2vlc - y - wordpress.com · 2/6/2016 · right and wrong - prove it - ext. emma-jayne byers ......

Philip Webb | Literacy

2VLC - Y1

• The use of quality texts to build effective teaching sequences for fiction•Engaging ideas in the sequence•Building in ongoing preparation for end of Key Stage reading tests

•Choosing and using quality texts•Gap task to lead into the next session.


philipwebbliteracy.com

http://philipwebbliteracy.com


Prediction Comprehension:

• vocabulary • immersion • test questions SPaG

and TSO

PublishingDrafting Editing

Revise - Practise - Introduce - Practise - Apply

Reading Writing

ARE GrammarGap filling

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5


Phase 1 Phase 2 Phase 3

Phase 4

Phase 5


Phase 1 - PredictionPeople

Story

Places

Finish My Sentence

The boy was eating…

At the pet shop…

Later that day…


Little Red


1a 1b 1c 1d 1e

Draw on

knowledge of

vocabulary to

understand texts.

Identify and explain key aspects of fiction and non- fictiontexts, such as characters, events, titles and information.

Identify and explain the sequence of events in texts.

Make inferences from the text.

Predict what might happen on the basis of what has been read so far.

Content Domain


Pie Chart

35%

10%

55%

KS1 Reading Paper 1 2017

Pie Chart

30%

10%

60%


Key Stage 1



Pie Chart

20%

10%

70%

Pie Chart

25%

20%

55%


Key Stage 1


Pie Chart

25%

40%

35%

Story Non Fiction Poem

KS1 Reading Paper 1 2016 - Text Type

PoemStory

Non-fiction


Pie Chart

25%

30%

45%


KS1 Reading Paper 1 2017 - Text Type

Poem Story

Non-fiction


25%

40%

35%


25%

30%

45%

2016 2017


Prediction - Understanding - WritingPhase 1 Prediction Phase 2 -

ComprehensionPhase 3 – Writing

Imitation and Innovation

Big envelopes (with post it note ext)

Role on the wall (cut and stick/written)

Sequence Pictures Same as imitation but change

Word Cloud prediction Questions – blank – coloured green/yellow

Story Map

Tell me grid -simplified

Zone of relevance - one circle

Focus on specific skills when writing about the story i.e. capital letters/full stops, initial sounds.

Props Bag Golden Ticket

Predict order of story Arrow Marking – ask questions – sticker on the answer in the picture

Book trailer

Bookmarking later on – see arrow marking

Right and Wrong - prove it - Ext.

Emma-Jayne Byers - Holycroft Primary School

Gabi Wild - St Joseph’s Keighley


Week: Date:

Book:

Prediction (2days) ☼ Props bag

☼ Big envelopes

☼ Spotlight

☼ Word cloud predictions

☼ Tell me grid

☼ Sequencing pictures

Understanding (3days) ☼ Blank levels / questions

☼ Role on the wall

☼ Role play

☼ Retelling

☼ Arrow marking / bookmarking

☼ Zone of relevance

☼ Right Wrong

☼ Matching games

Writing (2days) Imitation Innovation

☼ Story maps

☼ Letter formation

☼ Initial sounds

☼ Sounding out/ segmenting blending

☼ Capital letters / full stops

1. Focus Objective: Differentiation:







Observations/Notes:


Phase 1 - PredictionPeople

Story

Places


Traffic Light Sentence

Once there was a beautiful princess and she lived in a tall tower.

Rainbow Sentences

Once there was a handsome prince. He lived in a faraway land. The prince was lonely.

Sentence Count

There was once a king who ruled over all he could see. The king had a son who would one day inherit the land. His son was called Prince Louis.

✓ ✓ ✓

Finish My Sentence


At the pet shop…

Later that day…

Beginnings and Ends

The penguin

The boy is

boy at the bus stop.

got in bed.

at home.

I can see a

Is it a Sentence?

I can see a.

The boy sat on the chair.

The boy and the penguin.

The Concept of a Sentence


Props Bag Big Envelope

Word Cloud

Phase 1 - Prediction

Book trailer


Sequencing Pictures

Phase 1 - Prediction


Phase 2 - Understanding

Right or Wrong QuestioningBookmarking

Golden Ticket Role on the Wall Blank’s Levels


Phase 2 - Understanding

Masks

Puppets

Readers’ Theatre

Resources: Dialogue heavy text that children can highlightMethod: a) Allocate character roles to children b) They read closely and highlight what their character says c) They perform and evaluate their reading.

1a 1b 1c 1d 1e

2a 2b 2c 2d 2e 2f 2g 2h

Readers’ Theatre

Strategies

Independent Reading

Return to Text and Response

Content Domain

Introduction

Role Play and Drama

Readers Theatre


Contextualise

Give other examples

Repeat the word

Child friendly definition

Relate to experience

Engage in other ways

Record

Seven Steps

Vocabulary and Comprehension

disguised


Intensity Line

scared frightened terrified petrified


Role on the Wall


Questioning

Find and Copy Give two

1.

2.

Adverbial/question

When…….,

what/how…

Question Words

When…?

Why…? Where…?

Who…?

What…?

How…?

Italics to quote

Text extract in italicsor statement

Question

What two/three

1.

2.

3.

Tick to show …Sentence

Choice Choice

Word

Word

Word

Word

Tick one

text text

text text

Statement…

Statement…

Statement…

Statement…

Number to show the order

1

True or False

Statement TRUE FALSE

Statement

Statement

Statement

Heading Heading

Statement

Statement

Statement

Complete the table


Phase 3 - Writing

Phonics Story Map

The Concept of a Sentence inc’ Capitals and Full Stops

Letter Formation


Traffic Light Sentence

Once there was a beautiful princess and she lived in a tall tower.

Rainbow Sentences

Once there was a handsome prince. He lived in a faraway land. The prince was lonely.

Sentence Count

There was once a king who ruled over all he could see. The king had a son who would one day inherit the land. His son was called Prince Louis.

✓ ✓ ✓

Finish My Sentence


At the pet shop…

Later that day…

Beginnings and Ends

The penguin

The boy is

boy at the bus stop.

got in bed.

at home.

I can see a

Is it a Sentence?

I can see a.

The boy sat on the chair.

The boy and the penguin.

The Concept of a Sentence


she made a plan and

went insideS .


she made a plan and

went inside

S

.

One thing at a time…

‘Year 1 have produced some amazing work based around Traction man. They have used your planning structure and resources (Caroline attended one of your courses) which have helped the children produce some brilliant work. Think they used your idea of the draft and edit too with the lanyards.’


• extending language through speaking and listening

• regular opportunities to apply phonics

• consistency

• quality texts

• questions focused on content domains

• introducing test questions when the children are ready

• opportunities for role play etc in provision in the understanding phase

• choosing ‘boy friendly’ texts

• using engaging hands on activities

Summary

Mapping the potential

Vocabulary Narrativefeatures

Language features

Text type,audience and

purpose

SubjectGrammar

Theme

Visualfeatures

lovereading4kids.co.uk

http://lovereading4kids.co.uk

Grandad’s Secret Giant

booksfortopics.com

http://booksfortopics.com

Gap Task• 26 January 2018 - pm - non-fiction and poetry

• Choose:

• a sequence of work in a child’s book

• writing at ARE

• what worked well

2vlc - y - wordpress.com · 2/6/2016 · right and wrong - prove it - ext. emma-jayne byers ......

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