Implementing the Renewed Framework Enhancing Literacy Day 3

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Implementing the Renewed FrameworkEnhancing
Literacy - Day 3

• 11th or 12th July 2008

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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

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

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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

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Framework developments

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

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Progress so far..

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

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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

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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

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Letters and Sounds
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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

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Phase 1

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

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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

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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

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Phase 4

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

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Phase 5

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

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Phase 6

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

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Year 5/6 Resources
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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

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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

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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?

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Guided Teaching -Reading Writing
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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)

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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

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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

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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

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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

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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

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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

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Interactive Planning Tool
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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

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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

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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

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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
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The IPT in action
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The IPT In School
 
 
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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?