The Renewed Framework for Literacy

Implementation through phonicsDay 2

Summer 2007

OBJECTIVES

• To discuss the implications of the Rose review,– Speaking and listening– Implications of the restructuring of the

searchlights model for teaching reading– The teaching of phonics– Application into reading and writing

• To look at planning using the literacy units

• To introduce the interim task/PDM3

Feedback from PDM2

• What was your focus for PDM2?

• What actions have you undertaken since Day 1?

barriers strengths next steps

Application of phonic skills and knowledge in shared and guided reading and writing

• Planned opportunities as well as incidental.

• Model blending during shared reading.

• Model segmenting during shared writing

• Support the application of these skills in guided work.

• Use guided reading as a valuable opportunity for more discrete teaching at specific levels.

Session 4

Planning using the renewed framework

Developments in planning

• Based on findings from the work of Eve Bearne, and action research by practitioners

• Developing practice from coverage within fixed time frames to more flexible learning sequences based on AfL

• Planning model underpins the role of the renewed framework in raising standards

Developing the model

• Planning model developed through action research with leading practitioners from around the country

• Planning in phases of learning within meaningful contexts found to have a significant impact on standards in writing – in 71.5% of the sample, writing levels had improved by one third of a level or above in the course of one term.

• Main findings were summarised in the UKLA/PNS publication ‘Raising boys’ achievement in writing’.

Underpinning principles

Learning and Teaching:• Firmly based on AfL• Has a clear outcome and purpose • Works through a sequence of phases to support

learning • Provides time for children to explore and respond to

texts• Provides time for children to experience and engage

in the writing process• Provides time for children to plan collaboratively and

as individuals• Speaking and listening is integral to the learning• Utilises modelled, shared, guided and supported

approaches to scaffold learning

time

time

time

Key elements

Shared reading

Shared writing

Independentwork

Guided writing

Guided reading

Talk for writing

Plenary

The phases

read

analyse

write

Shared reading

-------------- Gra

mm

ar --------------Shared writing

Guided writing

Independent writing

Talk for writingVocabulary work

Drama

Writing across the curriculum

Note taking

Summarising

Film

Real experience

Year 2…………...as it appears on the web

Narrative14 weeks

UNIT 1Stories with

familiar settings

(4 weeks)

UNIT 2

Traditional stories *

(4 weeks)

UNIT 3

Different stories by the same author *

(3 weeks)

UNIT 4

Extended stories/signific

ant authors*(3 weeks)

Non-fiction15 weeks

UNIT 1

Instructions* (4 weeks)

UNIT 2

Explanations *

(3 weeks)

UNIT 3Information

texts(4 weeks)

UNIT 4

Non-chronological

reports* (4 weeks)

Poetry6 weeks

UUNIT 1

Patterns on the page *

(2 weeks)

UNIT 2Really looking

(2 weeks)

UNIT 3Silly stuff

(2 weeks)

Your job…………map units over the year

Autumn

NARR 1Stories with

familiar settings(4 weeks)

NON-FICT 1

Instructions* (4 weeks)

POETRY 1

Patterns on the page * (2 weeks)

SpringNARR 2

Traditional stories *(4 weeks)

NON-FICT 2

Explanations *

(3 weeks)

POETRY 2Really looking

(2 weeks)

NON-FICT 3Information

texts(4 weeks)

Summer

NARR 3

Different stories by the same author *

(3 weeks)

POETRY 3Silly stuff(2 weeks)

NON-FICT 4

Non-chronological

reports* (4 weeks)

NARR 4

Extended stories/significant authors*

(3 weeks)

Considerations

• What do we do now?– How do the units match current plans?– Under narrative, non-fiction and poetry for

each year group.

• What cross-curricular links do you want to make?

• Keep block in correct order e.g poetry2 before poetry3.

• Spread evenly over the year.

Mixed age classes

• Constant or changing picture?• Currently four examples on website covering

1/2, 2/3, 3/4, 5/6.• PS units on website later this term for classes

with 3 year groups.• Rolling programme for classes with 2 year

groups.• Dorset teachers working on planning for

September 07.• Principles of mixed age planning document to

support schools.

Planning

• Overview

• Objectives

• Prior learning

• Teaching sequence

• Assessment

• Children’s targets

• Key aspects of learning

• Resources

Task

• Discuss how the units develop the basic model according to the text type, learning objectives and learning outcomes?

• How do the principles of modelled, shared, supported and independent learning underpin each phase?

Gap task

• Planned support for colleagues (demonstration/ joint planning/ observation)

• Identify any CPD needs

• Support for colleagues in FS/KS1 in planning phonics

PDM3

Objectives• To discuss the implications of the Rose

review,– Speaking and listening– Implications of the restructuring of the searchlights

model for teaching reading– The teaching of phonics– Application into reading and writing

• To shape a curriculum to meet the needs and interests of all children, ensuring high-quality inclusive learning and teaching.