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Implementing the Renewed Framework Enhancing Literacy Day 3

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To review action plan for implementation of the Renewed Framework and ... Countdown to September when it is expected all schools will be using the Renewed ... – PowerPoint PPT presentation

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Title: Implementing the Renewed Framework Enhancing Literacy Day 3


1
Implementing the Renewed FrameworkEnhancing
Literacy - Day 3
  • 11th or 12th July 2008

2
Objectives
  • To review action plan for implementation of the
    Renewed Framework and identify next steps
  • To be briefed the Letters and Sounds phonic
    resource
  • To be aware of the new Year 5/6 materials
  • To have a greater understanding of the teachers
    role in guided teaching of reading and writing
  • To become familiar with the interactive planning
    tool

3
  • Agenda
  • Key Messages
  • Review of progress so far
  • Letters and Sounds
  • BREAK
  • Year 5/6 materials
  • Guided Teaching (Reading Writing)
  • LUNCH
  • Interactive Planning Tool

4
Primary Framework 2007-2008
  • Countdown to September when it is expected all
    schools will be using the Renewed Primary
    Framework in all classrooms
  • Interactive Planning Tool launched in April
  • WhatWorksWell practice transfer tool available
    from October 2007
  • Assessment for Learning area of the Framework
    Spring 2008 in partnership with QCA
  • Exemplar progression within levels in literacy
    and mathematics
  • Guidance on use of AfL in classrooms in key
    strands
  • Links to the Interactive Planning Tool area

5
Framework developments
  • Library
  • Content
  • Helping children to meet age-related expectations
  • Interactive whiteboard files
  • Year 5 and 6
  • Interactive planning tool

6
Progress so far..
  • What progress has been made in your school so far
    in terms of implementing the Renewed Framework
    for Literacy?

7
Monitoring the implications of actions
  • Scrutiny of planning
  • Joint or paired reviews
  • Setting time-lined activities and outcomes
  • Agreeing success criteria
  • PDMs (Staff Meetings)
  • Discussions with teachers and pupils
  • Lesson observations

8
Evaluating impact on childrens learning
  • Ongoing review and assessment of childrens
    achievements in the identified strand within the
    Framework
  • Work scrutiny with pupil discussions and
    interviews
  • Pupil progress meeting notes or records
  • Audit of the environment or learning walks
  • Planning scrutiny with feedback
  • Lesson observations
  • National Curriculum assessment through
    end-of-year outcomes and ongoing teacher
    assessment

9
Letters and Sounds
10
Letters and SoundsThe new phonics resource
  • Available now
  • Distribution direct to schools and LA s
  • Events for HTs and LA representatives May/June
  • Introduction to Letters and Sounds Tuesday 10th
    July. This will be repeated in Autumn Term.
  • Meets criteria for high quality phonic work
  • Notes of Guidance, Six phase teaching booklet,
    DVD
  • CLLD website

11
Phase 1
  • Seven Aspects
  • Three Strands in each
  • Modelling Speaking and Listening
  • Introduces oral blending and segmenting in Aspect
    7
  • Adult-led activities
  • Illustrated freely chosen activities
  • Continues well beyond introduction of Phase 2

12
Phase 2
  • Introduces 19 grapheme-phoneme correspondences
  • Decoding and encoding taught as reversible
    processes
  • As soon as children have a small number of
    grapheme/phoneme correspondences, blending and
    segmenting can start ( /s/a/t/p/i/n/)
  • Tricky words
  • Typical duration Up to 6 weeks

13
Phase 3
  • Introduces another 25 graphemes
  • Most comprising two letters
  • Representation of each of the 43 GPCs
  • Reading and spelling two syllable words and
    captions
  • Typical duration Up to 12 weeks

14
Phase 4
  • Consolidates knowledge of GPCs
  • Introduces adjacent consonants
  • No new GPCs
  • Typical duration 4-6 weeks

15
Phase 5
  • Introduces alternative graphemes for spelling
  • Introduces alternative pronunciations for
    reading
  • Developing automaticity
  • Throughout Year One

16
Phase 6
  • Increasing fluency and accuracy
  • Throughout Year Two (although teaching of
    spelling continues well into KS2)

17
Year 5/6 Resources
18
Year 5/6 CD
  • Tracking tool
  • SEAL
  • Year 5/6 timeline overview
  • Year 5/6 timeline support and linked materials
  • Key questions for schools and teachers
  • Year 5/6 transition unit
  • 5 units of work based on real texts
  • FLS guidance
  • Parent materials

19
Supporting Underperforming Pupils in Year 5/6
  • Identifying underachieving pupils and
    implementation of interventions eg. plan to use
    FLS resource for both Yr5 and Yr6 where needed
  • Making effective use of the Yr5 materials
    including the timeline and Yr5/6 transition unit
    to ensure a continuum of support is maintained
    into Yr6
  • Accelerate pupil progress, particularly in Yr5/6
    and generate higher expectations of pupils
  • Ensure underperforming Yr5 pupils are identified
    through effective pupil tracking systems which
    lead to the identification of high value
    curricular targets and focus on key strands of
    the Framework
  • Informed transfer into Yr6 e.g. timeline of key
    activities for Yr5 teachers, Yr5/6 transition
    unit, planning units that focus on high value
    curricular targets

20
Discussion
  • What progress has been made during this term to
    identify underachieving pupils in Yr5 and
    interventions needed to support those pupils?
  • What actions or steps can be taken in school this
    term and early in the autumn term to make
    effective use of the Yr5/6 materials and ensure
    progress is being accelerated in Yr5 and Yr6?

21
Guided Teaching -Reading Writing
22
Improving Attainment through Guided Reading
  • Strengthening understanding of progression in
    reading
  • Developing comprehension
  • Addressing the specific identified reading
    development needs of a class/group/target group
    (will lead to the achievement of appropriate
    reading curricular targets)

23
Recent research is based on seeing the child as
  • Actively engaging with the text to create meaning
  • Acquiring strategies whilst engaged in authentic
    reading rather than as a separate set of skills
  • Applying cognitive, interpretive and
    problem-solving strategies
  • Influenced by differences in their own experience
    and in their wider socio-cultural context

24
Improving Attainment through Guided Writing
  • Strengthening planning and delivery of effective
    teaching sequences from the primary framework
  • Provide guidance to teachers to support improved
    understanding of the teachers role in guided
    writing.
  • Addressing the specific identified writing
    development needs of a class/group/target group
    (will lead to the achievement of appropriate
    writing curricular targets)
  • -meaningful motivating writing
  • -engagement and enjoyment
  • -understanding the writing process
  • -understand what is needed to improve their own
  • writing

25
Early Writing
  • Young children learn how to write through
  • Developing oral language
  • Reading with an adult individually and/or in a
    group
  • Playing games that help them to hear sounds in
    words and form the letters that represent them
  • Playing and experimenting with writing and
    watching others write (shared writing)
  • Structured opportunities for developing writing
    within real, meaningful and engaging contexts

26
Shared Writing
  • Points to consider
  • It is important to ensure the purpose and the
    audience is clear to the children from the outset
  • Key feature of effective practice is the
    demonstration of the reversibility of reading
    (decoding) and spelling (encoding)
  • The teacher models the writing process, thinking
    aloud, making the link to speech and showing how
    a writer makes decisions on the run and adapts
    writing
  • Modeling the planning process and using planning
    to support writing
  • Use higher order skills developed through reading
    to develop writing
  • Breaking the writing process into small steps and
    scaffolding that process and structure
  • Developing shared success criteria and
    understanding of key features of genres
  • Demonstrating how to meet curricular targets and
    achieve next steps in writing
  • Securing raised expectations and developing
    childrens confidence

27
Talk for writing
  • Helps children to keep the composition of their
    work in their heads
  • Guides how the text should sound its style and
    voice for the audience and purpose
  • Supports children to sequence and structure their
    writing
  • Provides the crucial point of reference against
    which to check for sense and meaning
  • Develops childrens confidence

28
Guided Writing
  • Guided Writing should be planned with the
    following in mind
  • To support children in planning and developing
    their own writing
  • To revise and edit and evaluate work in progress
  • To provide differentiated support addressing the
    specific identified development/learning needs
    for particular groups
  • Better understanding of and setting of curricular
    targets
  • Support childrens achievement of key next steps
    targets
  • Considering the place of guided writing within
    the teaching sequence
  • Developing ongoing AfL related to writing
  • Accelerating progress in writing
  • Consolidating, reinforcing, enhancing, extending
    and challenging

29
Interactive Planning Tool
30
Role of the IPT
  • Access to a full range of resources
  • Adaptation of resources
  • Flexibility to plan ahead and adjust planning
  • Personalisation of learning
  • Personalised entry points and pathways
  • Enables teachers to own the Framework

31
IPT Update
  • There is a new administrator help section on
    the website landing page
  • Updated help guides for users
  • Video tutorial
  • New printable version of help with illustrations

32
Introduction to the IPT
  • Functions
  • Uploading plans
  • Role of the planning bucket
  • Taking material from the web to a plan
  • from the framework to the planning bucket
  • from the bucket to a plan
  • Transferring items to support learning and
    teaching
  • Editing functions to adapt resources and plans
  • Exporting and using plans

33
What the tool offers
  • Transfer of website content to word/office
    document
  • Reads text/image/tables and converts formats
    across to planning with no loss of formatting
  • Can be used on Primary Framework and any other
    website

Teachers can cut and paste now, but have to
realign the formatting, redesign planning formats
etc etc - it is time-consuming and frustrating
34
The IPT in action
35
The IPT In School
 
 
36
Next Steps
  • How will you use the IPT in the next 2 weeks?
  • How will you use the IPT next term?
  • How will you use the IPT over the next academic
    year?
  • How will you use the content of the day to shape
    and focus PDMs in school?
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