Introduction to the Further Literacy Support Programme - PGCE
Introduction to the Further Literacy Support Programme - PGCE
Introduction to the Further Literacy Support Programme - PGCE
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FURTHER LITERACY SUPPORTHandoutsHandout 1TrainingDayINTRODUCTION TO THE FURTHER LITERACY SUPPORT PROGRAMMENational <strong>Literacy</strong> Strategy<strong>Introduction</strong> <strong>to</strong> <strong>the</strong>Fur<strong>the</strong>r <strong>Literacy</strong> <strong>Support</strong><strong>Programme</strong>The modules●The programme is divided in<strong>to</strong> 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 <strong>the</strong> 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 <strong>the</strong> guided and supported sessions and <strong>the</strong>n go on <strong>to</strong>apply <strong>the</strong>se skills and strategies in independent writing.Module 1: Writing <strong>to</strong> 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 s<strong>to</strong>ry.Context: Children read and evaluate examples of myths and legends. They identify keyfeatures and use <strong>the</strong>se <strong>to</strong> plan and write <strong>the</strong>ir own s<strong>to</strong>ries, editing and reviewing as <strong>the</strong>y write.Module 3: Writing <strong>to</strong> 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 <strong>the</strong>se <strong>to</strong> plan and write a report on <strong>the</strong>ir school, as well as instructions about how<strong>to</strong> get <strong>the</strong>re for a visi<strong>to</strong>r from ‘ano<strong>the</strong>r world’. They edit and revise <strong>the</strong>ir writing and plan apresentation.ivFLS Group Intervention / Training Materials 23National <strong>Literacy</strong> 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 <strong>the</strong> argument.Turn it in<strong>to</strong> a letter.Y4 T1 Sentence 4 Toidentify adverbs andunderstand <strong>the</strong>ir functions insentences.Y4 T2 Sentence 1 Torevise and extend work onadjectives.Y4 T1 Sentence 3 Toidentify <strong>the</strong> use of powerfulverbs.Y4 T2 Sentence 3 Tounderstand <strong>the</strong> 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 <strong>to</strong>plan writing, e.g. notes, diagrams, etc.W Y4 Spelling Attempt <strong>to</strong> 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 <strong>to</strong>audience and purpose, enhancing ordeleting, justifying choices.W Y4 Style: sentence constructionVary sentences, showing characteristics ofchosen form, adding phrases <strong>to</strong> enhancemeaning.Key objectivesY4 T2 Word 1 To read and spellwords through: identifying phonemes inspeech and writing; blending phonemesfor reading; segmenting words in<strong>to</strong>phonemes 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 <strong>to</strong> organiseand sequence information.Y4 T3 Text 18 From examples ofpersuasive writing, investigate how styleand vocabulary are used <strong>to</strong> convince <strong>the</strong>intended reader.Y4 T3 Text 21 To assemble andsequence points in order <strong>to</strong> plan <strong>the</strong>presentation of a point of view(persuade).Y4 T1, 2 and 3 Word 2 To identifymisspelt words in own writing; <strong>to</strong> keepindividual lists and learn <strong>to</strong> spell <strong>the</strong>m.Y4 T2 Word 9 To use alternativewords and expressions which are moreaccurate or interesting than <strong>the</strong> commonchoice.Y4 T2 Sentence 4 To recognise howcommas, connectives and full s<strong>to</strong>ps areused <strong>to</strong> join and separate clauses; <strong>to</strong>identify in <strong>the</strong>ir writing where each ismore effective.Y4 T2 Text 24 To improve <strong>the</strong>cohesion of written (persuasive)explanations through paragraphing and<strong>the</strong> use of link phrases andorganisational devices.Y4 T3 Text 23 To present a point ofview in writing, linking pointspersuasively and selecting style andvocabulary appropriate <strong>to</strong> <strong>the</strong> reader.FLS Group Intervention / Training Materials 29National <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 3TrainingDayFridayModule 1: Writing <strong>to</strong> PersuadeSummaryTimingMondayTuesdayThursdayIndependent activityUsing adjectives and adverbs,children create slogans thatcould be used in adverts <strong>to</strong>persuade people <strong>to</strong> buyproducts.<strong>Support</strong>ed 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 hour<strong>Support</strong>ed 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 <strong>the</strong>ir readingjournals ideas for an advertthat will persuade o<strong>the</strong>rs in<strong>the</strong> class <strong>to</strong> read it.Homework taskInvestigation in<strong>to</strong> 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 <strong>the</strong>ir productwith a partner and use aplanning PCM <strong>to</strong> make briefnotes for own product.Outsideliteracy hour<strong>Support</strong>ed session 2:1Use leaflet template <strong>to</strong> start <strong>to</strong>draft leaflet by describingproduct.SupplementaryhomeworkHomework taskImprove a text by replacing<strong>the</strong> underlined verbs withmore powerful ones from agiven list.Homework taskSpelling investigation in<strong>to</strong> verbendings.Wednesday<strong>Support</strong>ed session 1:2Start <strong>to</strong> create own advert for‘VIP’ product. Design slogan.Homework taskInvestigation in<strong>to</strong> adverbs –constructing 10 sentencesusing a list of nouns, verbsand adverbs.<strong>Support</strong>ed session 2:2Complete leaflet by describing<strong>the</strong> product’s benefits.Homework taskReading journal: children noteeffective use of persuasivetechniques in real adverts.Independent activityChildren, working in pairs, usea prompt sheet <strong>to</strong> identifyways of improving <strong>the</strong>irleaflets.<strong>Support</strong>ed session 2:3Review and evaluate leaflets.3FLS Group Intervention / Training Materials 31National <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 3 cont.TrainingDayFridayThursdayIndependent activityUsing <strong>Support</strong>ed session 3:2as a model, children writeopening <strong>to</strong> own letter.Wednesday<strong>Support</strong>ed session 3:2Complete planning ofargument. TA demonstrateswriting opening statement.Homework taskInvestigation in<strong>to</strong>homophones. Clozeprocedure task <strong>to</strong> fill inmissing homophones.<strong>Support</strong>ed session 4:2Children start <strong>to</strong> review andimprove <strong>the</strong>ir own argumentsusing checklist.TA demonstrates turningargument in<strong>to</strong> letter. Childrenwrite out argument as letter.Homework taskNote key ideas <strong>to</strong> persuadesomeone that reading is notboring.<strong>Support</strong>ed session 3:3TA demonstrates writingparagraphs in support ofargument.Children start <strong>to</strong> draftparagraphs in support of<strong>the</strong>ir own argument.Independent activityChildren complete editing<strong>the</strong>ir own letters, focusing oncorrect punctuation and useof strategies <strong>to</strong> correctspellings.When finished, children swapwith a partner.<strong>Support</strong>ed 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 <strong>to</strong> anauthor, saying which of <strong>the</strong>author’s books is <strong>the</strong>irfavourite and why.Guided writing (teacher)Teacher demonstrates writinga conclusion and introduces‘Checklist for improvingarguments’.Homework taskConnectives list <strong>to</strong> learn <strong>to</strong>spell using ‘Look, say, cover,write, check’.TuesdayIndependent activityRead a different argument,using checklist <strong>to</strong> identify keyfeatures.<strong>Support</strong>ed session 3:1TA demonstrates planning forargument. Children startplanning <strong>the</strong>ir own argument.Homework taskInvestigation in<strong>to</strong> short wordswithin long words.Independent activityChildren are given a text which<strong>the</strong>y need <strong>to</strong> complete byselecting connectives from agiven list.<strong>Support</strong>ed session 4:1TA demonstrates writingconclusion <strong>to</strong> argument.Children complete argumentsand start <strong>to</strong> review.Homework taskFrom a starting sentence,write eight new sentences bychanging one word each time.FLS Group Intervention / Training Materials 33National <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 4TrainingDayModule 1 Writing <strong>to</strong> Persuade (Weeks 1–4)Target planWeek 1Evaluatingadverts andidentifying keyfeatures <strong>to</strong> usewhen designingan advertWeek 2Writing apersuasiveleafletleafletWeek 3Arguing a poin<strong>to</strong>f viewWeek 4Completing andimproving <strong>the</strong>argument: rewritingas aletterletter written written <strong>to</strong> <strong>to</strong>persuadeTARGET PLAN3TargetTargetTargetTargetI am learning<strong>to</strong> choosewordscarefully sothat I canpersuadepeople withmy writing.I am learning<strong>to</strong> makenotes <strong>to</strong> planmy writingand turn<strong>the</strong>m<strong>the</strong>m in<strong>to</strong> in<strong>to</strong>sentences.I am learning<strong>to</strong> organisemy writing <strong>to</strong>presentinformationclearly.I am learning<strong>to</strong> edit andimprove mywriting,checking thatI have writtena good,persuasiveargument.When I am writing <strong>to</strong> persuade, I can:● choose how <strong>to</strong> 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 <strong>to</strong> help get mymessage across;● compose sentences carefully, choosing whe<strong>the</strong>r <strong>to</strong> use long or short sentences <strong>to</strong>make a particular point;● use paragraphs <strong>to</strong> 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 <strong>to</strong> help me decide whe<strong>the</strong>r I have got betterviiFLS Group Intervention / Training Materials 35National <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 5Summary for Module 1Week 1MODULE 1 WEEK 1MODULE 1 WEEK 1Summary – Week 1Focus for <strong>the</strong> 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 in<strong>the</strong>ir reading journals ideasfor an advert that willpersuade o<strong>the</strong>rs in <strong>the</strong>class <strong>to</strong> 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.Wednesday<strong>Support</strong>ed session 1:1Using three given advertsfor ‘VIP’, select mosteffective advert, explainingreasons, based on keyfeatures.Homework taskInvestigation in<strong>to</strong>adjectives – making textmore persuasive bychanging adjectives.<strong>Support</strong>ed session 1:2Start <strong>to</strong> create own advertfor ‘VIP’ product. Designslogan.Homework taskInvestigation in<strong>to</strong> 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 <strong>to</strong>your 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 <strong>to</strong> persuadepeople <strong>to</strong> buy products.FLS Book page 9 ‘Usingadjectives <strong>to</strong> createslogans’4Friday<strong>Support</strong>ed 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 <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 6<strong>Support</strong>ed session 1:1Week 1: Tuesday <strong>Support</strong>ed 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 <strong>the</strong> successful ones persuade people <strong>to</strong> buy and use <strong>the</strong> product –that is, <strong>the</strong> thing that <strong>the</strong> advert wants you <strong>to</strong> buy. This is so that later in<strong>the</strong> week, when you design your own advert, you’ll know what worksbest when you’re trying <strong>to</strong> persuade people.You already found out how adverts do this when you filled in <strong>the</strong>‘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 <strong>to</strong> look for some more examples of <strong>the</strong>se techniquesthat advertisers use <strong>to</strong> grab your attention, so we’ll keep <strong>the</strong> checklist asa reminder.MODULE 1 WEEK 1TrainingDay3Get setConsolidate keyfeatures(see above)GoShow children how<strong>to</strong> use key featuresFinishing lineDecide whichadvert is <strong>the</strong> mostpersuasiveRefer <strong>to</strong> 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 <strong>the</strong> taste <strong>to</strong> make it absolutely delicious. So if yousprinkle it on ice cream, it becomes <strong>the</strong> creamiest ice cream in <strong>the</strong>world, or on pizza, it becomes <strong>the</strong> tastiest pizza you can imagine.The makers of VIP have prepared three adverts, but <strong>the</strong>y’re not surewhich one will be best at persuading people <strong>to</strong> buy it. As a group, we’regoing <strong>to</strong> decide which one’s <strong>the</strong> most effective advert; that is, which onewill persuade people <strong>to</strong> buy VIP and use it. We’re going <strong>to</strong> use ourchecklist so we don’t forget anything.I’m going <strong>to</strong> cover up <strong>the</strong> checklist for a moment – turn <strong>to</strong> your partnerand see who can remember <strong>the</strong> six key features on it.Pairs give feedback.Now, <strong>to</strong> help us decide which of <strong>the</strong> three VIP adverts will persuadepeople best, we’re going <strong>to</strong> see how many of <strong>the</strong> key features on our listeach advert has used. We’ll fill in this scorecard <strong>to</strong> find out. I’m going <strong>to</strong>ask each pair of you <strong>to</strong> look for a particular key feature from <strong>the</strong> list, sothat <strong>to</strong>ge<strong>the</strong>r you can look at each advert in turn and decide if it’s beenused or not. Give it a tick on <strong>the</strong> scorecard if it has.Allocate each pair a key feature from PCM 1; <strong>the</strong> first pairs <strong>to</strong> finish aregiven ano<strong>the</strong>r feature.Pairs give feedback and explain <strong>the</strong>ir reasons. Add up <strong>the</strong> ticks.So, which advert used most of <strong>the</strong> key features? That means we think itwill be good at persuading people <strong>to</strong> buy VIP, because it does all <strong>the</strong>sethings on <strong>the</strong> checklist.To recap: <strong>to</strong>day we looked at how advertisers use <strong>the</strong>se key featureswhen <strong>the</strong>y design adverts. They need <strong>to</strong> choose <strong>the</strong>ir words verycarefully when <strong>the</strong>y are trying <strong>to</strong> persuade people.Refer <strong>to</strong> ‘Target plan’ poster.Remember, your learning target this week is ‘I am learning <strong>to</strong> choosewords carefully so that I can persuade people with my writing.’Tomorrow we’ll start <strong>to</strong> 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 <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 7<strong>Support</strong>ed session 1:2TrainingDayMODULE 1 WEEK 1MODULE 1 WEEK 1Week 1: Wednesday <strong>Support</strong>ed session 1:2Session notes● Today we’re going <strong>to</strong> carry on our work on how adverts persuadepeople, by starting <strong>to</strong> design our own adverts <strong>to</strong> persuade people <strong>to</strong>buy VIP.● Who can remember <strong>the</strong> six key features of effective adverts?● Children give feedback.● Good, let’s have <strong>the</strong> 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 <strong>the</strong> taste of <strong>the</strong>food you sprinkle it on. It could be a liquid or grains, ra<strong>the</strong>r like salt orsugar, that’ll be for you <strong>to</strong> decide. Tell me what food you would like <strong>to</strong>use 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 <strong>to</strong> buy this product, because <strong>the</strong>n we can design<strong>the</strong> advert <strong>to</strong> appeal <strong>to</strong> <strong>the</strong>m. I think children of all ages might like <strong>to</strong> useVIP.Now decide, if children are <strong>the</strong> ones who would like <strong>to</strong> use VIP, whomust we persuade <strong>to</strong> buy it? Turn <strong>to</strong> your partner and share ideas.Children spend a few moments thinking, <strong>the</strong>n comparing ideas.It’s <strong>the</strong> parents who do <strong>the</strong> shopping, isn’t it. So our advert must appeal<strong>to</strong> parents as well as <strong>to</strong> children.The first thing we’ll design for our advert is <strong>the</strong> slogan, which needs <strong>to</strong>grab attention.Let’s look at alliteration first. That’s when a writer uses words that startwith <strong>the</strong> same sound, such as ‘The great green gremlin’ or ‘Simplyscrumptious’.We’re going <strong>to</strong> 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 whiteboards<strong>to</strong> try a phrase that uses alliteration (like mine did) and that you think willhelp persuade people <strong>to</strong> buy VIP.Children give feedback on <strong>the</strong>ir phrases for scribing.● Now you’ve got a phrase that uses alliteration, you’re going <strong>to</strong> finishyour slogan by adding in one of <strong>the</strong> o<strong>the</strong>r strategies. You could makeyour slogan a question, such as ‘Can you resist simply scrumptiousVIP?’ or you could use exaggeration, such as ‘VIP – <strong>the</strong> mouth-wateringmiracle’. (To describe VIP as a miracle is an exaggeration.)● <strong>Support</strong> pairs in completing slogans and writing in FLS Book page 8.● Today we’ve learned how <strong>to</strong> 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 <strong>to</strong> persuade people <strong>to</strong> use <strong>the</strong>m.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 <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsTrainingDay3Handout 7 cont.<strong>Support</strong>ed session 1:3Session notes●●●●●●●●MODULE 1 WEEK 1Week 1: Friday <strong>Support</strong>ed session 1:3In our last session <strong>to</strong>ge<strong>the</strong>r, you made up slogans for VIP. Read yourslogans aloud, please, and let’s check that <strong>the</strong>y really are attentiongrabbers.Children read slogans in turn.Today we’re going <strong>to</strong> finish our adverts, because at <strong>the</strong> moment we’veonly got a slogan. Then we’ll evaluate <strong>the</strong>m <strong>to</strong> see how effective wethink <strong>the</strong>y are.Let’s just remind ourselves of <strong>the</strong> key features of effective adverts bylooking at our checklist. (Refer <strong>to</strong> PCM 1.)When you look at an advert, underneath <strong>the</strong> slogan <strong>the</strong> advertiser usuallymakes a claim about what <strong>the</strong> product can do – its benefits. Remember<strong>the</strong> adverts you’ve looked at and think about <strong>the</strong> claims <strong>the</strong>y made about<strong>the</strong>ir product. Can someone give me an example of a claim?Take feedback or remind children of an example.Now what sort of techniques did <strong>the</strong> advertisers use <strong>to</strong> 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 <strong>the</strong> intended audience is parents as well aschildren.● Scribe claim: ‘No more fussy eaters, Mum! VIP guarantees <strong>the</strong> kids willeat up – or your money back!’● Who can identify <strong>the</strong> techniques I’ve used here? (Appeal <strong>to</strong> intendedaudience, exaggeration.)● Now I’d like you <strong>to</strong> have a go on your whiteboard at making up yourown claim about your bottle of VIP.● <strong>Support</strong> individuals as <strong>the</strong>y 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 <strong>the</strong>techniques that your partner has used.Children share claims and identify techniques used.This week, you’ve been learning about <strong>the</strong> key features of effectiveadverts, and using that knowledge <strong>to</strong> create your own adverts. Look at<strong>the</strong> checklist and <strong>the</strong>n 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 <strong>the</strong> ‘Target plan’ poster and this week’s target. Decidewhe<strong>the</strong>r you think you have learned <strong>to</strong> 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 o<strong>the</strong>r types ofwriting?Children refer <strong>to</strong> 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 <strong>Literacy</strong> 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 <strong>to</strong>wards targets• Paired writing• Teacher demonstration• <strong>Support</strong>ed composition• Predicting• Hypo<strong>the</strong>sising• Explaining strategies / ideas• Planning• Time out• Review and recap• Making linksTrainingDay3FLS Group Intervention / Training Materials 43National <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 9Observation sheetSection Strategies CommentOn your marksTrainingDay3Get setGoFinishing lineFLS Group Intervention / Training Materials 45National <strong>Literacy</strong> 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 (<strong>to</strong> be added at end of <strong>the</strong> week)e.g. evidence of children transferring learning; issues arising; questions forteaching assistant3FLS Group Intervention / Training Materials 47National <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 11TrainingDayWeek 6: MondayMODULE 2 WEEK 6Guided reading sessionNotes for <strong>the</strong> teacher <strong>to</strong> use in <strong>the</strong> session and for <strong>the</strong> teachingassistant’s referenceAims: To look at how <strong>the</strong> plot develops in s<strong>to</strong>riesObjectives: Y5 T1 Text 14 To map out texts, showing development and structure, e.g. its highand low points, <strong>the</strong> links between sections, paragraphs and chaptersY5 T1 Text 2 To compare <strong>the</strong> structure of different s<strong>to</strong>ries, <strong>to</strong> discover how <strong>the</strong>y differin pace, build-up, sequence, complication and resolutionExample text: The example used in <strong>the</strong>se notes is ‘Perseus and <strong>the</strong> Gorgon’s head’ PCM 2 (Week 5).●●Show <strong>the</strong> group <strong>the</strong> poster for this module and introduce this week’s target: ‘I amlearning <strong>to</strong> use paragraphs <strong>to</strong> organise a s<strong>to</strong>ry plot and move <strong>the</strong> action on.’Remind children that last week <strong>the</strong>y found out <strong>the</strong> ingredients of a fantastic talelike a myth or legend. This week <strong>the</strong>y will be planning <strong>the</strong>ir own myth or legend,using that knowledge.MODULE 2 WEEK 63Book ● Remind <strong>the</strong> children of <strong>the</strong> s<strong>to</strong>ry, ‘Perseus and <strong>the</strong> Gorgon’s head’, which <strong>the</strong>yintroduction read last week. Can <strong>the</strong> children remember <strong>the</strong> most exciting part of <strong>the</strong> s<strong>to</strong>ry?● Ask <strong>the</strong>m <strong>to</strong> imagine a staircase leading up <strong>to</strong> <strong>the</strong> most exciting part of <strong>the</strong> s<strong>to</strong>ry,with each paragraph making up a ‘step’ in that staircase.● Explain that <strong>the</strong>y will be re-reading <strong>the</strong> s<strong>to</strong>ry of Perseus and looking for evidence<strong>to</strong> answer <strong>the</strong> questions on <strong>the</strong> staircase outline: What is <strong>the</strong> challenge faced by<strong>the</strong> hero? How does <strong>the</strong> hero find <strong>the</strong> beast – is <strong>the</strong>re a journey? What happenswhen <strong>the</strong> hero confronts <strong>the</strong> beast? – Is <strong>the</strong>re an argument, a fight or a newplan? Does <strong>the</strong> hero have any help in defeating <strong>the</strong> beast? What is <strong>the</strong> outcomeof <strong>the</strong> confrontation? What are <strong>the</strong> consequences – for <strong>the</strong> beast, for <strong>the</strong> hero?Strategy ● Ask children <strong>to</strong> review <strong>the</strong>ir strategies for understanding how characters in achecks<strong>to</strong>ry are feeling.Independent ● Turn <strong>to</strong> ‘Perseus and <strong>the</strong> Gorgon’s head’ FLS Book page 29. Moni<strong>to</strong>r andreadingsupport individuals as <strong>the</strong>y are reading <strong>the</strong> s<strong>to</strong>ry and <strong>the</strong> questions.Return <strong>to</strong> ● Ask <strong>the</strong> children <strong>to</strong> share <strong>the</strong>ir analysis of <strong>the</strong> structure of <strong>the</strong> s<strong>to</strong>ry, encouragingtext<strong>the</strong>m <strong>to</strong> identify where <strong>the</strong>y would plot each paragraph on<strong>to</strong> <strong>the</strong> S<strong>to</strong>ry Staircase.● Use <strong>the</strong> enlarged copy of PCM 5 <strong>to</strong> support <strong>the</strong> discussion. If required use PCM6 as a guide or <strong>to</strong> sum up discussion. Children can follow on FLS Book page 40.● Can <strong>the</strong> children think of any o<strong>the</strong>r s<strong>to</strong>ries <strong>the</strong>y have read which would fit thisstructure?Response ● Talk about <strong>the</strong> fact that children can use this type of plan for <strong>the</strong>ir own s<strong>to</strong>ries,<strong>to</strong> textdescribing events leading <strong>to</strong> <strong>the</strong> most exciting point and <strong>the</strong>n leading <strong>to</strong>wards <strong>the</strong>conclusion, where everything is resolved. They will be using <strong>the</strong> S<strong>to</strong>ry Staircaseidea <strong>to</strong> plan out <strong>the</strong>ir s<strong>to</strong>ry later in <strong>the</strong> week.15FLS Group Intervention / Training Materials 49National <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 12TrainingDayMODULE 2 WEEK 5A Greek MythPerseus and <strong>the</strong> Gorgon’s HeadPCM 2a3Long ago, Polydectes wasking of Seriphos, in a landcalled Greece. A mo<strong>the</strong>r andson, called Danae andPerseus, lived in <strong>the</strong> palace.The king wanted <strong>to</strong> marryDanae but she kept refusinghim. Eventually he sent hisguards <strong>to</strong> get her.Perseus was strong and feared nothing. He fought <strong>the</strong> guardsand defended his mo<strong>the</strong>r. The king wanted <strong>to</strong> get rid of Perseus,so he sent him on a dangerous mission. Perseus had <strong>to</strong> go andfetch <strong>the</strong> head of <strong>the</strong> Gorgon, Medusa.Medusa was one of three monstrous sisters. They could turnmen <strong>to</strong> s<strong>to</strong>ne just by looking at <strong>the</strong>m.FLS Group Intervention / Training Materials 51National <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsTrainingDayHandout 12 cont.3MODULE 2 WEEK 5PCM 2bPerseus had a long and difficult journey <strong>to</strong> find <strong>the</strong> Gorgons. Thegods gave him two things <strong>to</strong> help him: a shiny shield and a sickle<strong>to</strong> cut off Medusa’s head. He tricked <strong>the</strong> Three Grey Sisters in<strong>to</strong>telling him where <strong>to</strong> find Medusa. They sent him <strong>to</strong> <strong>the</strong> OceanNymphs. The Nymphs hated Medusa and agreed <strong>to</strong> help. Theygave him winged sandals so that he could fly <strong>to</strong> <strong>the</strong> right place,and a helmet <strong>to</strong> make him invisible.Perseus reached <strong>the</strong> land where <strong>the</strong> Gorgons lived. He heard<strong>the</strong>ir terrible snoring, and <strong>the</strong> snakes on <strong>the</strong>ir heads hissingloudly. He looked in <strong>the</strong> shield <strong>to</strong> see <strong>the</strong>ir reflection. Then he cu<strong>to</strong>ff Medusa’s head. The o<strong>the</strong>r Gorgons woke up, but Perseus pu<strong>to</strong>n <strong>the</strong> helmet and flew away.It was a long and difficult journey. Eventually Perseus got back <strong>to</strong>Seriphos. He went <strong>to</strong> King Polydectes and showed him <strong>the</strong>Gorgon’s head. The King was turned <strong>to</strong> s<strong>to</strong>ne. Perseus and hismo<strong>the</strong>r were safe at last.FLS Group Intervention / Training Materials 52National <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 13TrainingDayMODULE 2 WEEK 6MODULE 2 WEEK 6Summary – Week 6Focus for <strong>the</strong> week: Planning s<strong>to</strong>ry plots – fantastic talesWeek 6MondayDuring literacy hourGuided reading(teacher) IntroduceS<strong>to</strong>ry Staircase, demomappinga s<strong>to</strong>ry (e.g.Perseus) on<strong>to</strong> it.Outside literacy hourHomework taskReading journal: identifyand summarise <strong>the</strong> climaxof a s<strong>to</strong>ry read recently.Preparation andresourcesPCM 2 from Week 5‘Perseus and <strong>the</strong>Gorgon’s Head’PCM 5 ‘S<strong>to</strong>ry StaircaseOutline’ enlarged.PCM 6 ‘Perseus mappedon <strong>to</strong> S<strong>to</strong>ry Staircase’,enlargedFLS Book pages 29, 30,39 and 403TuesdayIndependent activityMap out <strong>the</strong> plot ofano<strong>the</strong>r myth on<strong>to</strong> <strong>the</strong>S<strong>to</strong>ry Staircase, as in <strong>the</strong>guided session.<strong>Support</strong>ed session 6:1Demonstrate planning amyth, using S<strong>to</strong>ryStaircase up <strong>to</strong> <strong>the</strong> mostexciting part. Childrenbegin own plan.Reuse PCM 5 –enlargement for TA. ReadPCM 8. Use PCM 7‘Planning notes for“Thespina and <strong>the</strong>Scorpidon”’.FLS Book page 39Independent taskHomework taskComparing and changingdialogue.Homework Activity 3Wednesday<strong>Support</strong>ed session 6:2Demonstrate planningthree possible resolutions:kill beast and escape;trick beast and escape;befriend beast. Childrendiscuss choices.As for <strong>Support</strong>edsession 6:1Reuse TA’s scribed noteson S<strong>to</strong>ry Staircase from 6:1Children’s S<strong>to</strong>ry StaircaseplansHomework taskChildren composesentences containingcomparative descriptions.Homework Activity 6:‘What? Even bigger thanthat!’ThursdayIndependent activityChildren plan s<strong>to</strong>ryresolution using S<strong>to</strong>ryStaircase, based on <strong>the</strong>three choices discussed in<strong>Support</strong>ed session 6:2.Children’s S<strong>to</strong>ry Staircaseplans from <strong>Support</strong>edsessions 6:1 and 6:2.Friday<strong>Support</strong>ed session 6:3Demonstrate reviewingearly part of plan <strong>to</strong>ensure that it links <strong>to</strong>chosen resolution.Reminder about usingpast tense for narratives.Review week’s learning.TA’s S<strong>to</strong>ry Staircase from<strong>Support</strong>ed sessions 6:1and 6:2FLS Book page 39Children’s S<strong>to</strong>ry Staircaseplans14FLS Group Intervention / Training Materials 53National <strong>Literacy</strong> Strategy
FURTHER LITERACY SUPPORTHandoutsHandout 14Weekly timetableMonday B LTuesday R UTrainingDay3Wednesday E NThursday A CFriday K HFLS Group Intervention / Training Materials 55National <strong>Literacy</strong> Strategy