Approaching Texts in the EYFES/KS1 classroom using ‘ Literature Works ’ Jenn Stoker Westerhope Primary School.

Approaching Texts in the Approaching Texts in the EYFES/KS1 classroom EYFES/KS1 classroom

using using ‘‘Literature WorksLiterature Works’’

Jenn Stoker Westerhope Jenn Stoker Westerhope Primary SchoolPrimary School

ObjectivesObjectives

To plan using To plan using ‘‘BeforeBefore’’ , , ‘‘DuringDuring’’ and and ‘‘AfterAfter’’

To identify key teacher strategies To identify key teacher strategies Use literature focus as tool for Use literature focus as tool for

broader curriculum provisionbroader curriculum provision Are able to identify clear progress in Are able to identify clear progress in

reading achievementreading achievement

Success criteriaSuccess criteria are able to effectively engage with and gain a are able to effectively engage with and gain a

good understanding of the text(s)using specific good understanding of the text(s)using specific strategiesstrategies

make extended contributions giving reasons for make extended contributions giving reasons for views and choicesviews and choices

listen to others in class and ask relevant listen to others in class and ask relevant questionsquestions

to talk with enthusiasm and understanding in to talk with enthusiasm and understanding in relation to texts.relation to texts.

Writing outcomes are clearly linked to the Writing outcomes are clearly linked to the identified reading texts and provide pupils with a identified reading texts and provide pupils with a clear Purpose, Audience and Form clear Purpose, Audience and Form

Getting goingGetting going

Meeting. Meeting. ‘‘BeforeBefore’’, , ‘‘DuringDuring’’ and and ‘‘AfterAfter’’ Sequencing texts across half termSequencing texts across half term Talking into understandingTalking into understanding Personal responses to textPersonal responses to text Close readingClose reading

ReceptionReception First focus was listen to First focus was listen to

others in class, ask others in class, ask relevant questions and relevant questions and retell stories orally. In retell stories orally. In order to do this, the order to do this, the first text was focused first text was focused on for several sessions. on for several sessions. A role play area was A role play area was also set up to provide also set up to provide opportunities for the opportunities for the children to engage their children to engage their imagination and imagination and empathy with the empathy with the characters. characters.

The first text The first text Reception used as Reception used as their hook was The their hook was The Bear by Raymond Bear by Raymond Briggs. Briggs.

The BearThe Bear

The children enjoyed being the bear during The children enjoyed being the bear during the snowy weather, using drama to act out the snowy weather, using drama to act out the words in the story and help their the words in the story and help their understanding of the vocabulary. understanding of the vocabulary.

The teacher put the children into groups of 4 The teacher put the children into groups of 4 to tell a part of the story which they had an to tell a part of the story which they had an illustration of. The children then told their illustration of. The children then told their part to the class. The teacher was very part to the class. The teacher was very happy with the outcomes in terms of happy with the outcomes in terms of reading and engaging with the text and reading and engaging with the text and speaking and listening skills. speaking and listening skills.

JasperJasper’’s Beanstalk s Beanstalk

The children engaged with the story The children engaged with the story map and began to create their own – map and began to create their own – child initiated- this developed their child initiated- this developed their confidence.confidence.

Growing Growing

Child with SEN drew the story map out Child with SEN drew the story map out of choice…of choice…

He could retell the story using his story He could retell the story using his story map to prompt him. map to prompt him.

Growing Growing

FinlayFinlay’’s oral retelling…s oral retelling…

GrowingGrowing

MaryahMaryah’’s retelling - s retelling -

Focusing in on languageFocusing in on language

The children listened for patterned The children listened for patterned language. They created their own language. They created their own patterns…patterns…

GrowingGrowing

Children also read texts about mini Children also read texts about mini beasts in guided sessions. They were beasts in guided sessions. They were very keen to write to the animals in very keen to write to the animals in Reception!Reception!

Year One Year One Focused on Year One progression in narrative Focused on Year One progression in narrative

– identify the goal or motive of the main – identify the goal or motive of the main character and talk about how it moves the plot character and talk about how it moves the plot on. on.

They used various teacher strategies to They used various teacher strategies to develop the childrendevelop the children’’s understanding of Hands understanding of Handaa ’’s motive – these included children acting in s motive – these included children acting in role, story mapping, children thinking of own role, story mapping, children thinking of own examples of motive/goal linked to their examples of motive/goal linked to their experience, teacher demonstrating close experience, teacher demonstrating close reading of the text and questioning what reading of the text and questioning what HandaHanda’’s motive was and how it was shown in s motive was and how it was shown in the text through the words Handa says and the text through the words Handa says and how she behaves. how she behaves.

Year One Year One

Year OneYear One’’s second focus was linked to s second focus was linked to their art based curricular focus. They their art based curricular focus. They used the Katie and the Artists books by used the Katie and the Artists books by James Mayhew- which they read across James Mayhew- which they read across the half term. They also focused on a the half term. They also focused on a book called The Snailbook called The Snail’’s Trail by Jo s Trail by Jo Saxton. Teacher strategies – Before Saxton. Teacher strategies – Before reading – using illustrations to reading – using illustrations to encourage speculation and prediction. encourage speculation and prediction. During reading- motive of character During reading- motive of character following on from last focus. following on from last focus.

Hooks into creative Hooks into creative curriculumcurriculum

Texts used…Texts used…

After reading After reading

Linking to Art objectives – creating Linking to Art objectives – creating art in the style of Matisse art in the style of Matisse

Year 2Year 2

Year 2Year 2’’s first focus was linked to their s first focus was linked to their Australia topic. The range of texts studied Australia topic. The range of texts studied were linked to helping the children to were linked to helping the children to understand contrasting localities and add understand contrasting localities and add depth to their understanding of different depth to their understanding of different cultures, landscapes and environmental cultures, landscapes and environmental issues. In terms of their reading skills, the issues. In terms of their reading skills, the main focuses were: developing empathy, main focuses were: developing empathy, understanding and inference. Developing understanding and inference. Developing ability to close read and use quotes to ability to close read and use quotes to support answers – how do you know? support answers – how do you know?

Where the Forest Meets the Where the Forest Meets the Sea, Possum Magic, Aboriginal Sea, Possum Magic, Aboriginal Myths, ThereMyths, There’’s an Ouch in my s an Ouch in my

PouchPouchBefore reading – build up suspense – use Before reading – build up suspense – use

illustrations, maps, names/pictures of illustrations, maps, names/pictures of foods mentioned in the texts, quotes from foods mentioned in the texts, quotes from the text, wanted posters, I wonder… etc the text, wanted posters, I wonder… etc

During – choose short sections for close During – choose short sections for close reading/ book talk – how did Grandma reading/ book talk – how did Grandma Poss feel when Hush became visible? How Poss feel when Hush became visible? How do you know? Questioning and using do you know? Questioning and using prompts – sentence starters, could the boy prompts – sentence starters, could the boy really see the dinosaur? really see the dinosaur?

During… During…

Likes/dislikes/puzzles/thoughtsLikes/dislikes/puzzles/thoughts Word/vocabulary focus – collect Word/vocabulary focus – collect

powerful description- talk about how powerful description- talk about how it makes you feel…it makes you feel…

Develop pupil dialogue – pupils set Develop pupil dialogue – pupils set questions and use book talk prompts questions and use book talk prompts on cards to steer conversation. on cards to steer conversation.

Point- evidence- explanation Point- evidence- explanation

Possum MagicPossum Magic

Anzac biscuits in Adelaide ■ Mornay and Minties in Melbourne ■ Steak and salad in Sydney ■ Pumpkin scones in Brisbane ■ Vegemite sandwiches in Darwin ■ Pavlova in Perth ■ Lamingtons in Hobart

AfterAfter

Diary entry… first person recount- Diary entry… first person recount- shows viewpoint and feelings- shows viewpoint and feelings- encouraged to use evidence from the encouraged to use evidence from the text. text.

Story in the style of the author… What Story in the style of the author… What if you were invisible for the day? Use of if you were invisible for the day? Use of ICT – Photostory – children create book ICT – Photostory – children create book trailer- retelling – persuasion.trailer- retelling – persuasion.

Writing across the curriculum Writing across the curriculum

The Tin ForestThe Tin Forest

The Tin Forest by Helen Ward The Tin Forest by Helen Ward Before … Before … Illustrations – who is this man? How Illustrations – who is this man? How

does he feel? I wonder why he feels does he feel? I wonder why he feels this way…this way…

The Tin ForestThe Tin Forest

What changed in the story? What What changed in the story? What was the message of the story? was the message of the story?

How would you describe the old How would you describe the old man? Which words in the story make man? Which words in the story make you think the old man is like this? you think the old man is like this?

Focus on the language – guided Focus on the language – guided reading session focused on two page reading session focused on two page spread… spread…

The Tin ForestThe Tin Forest

Guided Reading – language focus- Guided Reading – language focus- acting out the language to acting out the language to understand it- create sound scape of understand it- create sound scape of the jungle to create the meaning… the jungle to create the meaning…

The Tin ForestThe Tin Forest

After … After …

The children wanted to find a The children wanted to find a companion for the old man… they companion for the old man… they wrote a letter to a nice old lady to wrote a letter to a nice old lady to persuade her to come to live in the persuade her to come to live in the forest with him. forest with him.

Some of the children wrote description Some of the children wrote description of the forest. of the forest.

Leading into poetry and non-Leading into poetry and non-fictionfiction

Children researched animals using non-Children researched animals using non-fiction texts- their purpose was to find out fiction texts- their purpose was to find out about mini-beasts the old man needed for about mini-beasts the old man needed for his new forest.his new forest.

We linked the text to the poetry unit. We linked the text to the poetry unit. Children developed their skills of close Children developed their skills of close observation of detail. The higher ability observation of detail. The higher ability read Minnows from John Keats – As I Stood read Minnows from John Keats – As I Stood Tiptoe Upon a Hill and focused on the Tiptoe Upon a Hill and focused on the close, detailed description. close, detailed description.

Across the curriculum…Across the curriculum…

Relating to topic and deepening Relating to topic and deepening understanding of social, historical, understanding of social, historical, geographical and cultural differences geographical and cultural differences and similarities…and similarities…

Next stepsNext steps

Class – developing ability to book talk Class – developing ability to book talk beyond higher ability/ more confident beyond higher ability/ more confident readers and talkers. readers and talkers.

School – use the approach of meeting- School – use the approach of meeting- both EYFS and KS1 phase as a model both EYFS and KS1 phase as a model for planning and sharing and for planning and sharing and developing ideas for teaching of developing ideas for teaching of reading. reading.