Storyworlds Scottish Planning Guide
Scottish Correlation by Eleanor McMillan
Heinemann Primary
Halley Court, Jordan Hill, Oxford OX2 8EJ
a division of Harcourt Education Ltd
© Harcourt Education Ltd, 2002
Storyworlds Scottish Planning Guide
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Storyworlds Scottish Planning Guide
Contents
The Storyworlds Programme2
Storyworlds and the 5-14 Guidelines2
Storyworlds and Writing 3
Storyworlds Software4
How to use this guide5
Level A Reading6
Level A Writing10
Level B Reading15
Level B Writing19
Stage-by-Stage correlation26
Storyworlds Writing36
The Storyworlds Programme
Storyworlds is a structured reading programme for 4-7-year olds. It comprises 144 readers, plus a Shared Reading and Writing strand. The Storyworlds readers are appropriate for both Independent and Group reading contexts, and teacher support and follow-up activities are provided for both uses.
This Planning Guide provide detailed references to the 5-14 Language Guidelines and should be used in conjunction with the Scottish Edition Teaching Guides. Specific reading and writing skills can be identified quickly to enable greater flexibility in planning. In particular, references are given to show how Storyworlds can be used either for modelled or shared reading sessions with the teacher and pupils working together or for more independent tasks where each pupil can practise appropriate skills to a greater degree of independence.
The materials in Storyworlds provide a detailed language programme for pupils working within Level A up to the early stages of Level C. As a rough guide, Stages 1-6 are suitable for pupils working to Level A, and Stages 7-12 are suitable for pupils working to Level B. Some of the independent activities of Stage 10-12 provide suitable tasks for pupils just starting Level C.
Storyworlds and the 5-14 Guidelines
The 5-14 Language Guidelines describe the early stages of learning to read as a stage when pupils will:
- be developing an understanding of the purpose of print by readings labels, signs and captions and by helping to make their own class books;
- be involved in pre-reading activities to develop skills of matching, discrimination, left-to-right eye movement, and sequencing;
- learn the basic skills of reading through a systematic and progressive programme, which should incorporate an initial sight vocabulary and also develop phonic and blending skills, and the skills of word attack;
- learn to enjoy books by listening to stories and poems and talking about them;
- create and read short texts, with teacher support;
- learn the language terms used in their reading programme.
More recently, the HMI document Improving Reading at the Early Stages recommends reading schemes where there is a:
… rich language programme providing a framework to support the teaching of reading. It should create opportunities to extend the pupils’ spoken language and to link talking, listening, reading and writing together.
The document goes on to say that the reading scheme and the systematic development of phonic skills are the key elements in achieving continuity and progression in reading.
The Storyworlds approach provides a framework to enable children to acquire a growing mastery over a range of reading skills. At each stage of reading development, from the early “see-saw” approach to the longer texts of Storyworlds Bridges, there are opportunities for children to recognise a growing sight vocabulary, use phonic knowledge to decode new and unfamiliar words and to understand stories of increasing complexity. The carefully controlled programme helps children to build on and consolidate the initial skills while developing confidence to tackle more challenging texts.
This continuity from Primary 1 to Primary 3 and 4 helps to provide the stimulation and challenge for pupils to extend their skills effectively as described in Improving Reading at the Early Stages:
Where practice was best …. pupils in P3 were beginning to:
- read more widely or at greater length, for example in reading short novels;
- read with increased fluency and expression;
- read to find evidence from a passage, to make simple references, to discuss the effectiveness of language and to identify main ideas;
- demonstrate their skills in understanding the language and structure of simple information passages such as descriptions, instructions and reports; and
- discuss books and express their own responses in comments and book reviews.
The Group Reading approach suggested in the Storyworlds Teaching Guides embraces the supportive ethos required at the early stages when children are building up confidence in their reading skills and enjoying books by sharing their ideas and experiences with each other. Peer support is crucial and if combined with a manageable system where children take control over their reading, progress will be maximised.
Big Books at each stage give teachers the opportunity to focus on group and whole class teaching and effectively interact with pupils, encouraging them to find links with the story and their personal experiences, to predict what might happen next and to analyse unfamiliar words into wounds in order to help them guess the words. Positive reference is made to this teaching approach in Improving Reading at the Early Stages (p11, 4.2):
... in a lively lesson using a Big Book. Freed from the organisational demands, the teacher concentrated on using here teaching skills to good effect.
This interactive approach is an excellent way of modelling to pupils how to use a variety of reading strategies. It also provides opportunities for the teacher to make links between reading and writing.
Storyworlds Plays can support collaboration as well as developing the skills of reading aloud. A clear structure with suggestions for before, during, and after reading guide the pupils to consider plot, character, setting etc and widen their knowledge about language.
Storyworlds and Writing
In Storyworlds, reading is explicitly linked to writing, through discussion of key aspects of the writer’s craft. At each stage through analysis and discussion children are encouraged to consider “models” of genres.
In the HMI document Improving Writing 5-14, recommendations are made to help pupils understand the qualities of writing through discussion of reading and the document identifies important characteristics of an effective language programme:
… In discussing reading and preparing for writing, there was a planned approach to enabling pupils to recognise that “quality” in relation to writing has several facets.
Pupils were made aware of the need in any writing task to attend to:
- the content/ideas, and the writer’s grasp of them and attitude to them;
- the relevance and organisation of ideas and content, the way they are connected to one another, to meet the requirements of this task and readership;
- the choice of language to suit these requirements;
- the accuracy and correctness of expression, grammar, spelling and punctuation.
In Storyworlds, there are opportunities to engage in a range of writing tasks such as functional, personal and imaginative writing, alongside the development of skills of structuring, punctuation, spelling, handwriting and presentation. The weekly planners in the Storyworlds Bridges Teaching Guide provide good examples of how to link reading and writing across an ability range and can be adapted to suit the needs of the class and the teaching support.
Storyworlds Writing supports the core Storyworlds programme as a whole and further enriches the language curriculum by providing a comprehensive approach to reading and writing. The methodology supports whole class, interactive and participative teaching with independent follow-up work. The texts focus on popular Storyworlds characters, develop a range of genres and cover the key 5-14 language strands. For further details and correlation charts for Storyworlds Writing, see pp 36 – 40.
Storyworlds Software
Storyworlds Software has been created to help teachers integrate ICT into literacy by providing two linked activities for each Storyworlds book. The activities are all linked to key literacy skills and also practise ICT skills. In addition, there are literacy games that offer structured word and phonics skill practice.
ICT and Literacy
Integrating ICT throughout the curriculum is increasingly important. Children need to develop skills which will gain them access to a world in which the use of technology is essential to many aspects of life, including learning, work and leisure.
In addition to this, ICT is in itself a valuable tool to enhance the teaching of literacy. Studies have shown that, providing there are clearly defined subject objectives in place, computers can help raise standards in literacy.
Storyworlds Software integrates ICT and literacy in a way which keeps the literacy objective clearly in focus while providing the added stimulus and support for children that ICT can provide. It can be used as an early introduction to the world of technology which will prepare children to respond to the challenges and opportunities that that world will present.
How to use this Planning Guide
This Planning Guide comprises three sets of correlation charts:
- 5-14 Attainment Targets and Objectives
- Storyworlds correlation charts: Stage-by-Stage
- Storyworlds Writing correlation charts
5-14 Attainment Targets and Objectives
Correlation charts for the 5-14 Attainment Targets show at a glance which Storyworlds units can be used for specific Attainment Targets and Objectives. The Storyworlds units covered here include the Storyworlds Plays published for Stages 4 – 6 and 7 – 9. The correlation charts cover the following strands in Reading and Writing:
Reading: / Writing:- Reading for enjoyment
- Functional writing
- Reading to reflect the writer’s ideas
- Personal writing
and craft /
- Imaginative writing
- Awareness of genre
- Punctuation and Structure
- Reading aloud
- Spelling
- Handwriting and Presentation
Within each strand, numbered objectives are given derived from the 5-14 Attainment Targets. These numbered objectives are matched against specific activities as presented in the Teaching Guides.
Storyworlds correlation charts: Stage-by-Stage
The Stage-by-Stage correlation charts show the Attainment Targets and Objectives covered by each book within the Storyworlds Stages. Storyworlds Software activities are shown using this symbol: . Numbered objectives refer back to the correlation charts for the 5-14 Attainment Targets to give the detail of specific objectives.
Storyworlds Writing correlation charts
The Storyworlds Writing correlation charts show which elements of the 5-14 Attainment Targets and Objectives are delivered by each unit within Storyworlds Writing.
Level A Reading
Reading for enjoyment / Pupils will be able to: / With teacher support: / Working independently (or in pairs)Read for enjoyment simple stories, poems and informational texts /
- Learn to enjoy books by listening to stories and poems and talking about them
- Develop and understand the purpose of print
- Learn the basic skills of reading through a systematic and progressive programme
Stages 1-6
Stage 1Stages 1-3
Storybooks
Readaloud books
Shared reading teaching cards
Storyworld Plays
Stages 4-6
/ Stages 4-6Storybooks
Shared reading teaching cards
Group reading teaching cards
Level A Reading
Reading to reflect on the writer’s ideas and craft / Pupils will be able to: / With teacher support: / Working independently (or in pairs)Read and, with teacher support, talk about short, straightforward text showing that they understand one important idea /
- Talk in a group or individually with the teacher to share text
- Predict what might happen next in a story
- Pick out an important idea from the text
Stages 4-6
Stages 4-6
Storyworld Plays
The Wolf and the KidsDipper in Danger
Storyworld Plays
Stage 4 Max and the CatLittle Rabbit
Stage 5 The Wolf and the Kids
Dipper in Danger
Stage 6 Slug and the Sea Monster
The Gingerbread Man / Stage 4 Red Ted Goes to School
Max and the Cat
Pirate Pete Loses His Hat
Little Rabbit
Stage 5 Grandma’s Surprise
Dipper and the Old Wreck
Fire in the Wild Wood
The Ugly Duckling
Stage 6 The Big Boots
Harry’s Snake
Flora to the Rescue
Awareness of genre / Pupils will be able to: / With teacher support: / Working independently (or in pairs)
Recognise at least one difference between two simple texts of distinct types /
- Recognise differences in the nature of story, poem and dramatic text
- Notice the different ways text can begin
Stages 1-6
Level A Reading
Reading Aloud / Pupils will be able to: / With teacher support: / Working independently (or in pairs)Read aloud a familiar passage or poem so as to convey understanding /
- Listen with understanding to the teacher reading aloud
- Build up confidence in reading to the teacher, with a partner and in a small group
- Gradually develop an awareness of audience
- Recognise and read aloud familiar words
- Recognise rhyming words and rhyming pattern
Stages 1-3
Big BooksReadaloud Books
Stages 4-6
Big Books
Shared reading teaching cards
Stage 1 See-Saw Story books
Stage 2-3 Springboards
Stages 1-6
Stages 1-6
Stage 1 The New ChildrenMr Big Goes to the Park
The Big Pancake
Stage 2 Naughty Joe
Bingo Wants to Play
Stage 3 The Empty Lunch Box
Mr Marvel and the Cake
The Boy Who Cried Wolf /
Storyworld Plays
Stages 4-6
Stages 4-6
Stage 1 The Lost StorybookMr Big Goes to the Park
Mr Big Goes on Holiday
The Little Red Hen
Stage 2 Naughty Joe
Bingo Wants to Play
Monty at the Party
The Fox and the Stork
Stage 3 The Empty Lunchbox
The Robots
Frisky and the Cat
Frisk Plays a Trick
Mr Marvel and the Car
The 3 Billy Goats Gruff
The Boy Who Cried Wolf
The Hare and the Tortoise
Level A Reading
Reading Aloud / Pupils will be able to: / With teacher support: / Working independently (or in pairs)- Recognise alphabet letters and their equivalent sounds
- Develop and practise phonic skills
A Monster for Miss Owen
The Lost Storybook
Mr Big has a Party
Mr Big Goes on Holiday
Stage 2 Clever Joe
Bingo and the Bone
Yum Yum
The Big Surprise
Monty at the Seaside
Monty at the Party
The Old Woman and the Hen
The Fox and the Rabbit
Stage 3 The Selfish Dog
Stages 4-6
/ Stage 2 Monty at McBurgerThe Bears and the Honey
Stage 3 Frisky and the Ducks
The Selfish Dog
Stages 4-6
Level A Writing
Functional Writing / Pupils will be able to: / With teacher support: / Working independently (or in pairs)Write briefly for a simple practical purpose /
- Report orally on practical activities
- Explore sequence through drawings and diagrams
- Observe and select important features to order their writing with the teacher acting as scribe
- Begin to compose simple pieces of writing using a combination of strategies
Frisky and the Cat
Stage 4 Red Ted at the Beach
Max and the Apples / Stage 4 Red Ted Goes to School
Pirate Pete and the
Treasure Island
Pirate Pete Loses His Hat
Personal Writing / Pupils will be able to: / With teacher support: / Working independently (or in pairs)
Write briefly about a personal experience /
- Speak confidently about themselves and their experiences and interests
- Express their ideas through detailed drawing, mark-making or “having a go”
- Contribute their ideas to a piece of writing scribed by the teacher
- Write briefly following a sentence starter expressing their own ideas
Stage 4 Max and the Cat / Stage 3 The Selfish Dog
The Robots
Stage 5 Dipper and the Old Wreck
The Straw House
Stage 6 Slug and the Sea Monster
Level A Writing
Imaginative Writing / Pupils will be able to: / With teacher support: / Working independently (or in pairs)Write a brief imaginative story /
- Begin to develop imaginative ideas through role play, stories, broadcasts etc.
- Develop an awareness of sequence by looking at beginnings, middles and endings of stories read by the teacher
Stage 2 Bingo Wants to Play
Monty and the Ghost Train
The Fox and the Stork
Stage 3 The Lost Coat
The Robots
Frisky Wants to Sleep
Frisky and the Ducks
Stage 5 The Bag of Coal
Stage 6 The Magic Trident
Stage 2 Dinner Time
Stage 5 Dipper and the Old Wreck
Stage 6 The School Fair
Level A Writing
Imaginative Writing / Pupils will be able to: / With teacher support: / Working independently (or in pairs)- Begin to compose simple stories using a combination of strategies
- Understands the function of print and writes for different purposes
Bingo Wants to Play
The Old Woman and the
Hen
Stage 3 The Three Billy Goats
Gruff
Stage 4 Max and the Drum
Pirate Pete and the
Monster
Stage 5 Fire in the Wild Wood
Stage 6 The School Fair
The Magic Trident / Stage 4 Max and the Cat
Pirate Pete and the
Monster
Little Rabbit
The Sun and the Wind
Stage 5 Grandma’s Surprise
The Mango Tree
Dipper and the Old Wreck
Dipper to the Rescue
Dipper in Danger
The Big Snowball
Creepy Castle
The Bag of Coal
The Lake of Stars
The Wolf and the Kids
The Straw House
Stage 6 The Lost Costume
The Big Boots
The School Fair
Harry’s Seal
Olly the Octopus
Slug the Sea Monster
The Gingerbread Man
The Old Woman Who
Lived in a Vinegar Bottle
The Cooking Pot
Stage 1 The Naughty Hamster
Peek-a-Boo
Mr Big Goes to the Park
Stage 2 Bingo Wants to Play
Monty and the Ghost Train
Stage 3 The Selfish Dog
Level A Writing
Punctuation and Structure / Pupils will be able to: / With teacher support: / Working independently (or in pairs)Use capital letters and full stops correctly in more than one sentence /
- Understand that capitals and full stops help to make the meaning clear when reading independently and to others
- Learn to use capital letters and full stops in their own writing through:
-reading their own writing to others /
Stages 2-6
Stages 2-6
Stage 5 Dipper and the Old WreckThe Straw House
Stage 6 The Big Boots
Slug and the Sea Monster
Spelling / Pupils will be able to: / With teacher support: / Working independently (or in pairs)
In writing tasks, spell accurately the words they need to use most commonly /
- Take an interest in words, how they sound, how they are made, and the patterns within them
- Spell lists of common words and use them appropriately in their writing
Stages 5 & 6 Using look, cover, write and check
Level A Writing