Primary Framework CPD 2009-2010 Day 1
Literacy Key Stage 1 : Progression through Engagement HO 4.04
· Year 2 Narrative Unit - Additional text based unit 3 weeks / Specific guidance for early reading and ongoing teaching of word, sentence and speaking and listening needs to be covered alongside this unit, informed by ongoing assessment for learning.Phase 1 (5 days)
· Read and respond to a modern classic. Explore how images add additional information to the text. Discuss the emotional state of the main characters and the setting used in the narrative. / Phase 1 Learning outcomes
· Children can express ideas about a character using evidence from the text to justify their opinion.
· Children understand that words, images and sounds can convey different elements of a narrative to a reader
· Children understand that punctuation and font features can influence how a text is read
· Children can re-tell a story / Overview
· Reading and response: Read a traditional story with examples of predictable and patterned language( e.g.The three Bears). Children to join in the retelling of the story using actions to signify key events (TFW)
· Follow this activity by reading a modern classic ( Owl Babies)
· Children prepare and retell the story using signposts given by the author to emphasis feelings and specific vocabulary and incorporating some formal story language. Encourage them to sustain the account whilst keeping the listener's interest.
· (Analysis): Compare the theme setting and characters of the Owl Babies with traditional stories that have three characters and a predictable pattern e.g. The Billy Goats Gruff, The Three Bears. Support the children in identifying the similarities between these tales and the Owl Babies. Locate key descriptive words and phrases. Identify sequence of events and compare the plots of different stories. Predict incidents and endings based on experience of traditional tales. Use improvisation and role-play to explore alternatives.
· (Speaking and listening): Watch and listen to videos of real owls and discuss the mood and atmosphere created by the sounds. Watch presentation (live performance/video) of traditional tale(s) from another culture. Discuss how mood and atmosphere were created. Describe characters orally and in writing.
· (Writing): Using the Owl Babies as a model, demonstrate how to structure a new sequence of events and use this as a story plan. Children write own short stories in the style of a traditional tale. Include elements from reading, for example formal story language, typical dialogue. Use past tense consistently and temporal connectives to introduce the different parts of the story.
Prior learning
Check that children can already:
· Recognise speech punctuation.
· Be familiar with the use of time connectives.
· Write in complete sentences with capital letters and full stops.
· Navigate an on-screen text with some confidence ?
· Ensure that children are familiar with traditional tales and have an understanding of their structure and main features.
· Guided reading sessions should be planned and delivered according to the needs of the different children in the class, making use of AfL and APP.
· Guided writing sessions should be planned according to needs of different children , making use of AfL and APP, based on SfW materials and drawing specifically on Pupil Writing Targets.
Phase 2 (3 days)
· Discuss how characters behave and how that is reflected in the text, images and vocabulary. Plan and write a short, alternative modern classic based on the structure of traditional stories using connectives to indicate time and tension.
Phase 3 (7 days)
· Discuss how words and images can convey different information to a reader. Demonstrate how images can give the reader additional information that enhances the text. / Phase 2 Learning outcomes
· Children can innovate stories they know well and invent new stories
· Children can produce story maps / story mountains to support their planning
Phase 3 Learning outcomes
· Children can write a simple story using a range of connectives to link ideas and build tension for the reader.
· Children can use punctuation and other font features to influence how a text is read
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Primary Framework CPD 2009-2010 Day 1
Literacy Key Stage 1 : Progression through Engagement HO 4.04
Year 2 Learning Objectives
Most children learn to:
· (The following list comprises only the strands, numbered 1 through 12, that are relevant to this particular unit. Where there are relevant Steps in Learning for an objective, a link has been included.)
Speaking
· Tell real and imagined stories using the conventions of familiar story language
· Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication
Listening and responding
· Respond to presentations by describing characters, repeating some highlights and commenting constructively
Drama
· Present part of traditional stories, their own stories or work from different parts of the curriculum for members of their own class
Word recognition: decoding (reading) and encoding (spelling)
· Read independently and with increasing fluency longer and less familiar texts
· Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns
· Know how to tackle unfamiliar words that are not completely decodable
· Read and spell less common alternative graphemes including trigraphs
· Read high and medium frequency words independently and automatically
Word structure and spelling
· Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters
· Read and spell less common alternative graphemes including trigraphs
Understanding and interpreting texts
· Draw together ideas and information from across a whole text, using simple signposts in the text
· Give some reasons why things happen and or characters change
Engaging with and responding to texts
· Explain their reactions to texts, commenting on important aspects
Creating and shaping texts
· Draw on knowledge and experience of texts in deciding and planning what and how to write
· Select from different presentational features to suit particular writing purposes on paper and on screen
Text structure and organisation
· Use planning to establish clear sections for writing
Sentence structure and punctuation
· Write simple and compound sentences and begin to use subordination in relation to time and reason
Presentation
· Word process short narrative and non-narrative texts
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Primary Framework CPD 2009-2010 Day 1
Literacy Key Stage 1 : Progression through Engagement HO 4.04
Steps in Learning
Strand 9 Creating and shaping texts
Progression summary
· Children build on their knowledge and experience of texts during Year 2 and grow more confident in planning for writing.
· Their handling of a range of forms becomes more consistent (for example, in their use of person and tense) as well as more creative (for example, in adapting forms and exploring vocabulary).
Learning objective
· Make adventurous word and language choices appropriate to the style and purpose of the text
Step in learning 1
· In shared writing children contribute their own language choices for a modern traditional tale based on a model that uses patterned language.
Step in learning 2
· In guided writing children focus on finding and choosing words to describe accurately the close details they have observed from first-hand experience.
Step in learning 3
· Children work with a response partner during talk for writing and independent writing. They apply what they have learned about language choices, style and poetic forms to write a humorous poem. They are given time to explore their ideas through play and experimentation.
Strand 10 Text structure and organization
Progression summary
· During Year 2, children make progress in the way they organise whole texts by planning how best to group content together into sections. They also begin to take account of the way meaning links from section to section.
Learning objective
· Use planning to establish clear sections for writing
Step in learning 1
· In independent writing, children use a support structure such as a writing frame to help them plan what to include in each part of their story.
Step in learning 2
· Children independently plan how to organise the content of a narrative story. They follow a suggested and familiar structure for planning, such as a story board or flow chart but they create the planning structure themselves.
Step in learning 3
· Children write a modern traditional tale during independent writing. They apply what they know about planning strategies to decide independently how to plan the content of each paragraph in their writing.
Strand 11 Sentence structure and punctuation
Progression summary
· During Year 2, children begin to include some longer sentences to add more detail and variety to their writing. They experiment with coordinated clauses to create compound sentences using and, or, and but and they begin to use subordinate clauses to explain when and why. The range of punctuation evident in their independent writing extends to include question marks.
Learning objective
· Write simple and compound sentences and begin to use subordination in relation to time and reason
Step in learning 1
· During shared writing, the teacher demonstrates how to combine simple sentences to create a compound sentence. Children contribute to drafting a story by suggesting compound sentences. They reflect on the difference in effect between two simple sentences and one compound sentence.
Step in learning 2
· In guided writing, children focus on sentence construction during the process of writing a sustained story in the style of a familiar author. They edit their first drafts, experimenting with both simple and compound sentences and comparing their effects on style linked to pupil writing targets.
Step in learning 3
· During independent writing, children extend the range of sentence structures they use. They begin to use subordination for time and reason to help them sequence or connect events and develop character.
Phase 1: Listening; reading; analysis and discussion (5 days)· Read and respond to a modern classic story. Explore how images add additional information to the text. Discuss the emotional state of the main characters and the setting used in the narrative.
· During this phase read the children the story OWL BABIES, using actions to make it memorable; this will support the children’s understanding and internalize the structure of the story. / Learning outcomes:
· Children can express ideas about a character using evidence from the text to justify their opinion.
· Children understand that words, images and sounds can convey different elements of a narrative to a reader
· Children understand that punctuation and font features can influence how a text is read
· Children can re-tell a story
Pupil Targets ( Support for Writing) that could be used to differentiate guided and independent activities during Phase 1.
Year 2 - Level 1a / Year 2 - Level 2c / Year 2 - Level 2b
Strands 7/8 Understanding and interpreting texts, Engaging and responding to texts
· Identify key themes and give reasons for events in stories, selecting relevant information from the text. / · Talk about and give reasons for why things happen and what might happen because of character’s actions. / · Identify how words and phrases have been used to create effects, e.g. to create humour, images and atmosphere.
· Locate relevant information to find answers to simple questions. / · Locate specific information in the text to find answers to simple questions. / · Understand how to use alphabetically ordered texts to retrieve information.
Talk for Writing / The story-making process
· IMITATION – familiarisation by retelling a story using a multi-sensory approach until it can be told fluently. Initially, retelling happens as a whole class, followed by story circles and then with partners.
Session 1
Objective
· To introduce the unit of work and to develop pupils interest in the text/ theme. / Whole class
· Show the whole class an image of a forest/wood and ask them to imagine they are sitting in the middle of it. What can they see and feel? What creatures might live in the forest/wood? Model for them how they might respond using sentence starters and referring to the image. Ensure that you express feelings of being alone/ lonely. Give children the opportunity to imitate what you have done using a similar image.
· Tell the children that you are going to play them a video of a creature that lives in the forest and that you want them to listen to the sound it makes.
· After playing the video ask the children to work in pairs and discuss what they heard. Working in pairs children orally compose a sentence about their thoughts and feelings to feedback to the class.
· Write up in speech bubbles the children’s thoughts as they are said and create a wall of thoughts and feelings that the children can read back / Plenary
· Make links with the previous activity.
· Introduce the Owl Babies using just the image on the front cover.
· Use the strategy – Tell me more about…
· What is the illustrator trying to achieve? How do they know?
· (Use of facial features/body language to show the owls feelings and the setting.) Annotate the front cover using children’s thoughts.
Session 2
Objective
· To read and respond to a modern classic / Whole class
· To read the complete story of the Owl Babies
· Book Talk – Ask children for initial responses to the text
· Use sentence starters as prompts
Ø What did you think about?...
Ø How did it make you feel?...
Ø Who were the main characters?..
· Use images from the text to support their responses / Suggested independent / guided activities
· Children record initial responses to text in reading journals focusing on characters, settings and overall themes.
· Children record/ tape their thoughts and responses / Plenary
· To embed understanding and develop inference - Teacher in role as mother owl. In pairs, children think of questions to ask and then she answers.
Session 3
Objective