Autumn 2007 Twilight Presented by Lancashire Leading Literacy Teachers

Autumn 2007 Twilight Autumn 2007 Twilight Presented byPresented by

Lancashire Leading Literacy Lancashire Leading Literacy TeachersTeachers

Planning from the Renewed Framework

Designing Learning Designing Learning OpportunitiesOpportunities

Yeah . . . O.K.Yeah . . . O.K.Planning!Planning!

AimsAims• To support teachers in developing coherent

planning;• To familiarise teachers with the Renewed

Framework units of work;• To suggest possible planning formats;• To exemplify the process of planning a unit of

work;• To raise awareness of the Interactive Planning

Tool.

PlanningPlanning

The Strands(Age-related

skills)

The Units(Themes and

text-types)

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

The Literacy Strands - Skills

The Units The Units (p1 - 7)(p1 - 7)

Each Year Group has a selection of units covering:

• Narrative;• Non-Narrative;• Poetry.• Closely related to 1998 units of work.• The units ensure that teaching and learning

takes place in meaningful contexts with a purposeful outcome.

The Units - Themes and Text-typesThe Units - Themes and Text-types

Unit 1(4 weeks – could be spread out)

Poetry

Unit 3

Information texts

(4 weeks)

Unit 2

Instructions

(3–4 weeks)

Unit 1

Reports

(4 weeks)

Non-fiction block

Unit 5 Authors and letters

(3 weeks)

Unit 4 Adventure and mystery

(4 weeks)

Unit 3 Myths, legends, fables, traditional tales

(4 weeks)

Unit 2 Dialogue and plays

(4 weeks)

Unit 1 Stories with familiar settings

(3 weeks)

Narrative block

Rationale for planningRationale for planning• Units of work;

• Flexibility of arranging units over the year to tie in with school curricular map;

• Revisiting of objectives;

• Weighted in favour of the school’s identified priority - (Writing, Reading, Boys)

• Suggested time scales for delivery.

Year 3 illustration across a yearYear 3 illustration across a year

Unit 5

Authors and letters

Unit 3

Information texts

Unit 4

Adventure and mystery

UnitUnit 2

Instructions

Unit 3

Myths, legends, fables. Traditional tales

Unit 2

Dialogue and Plays

UnitUnit 1

Reports

Unit 1

Stories with familiar settings

Name of unit

3 weeks4 weeks4 weeks2 weeks3 – 4 weeks

4 weeks4 weeks2 weeks4 weeks3 weeksLength of unit

NarrativeNon-fictionNarrativePoetryNon-fictionNarrativeNarrativePoetryNon-fiction NarrativeTheme

Year 3Year Group

The Objectives

The Outcomes

Planning a unit of workPlanning a unit of workPrinciples:• Each unit should develop Speaking, Listening,

Reading and Writing leading to a meaningful outcome;• Challenging pace and high expectations;• Follows the teaching sequence: ReadingReading - - Analysis*Analysis* -- Gathering Content*Gathering Content* - - WritingWriting• Integrates ICT, AFL and cross-curricular links;• Enjoyable, engaging and personalised;• Flexible timing.

*Analysis = *Analysis = How to writeHow to write * *Gathering ContentGathering Content = = What to writeWhat to write

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Planning Planning CirclesCircles

Gathering ideas and content:• Visual literacy, drama,

speaking and listening• Short writing opportunities

WritingShared writing

•Planning, •Independent and guided writing:

•Creative outcomes

Phase 3

ReadingShared reading:

•decoding•understanding•text analysis

Phase 1

Phase 2

Looking at a Unit of Work Looking at a Unit of Work

• Activity - Sketch Plan -Look at the list of suggested techniques for learning and teaching (Page 8)

• Look through the Unit - Year 3 Narrative Adventure and Mystery - (Pages 9 - 12)

• Annotate the planning circles (Page 13) with appropriate techniques for each phase. (there may be some repetition of techniques at different phases).

Gathering ideas and content:• Visual literacy, drama,

speaking and listening• Short writing opportunities

WritingShared writing

•Planning, •Independent and guided writing:

•Creative outcomes

ReadingShared reading:

•decoding•understanding•text analysis

Skills Learning opportunities and

techniquesPredicting

‘Crystal Ball’Inference

Hot Seating

Process of planning on chosen formatProcess of planning on chosen format

Refer to Step by Step Guide to Planning - (Page 14) and the example unit of work.

• Identify the main theme of the unit and associated objectives;

• Decide upon the form of the unit outcome;• Decide upon the learning outcome/s (‘child

speak’) for each phase;• Using your chosen planning format, map the key

objectives against the three main teaching phases.

Process of Planning continuedProcess of Planning continued

• Add initial thoughts on content for each phase;

• Consider a range of teaching strategies and approaches; (as annotated on the sketch plan)

• Assessment opportunities; • Incorporate use of speaking, listening,

drama, ICT and cross-curricular links.

Unpicking ObjectivesUnpicking Objectives• The objectives are very broad and are end-of-

year expectations;

• It is important to be aware of the layers within each objective;

• The big objectives cannot be achieved in one lesson;

• A lesson/learning objective should be achievable within a short time-scale;

• Children should learn something in every lesson.

Unpicking ObjectivesUnpicking Objectives• The outcome of this unit is - Write an adventure

story that has: a problem and resolution; paragraphs and/or chapters with connectives to signal time, sequence or place; description of typical setting and characters; written dialogue . . .

• Activity - unpick ‘Compose sentences using adjectives, verbs and nouns for precision, clarity and impact’ into steps.

• Progression papers

Independent ActivitiesIndependent Activities Differentiate the main learning objective;

• Don’t try to plan too many activities;• One core activity linked to the lesson objective taught; • Support for less able and extend for more able;• BA: Writing frames, word banks, TA, different outcome; • AA: Different outcome; autonomy; higher expectations

in skills.

Guided Sessions: These should reflect the learning needs of the children more than the theme of the unit.

Mixed age planning Mixed age planning • Select the unit from one of the year groups;• Use the strand objectives from across the year

groups to meet the needs of the pupils (particularly the sentence strand 11);

• Refer to the progression documents in the library on the Website/DVD – see example;

• Continue to use current planning and support with the suggested teaching sequences where appropriate.

• See example (Page 15-16)

Day Whole Class - Text Whole ClassSentence/Spelling

Guided Independent Plenary

1 Session 1: Rules andconventions

(Better spellers)Independentinvestigations of rulesand conventions

Revisit/reinforce rulesand conventions.Homework list 1.

2

3 Session 2: Quickassessment/troubleshoot of Session 1spellings.

4

5 Session 3: Strategiesfor independentspelling

(Better spellers)Independentinvestigations ofstrategies.

Revisit/reinforcestrategies. Homeworklist 2.

6

7 Session 4: Quickassessment/troubleshoot of Session 3spellings.

8

9Session 5: Dictatedtest.

10

What about Phonics and Spelling?

Suggested sequence for five-session spelling

Planning FormatPlanning Format• Should be flexible to allow responses to

learning to be accelerated, reinforced or re-focused;

• Show learning and learning outcomes rather than/as well as activities;

• Reflect the teaching phases;• Show lesson content not lesson structure. (?)• See example - Pages 17 - 20

An example planAn example planSee the example plan: Pages 21 - 25 • The overview page;• Note the spelling sessions;• The initial shared session - speaking and

listening;• The use of drama and film;• The incidental writing opportunities;• Suggested timings;• Flexible lesson structures.

The Interactive Planning ToolThe Interactive Planning Tool

The Interactive Planning ToolThe Interactive Planning Tool

The Interactive Planning ToolThe Interactive Planning Tool

Home time!