Introduction to the Further Literacy Support Programme - PGCE

FURTHER LITERACY SUPPORTHandoutsHandout 1TrainingDayINTRODUCTION TO THE FURTHER LITERACY SUPPORT PROGRAMMENational Literacy StrategyIntroduction to theFurther Literacy SupportProgrammeThe modules●The programme is divided into three modules, each lasting four weeks.● The overall focus is on consolidating objectives from Year 4 and Year 5 terms 1 and 2.●●●Each module focuses on several text level objectives, particularly writing objectives. Theseprovide the context for developing writing in a particular form. Sentence and word levelobjectives are addressed in this context.Each module has a writing outcome.Children see writing demonstrated in the guided and supported sessions and then go on toapply these skills and strategies in independent writing.Module 1: Writing to Persuade● Consolidation of key objectives from Year 4●●Outcomes: Write three pieces of persuasive writing: an advert, a leaflet and a letter.Context: Children read and evaluate advertisements, write promotional material for a newproduct called ‘VIP’, and finally write a letter using persuasive language.3Module 2: Fantastic Tales● Consolidating key objectives from Year 4 and from Year 5 term 1●●Outcomes: Plan and write a story.Context: Children read and evaluate examples of myths and legends. They identify keyfeatures and use these to plan and write their own stories, editing and reviewing as they write.Module 3: Writing to Inform● Consolidating key objectives from Year 5 terms 1 and 2●●Outcomes: Plan and write a report.Context: Children read and evaluate non-chronological reports. They identify key featuresand use these to plan and write a report on their school, as well as instructions about howto get there for a visitor from ‘another world’. They edit and revise their writing and plan apresentation.ivFLS Group Intervention / Training Materials 23National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 2 cont.TrainingDayOutcomeSpeaking and ListeningWrite an argument.Y4 T1 Text 16 Identifydifferent types of text, e.g.content, structure,vocabulary, layout, purpose.Y4 T1 Text 18 Select andexamine opening sentencesthat set scenes, captureinterest, etc.; pick out keysentences / phrases thatconvey information.Improve the argument.Turn it into a letter.Y4 T1 Sentence 4 Toidentify adverbs andunderstand their functions insentences.Y4 T2 Sentence 1 Torevise and extend work onadjectives.Y4 T1 Sentence 3 Toidentify the use of powerfulverbs.Y4 T2 Sentence 3 Tounderstand the significance ofword order.3Week34Reading and writing targetsR Y4 Knowing how texts workIdentify key features of different types oftext and use appropriate readingstrategies.W Y4 Process Use different ways toplan writing, e.g. notes, diagrams, etc.W Y4 Spelling Attempt to spellunfamiliar words using known conventionsand rules, and a range of strategies … .R Y4 Knowing how texts workIdentify key features of different types oftext and use appropriate readingstrategies.W Y4 Process Edit in relation toaudience and purpose, enhancing ordeleting, justifying choices.W Y4 Style: sentence constructionVary sentences, showing characteristics ofchosen form, adding phrases to enhancemeaning.Key objectivesY4 T2 Word 1 To read and spellwords through: identifying phonemes inspeech and writing; blending phonemesfor reading; segmenting words intophonemes for spelling.Y4 T2 Word 3 To use independentspelling strategies, including: soundingout and spelling using phonemes.Y4 T2 Text 19 To identify how andwhy paragraphs are used to organiseand sequence information.Y4 T3 Text 18 From examples ofpersuasive writing, investigate how styleand vocabulary are used to convince theintended reader.Y4 T3 Text 21 To assemble andsequence points in order to plan thepresentation of a point of view(persuade).Y4 T1, 2 and 3 Word 2 To identifymisspelt words in own writing; to keepindividual lists and learn to spell them.Y4 T2 Word 9 To use alternativewords and expressions which are moreaccurate or interesting than the commonchoice.Y4 T2 Sentence 4 To recognise howcommas, connectives and full stops areused to join and separate clauses; toidentify in their writing where each ismore effective.Y4 T2 Text 24 To improve thecohesion of written (persuasive)explanations through paragraphing andthe use of link phrases andorganisational devices.Y4 T3 Text 23 To present a point ofview in writing, linking pointspersuasively and selecting style andvocabulary appropriate to the reader.FLS Group Intervention / Training Materials 29National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 3TrainingDayFridayModule 1: Writing to PersuadeSummaryTimingMondayTuesdayThursdayIndependent activityUsing adjectives and adverbs,children create slogans thatcould be used in adverts topersuade people to buyproducts.Supported session 1:3Finish advert by addingpersuasive claim. Evaluateadverts.Week1Duringliteracy hourGuided reading (teacher)Reading of adverts, identifyingpurpose, audience and keyfeatures.Independent activityChildren analyse an advertand describe key featuresusing a grid.Outsideliteracy hourSupported session 1:1Using three given adverts for‘VIP’, select most effectiveadvert, explaining reasons,based on key features.SupplementaryhomeworkHomework taskChildren choose a favouritebook and note in their readingjournals ideas for an advertthat will persuade others inthe class to read it.Homework taskInvestigation into adjectives –making text more persuasiveby changing adjectives.Week2Duringliteracy hourGuided writing (teacher)Shared writing of a leaflet for‘VIP’ using a mixture ofdemonstration, scribing andsupported composition.Independent activityChildren discuss their productwith a partner and use aplanning PCM to make briefnotes for own product.Outsideliteracy hourSupported session 2:1Use leaflet template to start todraft leaflet by describingproduct.SupplementaryhomeworkHomework taskImprove a text by replacingthe underlined verbs withmore powerful ones from agiven list.Homework taskSpelling investigation into verbendings.WednesdaySupported session 1:2Start to create own advert for‘VIP’ product. Design slogan.Homework taskInvestigation into adverbs –constructing 10 sentencesusing a list of nouns, verbsand adverbs.Supported session 2:2Complete leaflet by describingthe product’s benefits.Homework taskReading journal: children noteeffective use of persuasivetechniques in real adverts.Independent activityChildren, working in pairs, usea prompt sheet to identifyways of improving theirleaflets.Supported session 2:3Review and evaluate leaflets.3FLS Group Intervention / Training Materials 31National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 3 cont.TrainingDayFridayThursdayIndependent activityUsing Supported session 3:2as a model, children writeopening to own letter.WednesdaySupported session 3:2Complete planning ofargument. TA demonstrateswriting opening statement.Homework taskInvestigation intohomophones. Clozeprocedure task to fill inmissing homophones.Supported session 4:2Children start to review andimprove their own argumentsusing checklist.TA demonstrates turningargument into letter. Childrenwrite out argument as letter.Homework taskNote key ideas to persuadesomeone that reading is notboring.Supported session 3:3TA demonstrates writingparagraphs in support ofargument.Children start to draftparagraphs in support oftheir own argument.Independent activityChildren complete editingtheir own letters, focusing oncorrect punctuation and useof strategies to correctspellings.When finished, children swapwith a partner.Supported session 4:3Using ‘I can’ statements,evaluate success of ownletter and set three targetsfor personal development.3Week3Week4TimingDuringliteracy hourOutsideliteracy hourSupplementaryhomeworkDuringliteracy hourOutsideliteracy hourSupplementaryhomeworkMondayGuided reading (teacher)Look at example of argument– discuss structure and keyfeatures.Homework taskChildren write a letter to anauthor, saying which of theauthor’s books is theirfavourite and why.Guided writing (teacher)Teacher demonstrates writinga conclusion and introduces‘Checklist for improvingarguments’.Homework taskConnectives list to learn tospell using ‘Look, say, cover,write, check’.TuesdayIndependent activityRead a different argument,using checklist to identify keyfeatures.Supported session 3:1TA demonstrates planning forargument. Children startplanning their own argument.Homework taskInvestigation into short wordswithin long words.Independent activityChildren are given a text whichthey need to complete byselecting connectives from agiven list.Supported session 4:1TA demonstrates writingconclusion to argument.Children complete argumentsand start to review.Homework taskFrom a starting sentence,write eight new sentences bychanging one word each time.FLS Group Intervention / Training Materials 33National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 4TrainingDayModule 1 Writing to Persuade (Weeks 1–4)Target planWeek 1Evaluatingadverts andidentifying keyfeatures to usewhen designingan advertWeek 2Writing apersuasiveleafletleafletWeek 3Arguing a pointof viewWeek 4Completing andimproving theargument: rewritingas aletterletter written written to topersuadeTARGET PLAN3TargetTargetTargetTargetI am learningto choosewordscarefully sothat I canpersuadepeople withmy writing.I am learningto makenotes to planmy writingand turnthemthem into intosentences.I am learningto organisemy writing topresentinformationclearly.I am learningto edit andimprove mywriting,checking thatI have writtena good,persuasiveargument.When I am writing to persuade, I can:● choose how to present my ideas, e.g. an advert, a leaflet, a letter;● use note making as a way of collecting and organising my ideas before I write;● choose words carefully, adding adjectives, adverbs and powerful verbs to help get mymessage across;● compose sentences carefully, choosing whether to use long or short sentences tomake a particular point;● use paragraphs to organise my ideas in a longer piece of writing;● check and correct my own spellings;● edit and re-draft my own writing;● reflect on my own writing, using a checklist to help me decide whether I have got betterviiFLS Group Intervention / Training Materials 35National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 5Summary for Module 1Week 1MODULE 1 WEEK 1MODULE 1 WEEK 1Summary – Week 1Focus for the week: Designing and producing an advertWeek 1MondayDuring literacy hourGuided reading(teacher)Reading of adverts,identifying purpose,audience and key features.Outside literacy hourHomework taskChildren choose afavourite book and note intheir reading journals ideasfor an advert that willpersuade others in theclass to read it.Preparation andresourcesPCM 1 ‘Checklist of keyfeatures of adverts’PCMs 3–18‘Target plan’ posterPCM 2 Sudz advertHomework ActivitySheet 1Reading journalTrainingDay3TuesdayIndependent activityChildren analyse an advertand describe key featuresusing a grid.FLS Book pages 5 and 6PCMs 2–8, one per pair,or adverts frommagazines, etc.WednesdaySupported session 1:1Using three given advertsfor ‘VIP’, select mosteffective advert, explainingreasons, based on keyfeatures.Homework taskInvestigation intoadjectives – making textmore persuasive bychanging adjectives.Supported session 1:2Start to create own advertfor ‘VIP’ product. Designslogan.Homework taskInvestigation into adverbs –constructing 10 sentencesusing a list of nouns, verbsand adverbs.VIP bottle – make this andlabel itVIP adverts; PCMs 10–12PCM 13 ‘Best advertscorecard’ FLS Bookpage 7PCM 1 ‘Checklist of keyfeatures of adverts’Homework ActivitySheet 2 ‘Add power toyour adjectives’VIP bottleFLS Book page 8 ‘VIPtemplate’PCM 1 ‘Checklist of keyfeatures of adverts’Whiteboards and pensHomework ActivitySheet 3 ‘Silly sentences’ThursdayIndependent activityUsing adjectives andadverbs, children createslogans that could be usedin adverts to persuadepeople to buy products.FLS Book page 9 ‘Usingadjectives to createslogans’4FridaySupported session 1:3Finish advert by addingpersuasive claim. Evaluateadverts.PCM 1 ‘Checklist of keyfeatures of adverts’Whiteboards and pensFLS Book page 8 ‘VIPtemplate’FLS Group Intervention / Training Materials 37National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 6Supported session 1:1Week 1: Tuesday Supported session 1:1Teaching sequenceOn your marksRecap keyfeatures of adverts:● Slogans● Exaggeration● Questions● Adjectives● Wordplay● Stated benefitsSession notes●●●●MODULE 1 WEEK 1This week we are starting Module 1 by looking at adverts and finding outhow the successful ones persuade people to buy and use the product –that is, the thing that the advert wants you to buy. This is so that later inthe week, when you design your own advert, you’ll know what worksbest when you’re trying to persuade people.You already found out how adverts do this when you filled in the‘Analysing adverts’ grid. Find that page in your FLS Book page 6 andlet’s see what you found.Each child gives feedback.Today we’re going to look for some more examples of these techniquesthat advertisers use to grab your attention, so we’ll keep the checklist asa reminder.MODULE 1 WEEK 1TrainingDay3Get setConsolidate keyfeatures(see above)GoShow children howto use key featuresFinishing lineDecide whichadvert is the mostpersuasiveRefer to targetResources●●●●●●●●●●●This is a bottle of VIP. (Show children attractive bottle labelled ‘VIP’). It’sa secret ingredient that’s been invented, and when you sprinkle it onyour food, it improves the taste to make it absolutely delicious. So if yousprinkle it on ice cream, it becomes the creamiest ice cream in theworld, or on pizza, it becomes the tastiest pizza you can imagine.The makers of VIP have prepared three adverts, but they’re not surewhich one will be best at persuading people to buy it. As a group, we’regoing to decide which one’s the most effective advert; that is, which onewill persuade people to buy VIP and use it. We’re going to use ourchecklist so we don’t forget anything.I’m going to cover up the checklist for a moment – turn to your partnerand see who can remember the six key features on it.Pairs give feedback.Now, to help us decide which of the three VIP adverts will persuadepeople best, we’re going to see how many of the key features on our listeach advert has used. We’ll fill in this scorecard to find out. I’m going toask each pair of you to look for a particular key feature from the list, sothat together you can look at each advert in turn and decide if it’s beenused or not. Give it a tick on the scorecard if it has.Allocate each pair a key feature from PCM 1; the first pairs to finish aregiven another feature.Pairs give feedback and explain their reasons. Add up the ticks.So, which advert used most of the key features? That means we think itwill be good at persuading people to buy VIP, because it does all thesethings on the checklist.To recap: today we looked at how advertisers use these key featureswhen they design adverts. They need to choose their words verycarefully when they are trying to persuade people.Refer to ‘Target plan’ poster.Remember, your learning target this week is ‘I am learning to choosewords carefully so that I can persuade people with my writing.’Tomorrow we’ll start to practise doing that.● VIP bottle – make this and label it.● PCM 1 ‘Checklist of key features of adverts’● Copies of VIP adverts PCMs 10–12● FLS Book page 7, PCM 13 ‘Best advert scorecard’● FLS Book page 6 Analysing adverts● ‘Target plan’ posterFLS Group Intervention / Training Materials 39National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 7Supported session 1:2TrainingDayMODULE 1 WEEK 1MODULE 1 WEEK 1Week 1: Wednesday Supported session 1:2Session notes● Today we’re going to carry on our work on how adverts persuadepeople, by starting to design our own adverts to persuade people tobuy VIP.● Who can remember the six key features of effective adverts?● Children give feedback.● Good, let’s have the checklist on display as a reminder. (Display PCM 1.)●●●●●●●●●●●●●●This is our product – VIP. Can you remember it from yesterday?Children give feedback.It’s got a secret ingredient that improves or enhances the taste of thefood you sprinkle it on. It could be a liquid or grains, rather like salt orsugar, that’ll be for you to decide. Tell me what food you would like touse VIP on, if we could buy it.Quickly take feedback.What’s important now, before we start designing our advert, is thinkingabout who we want to buy this product, because then we can designthe advert to appeal to them. I think children of all ages might like to useVIP.Now decide, if children are the ones who would like to use VIP, whomust we persuade to buy it? Turn to your partner and share ideas.Children spend a few moments thinking, then comparing ideas.It’s the parents who do the shopping, isn’t it. So our advert must appealto parents as well as to children.The first thing we’ll design for our advert is the slogan, which needs tograb attention.Let’s look at alliteration first. That’s when a writer uses words that startwith the same sound, such as ‘The great green gremlin’ or ‘Simplyscrumptious’.We’re going to think of some phrases that use alliteration, and thatinclude a powerful adjective. So it could be ‘Simply scrumptious’ or‘Mouth-watering miracle’.Scribe phrases.With your partner, pick an effective adjective and use your whiteboardsto try a phrase that uses alliteration (like mine did) and that you think willhelp persuade people to buy VIP.Children give feedback on their phrases for scribing.● Now you’ve got a phrase that uses alliteration, you’re going to finishyour slogan by adding in one of the other strategies. You could makeyour slogan a question, such as ‘Can you resist simply scrumptiousVIP?’ or you could use exaggeration, such as ‘VIP – the mouth-wateringmiracle’. (To describe VIP as a miracle is an exaggeration.)● Support pairs in completing slogans and writing in FLS Book page 8.● Today we’ve learned how to create a slogan that really grabs people’sattention by choosing words carefully.● Tomorrow in your independent work, you will be looking at someproducts and choosing adjectives to persuade people to use them.3●●●●●VIP bottleFLS Book page 8 ‘VIP advert template’PCM 1 ‘Checklist of key features of adverts’Whiteboards and pensFlipchart8FLS Group Intervention / Training Materials 41National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsTrainingDay3Handout 7 cont.Supported session 1:3Session notes●●●●●●●●MODULE 1 WEEK 1Week 1: Friday Supported session 1:3In our last session together, you made up slogans for VIP. Read yourslogans aloud, please, and let’s check that they really are attentiongrabbers.Children read slogans in turn.Today we’re going to finish our adverts, because at the moment we’veonly got a slogan. Then we’ll evaluate them to see how effective wethink they are.Let’s just remind ourselves of the key features of effective adverts bylooking at our checklist. (Refer to PCM 1.)When you look at an advert, underneath the slogan the advertiser usuallymakes a claim about what the product can do – its benefits. Rememberthe adverts you’ve looked at and think about the claims they made abouttheir product. Can someone give me an example of a claim?Take feedback or remind children of an example.Now what sort of techniques did the advertisers use to make thoseclaims more persuasive?Take feedback and scribe. Suggest key techniques (see left-handcolumn) if children are unsure.● I’ll show you how we could make a claim for our product, VIP.Remember we decided the intended audience is parents as well aschildren.● Scribe claim: ‘No more fussy eaters, Mum! VIP guarantees the kids willeat up – or your money back!’● Who can identify the techniques I’ve used here? (Appeal to intendedaudience, exaggeration.)● Now I’d like you to have a go on your whiteboard at making up yourown claim about your bottle of VIP.● Support individuals as they write.● Now write it in your VIP template (FLS Book page 8).MODULE 1 WEEK 1●●●●●Share your claim with a partner and see if you can each identify thetechniques that your partner has used.Children share claims and identify techniques used.This week, you’ve been learning about the key features of effectiveadverts, and using that knowledge to create your own adverts. Look atthe checklist and then look at your own advert. Did you include all thosefeatures? Could you improve your advert? Spend a few momentsthinking about that.Now let’s look at the ‘Target plan’ poster and this week’s target. Decidewhether you think you have learned to choose words carefully so thatyou can persuade people with your writing. Can you think of anythingyou’ve learned that you could use when you’re doing other types ofwriting?Children refer to target bank and reflect on personal progress.●●●●●PCM 1 ‘Checklist of key features of adverts’FLS Book page 3 ‘Target plan’FLS Book page 8 ‘VIP advert template’Whiteboards and pens‘Target plan’ posterFLS Group Intervention / Training Materials 42National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 8Key teaching and learningstrategies• Analysing• Listing• Annotating• Paired discussion• Group discussion• Highlighting• Sorting• Describing• Summarising key points• Teacher scribing• Evaluating• Giving instructions• Checking progress towards targets• Paired writing• Teacher demonstration• Supported composition• Predicting• Hypothesising• Explaining strategies / ideas• Planning• Time out• Review and recap• Making linksTrainingDay3FLS Group Intervention / Training Materials 43National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 9Observation sheetSection Strategies CommentOn your marksTrainingDay3Get setGoFinishing lineFLS Group Intervention / Training Materials 45National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 10Planning and review sheetTrainingDayPlanning / review sheet for teacher and teaching assistantTeacher’s comments on guided readingMODULE 1 WEEK 1MODULE 1 WEEK 13Teaching assistant’s comments on group this weeke.g. evidence of learning; completion of independent tasks; issues arising;questions for teacherTeacher’s comments (to be added at end of the week)e.g. evidence of children transferring learning; issues arising; questions forteaching assistant3FLS Group Intervention / Training Materials 47National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 11TrainingDayWeek 6: MondayMODULE 2 WEEK 6Guided reading sessionNotes for the teacher to use in the session and for the teachingassistant’s referenceAims: To look at how the plot develops in storiesObjectives: Y5 T1 Text 14 To map out texts, showing development and structure, e.g. its highand low points, the links between sections, paragraphs and chaptersY5 T1 Text 2 To compare the structure of different stories, to discover how they differin pace, build-up, sequence, complication and resolutionExample text: The example used in these notes is ‘Perseus and the Gorgon’s head’ PCM 2 (Week 5).●●Show the group the poster for this module and introduce this week’s target: ‘I amlearning to use paragraphs to organise a story plot and move the action on.’Remind children that last week they found out the ingredients of a fantastic talelike a myth or legend. This week they will be planning their own myth or legend,using that knowledge.MODULE 2 WEEK 63Book ● Remind the children of the story, ‘Perseus and the Gorgon’s head’, which theyintroduction read last week. Can the children remember the most exciting part of the story?● Ask them to imagine a staircase leading up to the most exciting part of the story,with each paragraph making up a ‘step’ in that staircase.● Explain that they will be re-reading the story of Perseus and looking for evidenceto answer the questions on the staircase outline: What is the challenge faced bythe hero? How does the hero find the beast – is there a journey? What happenswhen the hero confronts the beast? – Is there an argument, a fight or a newplan? Does the hero have any help in defeating the beast? What is the outcomeof the confrontation? What are the consequences – for the beast, for the hero?Strategy ● Ask children to review their strategies for understanding how characters in acheckstory are feeling.Independent ● Turn to ‘Perseus and the Gorgon’s head’ FLS Book page 29. Monitor andreadingsupport individuals as they are reading the story and the questions.Return to ● Ask the children to share their analysis of the structure of the story, encouragingtextthem to identify where they would plot each paragraph onto the Story Staircase.● Use the enlarged copy of PCM 5 to support the discussion. If required use PCM6 as a guide or to sum up discussion. Children can follow on FLS Book page 40.● Can the children think of any other stories they have read which would fit thisstructure?Response ● Talk about the fact that children can use this type of plan for their own stories,to textdescribing events leading to the most exciting point and then leading towards theconclusion, where everything is resolved. They will be using the Story Staircaseidea to plan out their story later in the week.15FLS Group Intervention / Training Materials 49National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 12TrainingDayMODULE 2 WEEK 5A Greek MythPerseus and the Gorgon’s HeadPCM 2a3Long ago, Polydectes wasking of Seriphos, in a landcalled Greece. A mother andson, called Danae andPerseus, lived in the palace.The king wanted to marryDanae but she kept refusinghim. Eventually he sent hisguards to get her.Perseus was strong and feared nothing. He fought the guardsand defended his mother. The king wanted to get rid of Perseus,so he sent him on a dangerous mission. Perseus had to go andfetch the head of the Gorgon, Medusa.Medusa was one of three monstrous sisters. They could turnmen to stone just by looking at them.FLS Group Intervention / Training Materials 51National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsTrainingDayHandout 12 cont.3MODULE 2 WEEK 5PCM 2bPerseus had a long and difficult journey to find the Gorgons. Thegods gave him two things to help him: a shiny shield and a sickleto cut off Medusa’s head. He tricked the Three Grey Sisters intotelling him where to find Medusa. They sent him to the OceanNymphs. The Nymphs hated Medusa and agreed to help. Theygave him winged sandals so that he could fly to the right place,and a helmet to make him invisible.Perseus reached the land where the Gorgons lived. He heardtheir terrible snoring, and the snakes on their heads hissingloudly. He looked in the shield to see their reflection. Then he cutoff Medusa’s head. The other Gorgons woke up, but Perseus puton the helmet and flew away.It was a long and difficult journey. Eventually Perseus got back toSeriphos. He went to King Polydectes and showed him theGorgon’s head. The King was turned to stone. Perseus and hismother were safe at last.FLS Group Intervention / Training Materials 52National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 13TrainingDayMODULE 2 WEEK 6MODULE 2 WEEK 6Summary – Week 6Focus for the week: Planning story plots – fantastic talesWeek 6MondayDuring literacy hourGuided reading(teacher) IntroduceStory Staircase, demomappinga story (e.g.Perseus) onto it.Outside literacy hourHomework taskReading journal: identifyand summarise the climaxof a story read recently.Preparation andresourcesPCM 2 from Week 5‘Perseus and theGorgon’s Head’PCM 5 ‘Story StaircaseOutline’ enlarged.PCM 6 ‘Perseus mappedon to Story Staircase’,enlargedFLS Book pages 29, 30,39 and 403TuesdayIndependent activityMap out the plot ofanother myth onto theStory Staircase, as in theguided session.Supported session 6:1Demonstrate planning amyth, using StoryStaircase up to the mostexciting part. Childrenbegin own plan.Reuse PCM 5 –enlargement for TA. ReadPCM 8. Use PCM 7‘Planning notes for“Thespina and theScorpidon”’.FLS Book page 39Independent taskHomework taskComparing and changingdialogue.Homework Activity 3WednesdaySupported session 6:2Demonstrate planningthree possible resolutions:kill beast and escape;trick beast and escape;befriend beast. Childrendiscuss choices.As for Supportedsession 6:1Reuse TA’s scribed noteson Story Staircase from 6:1Children’s Story StaircaseplansHomework taskChildren composesentences containingcomparative descriptions.Homework Activity 6:‘What? Even bigger thanthat!’ThursdayIndependent activityChildren plan storyresolution using StoryStaircase, based on thethree choices discussed inSupported session 6:2.Children’s Story Staircaseplans from Supportedsessions 6:1 and 6:2.FridaySupported session 6:3Demonstrate reviewingearly part of plan toensure that it links tochosen resolution.Reminder about usingpast tense for narratives.Review week’s learning.TA’s Story Staircase fromSupported sessions 6:1and 6:2FLS Book page 39Children’s Story Staircaseplans14FLS Group Intervention / Training Materials 53National Literacy Strategy

FURTHER LITERACY SUPPORTHandoutsHandout 14Weekly timetableMonday B LTuesday R UTrainingDay3Wednesday E NThursday A CFriday K HFLS Group Intervention / Training Materials 55National Literacy Strategy