Session 2

The Planning Process for Literacy

Aims of the session:

• To consider how to develop the phases of the planning process for a literacy unit of work

• To consider how the planning process links with existing practice in school

• To develop an understanding of the aspects of the planning and teaching that will support and enhance learning

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

A clearer structure for LiteracySTRANDS

4 strands

Speak and Listenfor a wide range

of purposes in

different contexts

8 strands

Read and write for a range of purposes

on paper and on screen

The Framework objectives have been groupedunder two headings to correlate more closely with the National Curriculum:

Framework Objectives

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 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.

Planning Phases

Planning Circles

• Gathering ideas and content:

• Visual literacy, drama, speaking and listening,

• Short writing

opportunities

•Planning, •Shared writing,

•Independent and guided writing: •Creative outcomes

Phase 3

Shared reading:•decoding

•understanding•text analysis

Phase 1

Phase 1 to 2

Phase 2

Phase 2 to 3

Review prior learning:

Teacher has:• referred to data - set differentiated expectations• Selected appropriate objectives to text type, linked to

pupil’s interests/cultural requirements• Identified learning needs• Identified key aspects of learning and cross curricular

learning links

Children have knowledge of their personal targets

An example of a unit of work• Phase 1

– Read an extract from The Machine Gunners by – Robert Westall

• Phase 2– Gathering ideas – use of pictures, drama, role play, artefacts– Incidental writing

• Phase 3– Main writing outcome – could be story , newspaper – report, historical report…

• Phase 4 (possible)– Sometimes there is a 4th phase if speaking and– listening activities form the outcome for one of – the phases before writing take place.

Identifying Objectives

To ensure effective planning of literacyskills, teachers need to planfor the ongoing elements of literacy learning within each unit and across the year, using assessment for learning to ensure children make effective progress and they reach the national expectations.

Activity 1:

From the exemplified unit of work you have brought with you, identify the objectives and highlight them on the ‘Core Learning’ sheet for your year group.

Taking into account all the children in your class do you need to highlight objectives from the previous and following year group?

Remember achieving age related targets may not be sufficient for attaining contextual value added in your school!

Core Teaching in Reading• Introducing an interesting and engaging text-WOW! • Explicit teaching of reading strategies- applying the relevant reading strategies - Assessment Focuses 1 – 7 - techniques to navigate texts - comprehension strategies – including drama

and visual image and enjoyment!• response to text – not comprehension exercises!• Shared reading – teaching next level of age

appropriate skills – comprehension or analysis• Guided reading – teaching next level of current

attainment • Independent reading – application and enjoyment

Phase 1Shared reading:

decodingunderstandingtext analysis

Guided Reading Activities:

• Hearts and Minds

• Hot seating

• Character Swap

• Reading Journals

• Interactive ICT activities

Keep it exciting and interactive!

Evidence and Review:Evidence could be

• Working Walls

• Reading Journals

• Photographs

• Written Outcomes

• Child Conferencing

• ICT

Teachers can review

through• Framework

Assessments

• Observations

• Plenaries

• Discussion

• Children’s Work

Gathering Ideas

Phase 2• Gathering ideas and

content• Visual literacy, drama,

speaking and listening• Short writing

opportunities

Research and note-making skills

• Exploring ideas

• Role Play;

• ‘Reading’ film and still images

• Using sounds

• Visits/visitors/experiences – real or virtual

• Cross-curricular content;

• Drama techniques;

• Making notes;

• Incidental writing.

This is the phase when explicit teaching of writing skills and techniques takes place.

Drama activities

• In pairs, think of questions to ask the firemen

• Hotseat one of the main characters• Overheard conversation – What are the

two characters on the right saying?• Freeze frame the action – What are the

characters thinking?• Role play what happens next

Short writing opportunities

• Post it notes• Story map• Notes• Diary• Letter• Poem• Email or text

messages• Problem page

• For and against • Fact boxes• Summarising • Character profiles• Thought bubbles and

speech bubbles• Short play-script/

conversation/dialogue• Story map

Activity: This phase is the specific teaching of the HOW to

write, following on from the WOW introduction!

Referring to the Learning Outcomes for this phase from your unit of work:

• Look for opportunities that enable specific writing skills to be taught i.e. word level, sentence level, punctuation, grammar and structure

Evidence and Review:Evidence could be

• Working Walls

• Reading Journals

• Photographs

• Written Outcomes

• ICT

Teachers can review

through• Marking

• Observations

• Pupil feedback

• Questioning

Annotate planning, revisit success criteria and targets.

Writing Skills• Skills need to be demonstrated• Assessment Focuses 1 to 7• Explicit reference to, and application of,

age-related expectations• Moving both genre and skills forward• Making writing creative and enjoyable• Shared Writing:Shared Writing: teaching next level of

age-related skills• Guided Writing:Guided Writing: teaching matched to

specific needs of pupils• Independent Writing:Independent Writing: application,

creativity and enjoyment

Phase 3•Planning

• Shared writing • Independent and guided writing

• Creative outcomes

Assess and ReviewFormal end of unit assessment of pupils’ work

Teachers need to:• Provide ‘closing the gap’ marking/feedback – against

success criteria/targets• Review attainment against objectives – identifying

areas that need further teaching• Set new targetsChildren need to:• Have opportunities to review their own learning• Respond to marking/feedback• Revisit/review personal targets

Ways in…

• Start with the objectives and see how you can adapt existing plans to include these

• Take one strand (e.g. sentence structure) and use as a focus throughout the school

• Each year group to try one of the unit plans

from their year group