unit of work Curricular targets APP

5. Learning objectives and progression… Ensure LOs are matched to the needs of the children Use Steps in learning to support progression Click for e.g.

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7. Audience, purpose, outcome… What will be the final outcome? What are the skills & learning outcomes for this unit? Can ICT be used to present the outcome? Is there a real audience? What is the purpose? What CHOICES will the children be given?

8. Using the planning exemplars… Is this suitable for the children in my class? How does this relate to my own ideas for the unit?

9. Other considerations… Assessments of children s prior learning. Have you made any changes to the learning objectives? Ideas from Steps in learning. Progression papers and text typetext type guidance ICT opportunities.

10. Planning considerations… B e c r e a t i v e … exciting texts multimodal texts / film websites drama strategies modelled writing guided reading/writing reading journals word/sentence work ICT opportunities cross curricular links to APP Consider possible components of the teaching sequence / learning and teaching strategies Sir Ken Robinson on creativity

12. The environment… Educational visits Working walls Book boxes Role play areas Provide as many opportunities as possible for children to immerse in and contextualise their literacy learning in its broadest sense.

13. The phases… Further develop the initial ideas and map onto the outline of the teaching sequence. Regularly return to learning objectives and ensure ideas are focussed on the learning outcomes for each phase. Decide which strategies are necessary to support the learning outcome. Click for e.g. of completed planning skeleton

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15. Always keep in mind any practical considerations: access to resources – especially ICT, additional adult support and timetable constraints

16. Questions to consider… ttttttt When will spelling conventions be taught and investigated? How and when will sentence level objectives be taught? What will guided teaching focus on? Can independent spelling strategies be taught within the writing process? Which aspects will require modelled and shared talk, reading or writing? How might plenaries be used effectively?

17. Think about the learning that you want to happen. This will help you to form key questions and plan plenaries which will allow you to assess the children s learning.

18. Why am I writing this? (purpose) Who am I writing this for? (audience) So what style do I need to write in? So what sort of writing will suit this purpose? (form)

20. Personal friend(s) - good idea of how much detail is necessary and can be informal Yourself – know exactly how much detail is required and no formalities needed Who is it for? What do we know about them? Person(s) you dont know personally but you know something about them – reasonable idea of how much detail is necessary and reasonably formal style Remote audience – writing must always be explicit and is likely to be formal

21. Recount To retell events Report To describe the characteristics of something Instruction To tell someone how to do or make something Discussion To present a balanced argument Explanation To explain how or why something happens Persuasion To persuade someone to agree with your point of view

22. Recount letterletter autobiographyautobiography diary or journaldiary or journal newspapernewspaper magazine articlemagazine article science experimentscience experimentReport information leafletinformation leaflet advertisementadvertisement cataloguecatalogue travel brochuretravel brochure pamphlet from pressure grouppamphlet from pressure group newspaper/magazine articlenewspaper/magazine article poster or flierposter or flier book blurbbook blurb letter to editorletter to editor Discussion newspaper editorialnewspaper editorial non-fiction book on an issuenon-fiction book on an issue write up of a debatewrite up of a debate formal essayformal essay leaflet or article giving balanced account of an issueleaflet or article giving balanced account of an issue Explanation encyclopaedia entryencyclopaedia entry non-fiction booknon-fiction book technical manualtechnical manual question and answerquestion and answer articles and leafletsarticles and leaflets write up of sciencewrite up of sciencePersuasion advertisementadvertisement cataloguecatalogue travel brochuretravel brochure pamphlet from pressure grouppamphlet from pressure group newspaper/magazine articlenewspaper/magazine article poster or flierposter or flier book blurbbook blurb letter to editor or editorialletter to editor or editorialInstructions reciperecipe technical manualtechnical manual non-fiction booknon-fiction book rulesrules sewing or knitting patternsewing or knitting pattern signssigns

23. Subjective Objective Informal Formal Personal Impersonal Go back