Enhancing Literacy through Progression in Speaking and Listening PDM 2: Part 1

1. Enhancing Literacy through Progression in Speaking and ListeningPDM 2: Part 1 This is the first part (of two) of PDM 2. You may need to consider a range of other staff INSET around enhancing literacy including follow-up staff meetings on speaking and listening and IT, in addition to monitoring of implementation.This is the first part (of two) of PDM 2. You may need to consider a range of other staff INSET around enhancing literacy including follow-up staff meetings on speaking and listening and IT, in addition to monitoring of implementation.

2. Aims and Overviews to become familiar with the structure of the renewed Framework to understand the progression within a strand across the whole school to prepare for teaching a Literacy unit

3. Agenda Introducing the Framework: Rationale Structure Where are we with Speaking and Listening? IT Resources to support speaking and listening, LgFL Video observation: Speaking and Listening strategies Reflection and discussion The Units, and phases of learning Action points, Task This is an overview of what will be covered in the meeting. It is an appropriate time to explain why/how you as SMT have chosen to look at Enhancing Literacy as a Theme for the renewal of the framework. Add school context information here about standards in literacy, and identified areas within literacy that are in the SEF/SIP.This is an overview of what will be covered in the meeting. It is an appropriate time to explain why/how you as SMT have chosen to look at Enhancing Literacy as a Theme for the renewal of the framework. Add school context information here about standards in literacy, and identified areas within literacy that are in the SEF/SIP.

4. Rationale encouraging flexibility structuring learning raising expectations (especially Y3+Y4) making more effective use of assessment broadening and strengthening pedagogy. Share key issues emerging from the school self-evaluation or school improvement plan in relation to children that have been identified as underperforming. Explain that the Primary Framework enables teachers and practitioners more easily to see the big picture of progression, rather than a collection of objectives. Emphasise the opportunities that the Primary Framework offers to support the accelerated progress of the children that you have identified as underperforming. One of the features for this is being web-based, it is easier to move from one yeasr group to another to �track back� and forwards through the progression of objectives. Also, with the Y7 objectives added, there is greater scope for pushing able Y6 students. Share key issues emerging from the school self-evaluation or school improvement plan in relation to children that have been identified as underperforming. Explain that the Primary Framework enables teachers and practitioners more easily to see the big picture of progression, rather than a collection of objectives. Emphasise the opportunities that the Primary Framework offers to support the accelerated progress of the children that you have identified as underperforming. One of the features for this is being web-based, it is easier to move from one yeasr group to another to �track back� and forwards through the progression of objectives. Also, with the Y7 objectives added, there is greater scope for pushing able Y6 students.

5. Key elements: Fewer objectives in 12 strands Speaking and Listening more significant IT embedded in all literacy areas Exemplar lesson plans and resources provided Give a general overview of the Framework renewal. These key features are described in more detail elsewhere in the Subject Leader�s Materials CD Rom. Give a general overview of the Framework renewal. These key features are described in more detail elsewhere in the Subject Leader�s Materials CD Rom.

6. The new Strands Look at the 12 new strands, and how they replace the old levels of word, sentence and text level objectives. In general the objectives are slimmed down. Note how reading and writing have IT as central. Clearer progression in a strand of learning in the Primary Framework can support staff to plan the learning journey from where the children currently are to where they should be, based on their prior attainment, age and development. This could be used to support layered curricular target setting and setting expectations for individuals and groups It is important to consider carefully whether there is a need to accelerate the progress towards and beyond the age-related expectations for any children identified as underperforming, and whether this is appropriate. Look at the 12 new strands, and how they replace the old levels of word, sentence and text level objectives. In general the objectives are slimmed down. Note how reading and writing have IT as central. Clearer progression in a strand of learning in the Primary Framework can support staff to plan the learning journey from where the children currently are to where they should be, based on their prior attainment, age and development. This could be used to support layered curricular target setting and setting expectations for individuals and groups It is important to consider carefully whether there is a need to accelerate the progress towards and beyond the age-related expectations for any children identified as underperforming, and whether this is appropriate.

7. Progression through a strand Choose either: Drama or Group interaction and discussion strand. (Handout 1) Discuss in groups: How are these different from your current curriculum provision? What resources/strategies do we need to support children in these areas? Look in detail at a specific strand from the Primary Framework, related to your school�s identified focus. We have provided Group interaction and Drama strands in Handout 1 as we feel they are likely to enhance literacy most. Ask teachers to consider: the age-related expectations the rate of progression across year groups the pace of learning and teaching implied. Look in detail at a specific strand from the Primary Framework, related to your school�s identified focus. We have provided Group interaction and Drama strands in Handout 1 as we feel they are likely to enhance literacy most. Ask teachers to consider: the age-related expectations the rate of progression across year groups the pace of learning and teaching implied.

8. The title links directly to the website on LgFL. These resources are free to all London Schools. A very rich source of materials! It can be accessed by a link through Learning Live. These are the content grids. The title links directly to the website on LgFL. These resources are free to all London Schools. A very rich source of materials! It can be accessed by a link through Learning Live. These are the content grids.

9. These are the content grids for literacy at KS1 and KS2These are the content grids for literacy at KS1 and KS2

10. Free resources on the London Grid for Learning Many more on the website, course curriculum areas. Do staff know and use these? Are they familiar with the bilingual aspects?Many more on the website, course curriculum areas. Do staff know and use these? Are they familiar with the bilingual aspects?

11. Talking Stories 2 The title links directly to website, so this can be explored during a staff meeting or quickly referenced afterwards by staff. There are a large number of teachers� resources attached to each story. This section of Talking Stories includes animated version of The Ancient Mariner, Midsummer�s Nights Dream, and non-fiction support about recipes and police reports. The title links directly to website, so this can be explored during a staff meeting or quickly referenced afterwards by staff. There are a large number of teachers� resources attached to each story. This section of Talking Stories includes animated version of The Ancient Mariner, Midsummer�s Nights Dream, and non-fiction support about recipes and police reports.

12. Units of Work From here you can link to the plans for each unit. Units in blue have extra support � either new resources or further exemplifications of plans. From here you can link to the plans for each unit. Units in blue have extra support � either new resources or further exemplifications of plans.

13. Video Observation: Option 1 EAL toolkit Section 2: Listening. Year 2 lesson on instructions How would these strategies enhance children�s progress in either reading or writing? How could this be built into other curriculum areas? Key strategies to pull out during feedback: Parental involvement Culturally relevant context for the class Use of additional adult in whole class teaching time Use of actions and audio resources to reinforce language learning Expectations of interaction made explicit Key vocabulary and phrases reinforced verbally and on displays Everyone has identified roles Speaking and listening for motivating purpose Mini plenary to pull out language and emphasise the learning in the activity (not just �for fun�!)Key strategies to pull out during feedback: Parental involvement Culturally relevant context for the class Use of additional adult in whole class teaching time Use of actions and audio resources to reinforce language learning Expectations of interaction made explicit Key vocabulary and phrases reinforced verbally and on displays Everyone has identified roles Speaking and listening for motivating purpose Mini plenary to pull out language and emphasise the learning in the activity (not just �for fun�!)

14. Video Observation: Option 2 Speaking, Listening and Learning DVD Section 3: Group Discussion�& Interaction How would these strategies enhance children�s progress in either reading or writing? How could this be built into other curriculum areas? Key strategies to pull out during feedback: Teacher in role, hot seating Expectations of interaction made explicit Key vocabulary and phrases reinforced verbally before any writing expected Everyone has identified roles Speaking and listening for purpose Key strategies to pull out during feedback: Teacher in role, hot seating Expectations of interaction made explicit Key vocabulary and phrases reinforced verbally before any writing expected Everyone has identified roles Speaking and listening for purpose

15. Finding a Teaching Unit: 1. Planning 2. Year 4 3. Non-fiction 4. Unit 3 Demonstrate on the website if possible, the process of finding a unit of work. Handouts with the overview for each year group should also be given as reference. (handout 2 + 3) these handouts have green highlighted areas which show that this unit has exemplification or resources available. Demonstrate on the website if possible, the process of finding a unit of work. Handouts with the overview for each year group should also be given as reference. (handout 2 + 3) these handouts have green highlighted areas which show that this unit has exemplification or resources available.

16. Pace through Units: Phases Phase 1 Reading; re-reading; investigating; familiarisation with the text-type Phase 2 Capturing ideas; writing in role; analysis and investigation of aspects of the text Phase 3 Story-boarding; writing a final version These are the general statements within the phases of all the units. They will not all be in each unit.These are the general statements within the phases of all the units. They will not all be in each unit.

17. Y4 Explanations: Phase Summary Phase 1 Read and briefly investigate three different text-types so that children can distinguish between explanatory texts, reports and recounts. Capture ideas through talk and reading and use of different examples of the text-type�- on-screen, oral, written and visual. Phase 2 Children work in pairs to orally explain a process or answer a question. Explore the short film and, through teacher scribing, shared composition and guided writing, develop awareness of the language features of an explanation text (sentence structure, connectives, passive voice). Introduce the writing task. Phase 3 Use a diagrammatic plan and oral rehearsal to support the writing of an explanation text. Use the conventions developed through modelled and shared writing and response partners and peer marking to develop skills of re-drafting and editing. Now: Watch the Shirt maker Video The hyperlink will take you to the appropriate strategy web page. Once there, scroll down to the bottom of the page to click on the movie file. This will also show the staff a range of the resources that may be available to them. Show Handout 4 with the 3 phases for this unit � note they are much longer than the summary on the slide. Ask teachers to read through the progression and identify opportunities for Group Interaction and Drama. Highlighters may be useful for teachers. The hyperlink will take you to the appropriate strategy web page. Once there, scroll down to the bottom of the page to click on the movie file. This will also show the staff a range of the resources that may be available to them. Show Handout 4 with the 3 phases for this unit � note they are much longer than the summary on the slide. Ask teachers to read through the progression and identify opportunities for Group Interaction and Drama. Highlighters may be useful for teachers.

18. Action Points: Find and try a resource on the LgFL. Choose a unit of work to plan and deliver. Feedback will be asked for at the next meeting (date�?) Staff should state which unit they are going to do, and which LGFL resources they are going to look for in particular. Keep a copy of this so you can get specific feedback at the start of the next session. Explain that they will be expected to feedback at the next session. Fill in the date on this slide to ensure everyone is clear of their timescale.Staff should state which unit they are going to do, and which LGFL resources they are going to look for in particular. Keep a copy of this so you can get specific feedback at the start of the next session. Explain that they will be expected to feedback at the next session. Fill in the date on this slide to ensure everyone is clear of their timescale.