Teaching Sequence

1. Teaching Sequence Objectives selected according to the needs of pupils Outcomes

2. Activity • Look at the handout with the 6 non-fiction text forms • Discuss which text type should be placed beneath each one

3. Recount letter autobiography diary or journal newspaper report magazine article science experiment Discussion newspaper editorial non-fiction book on an ‘issue’ write up of a debate formal essay leaflet or article giving balanced account of an issue Possible Text Types • Report • information leaflet • tourist guide • encyclopaedia entry • magazine article • non-fiction book • letter • Explanation • encyclopaedia entry • non-fiction book • technical manual • question and answer articles and leaflets • write-up of science experiment • Multi-modal • Persuasion • advertisement • catalogue • travel brochure • pamphlet from pressure group • newspaper/magazine article • poster or flier • book blurb • letter to editor or editorial • Instructions • recipe • technical manual • non-fiction book • timetable, route-finder • list of rules • posters, notices, signs • sewing or knitting pattern • instructions on packaging

4. The Sequence from Reading to Writing Shared Reading Immersion and analysis Gathering Content Shared Writing Planning, composing, editing and revising Guided Writing Pre-writing, writing, post writing Independent Writing Investigating, practising and applying skills Outcome Bringing to presentation

5. Planning Circles • Shared reading: • decoding • understanding • text analysis Phase 1 Phase 1 to 2 • Gathering ideas and content: • Visual literacy, drama, speaking and listening, • Short writing opportunities Phase 2 Phase 2 to 3 • Planning, • Shared writing, • Independent and guided writing: • Creative outcomes Phase 3

6. An example of a unit of work linked to World War 2 • Phase 1 • Read an extract from the machine gunners by Robert Westall (could also be the class novel) • Phase 2 • Gathering ideas – use of pictures, drama, role play, artefacts • Incidental writing • Phase 3 • Main writing outcome – could be story , newspaper report, historical report… • Phase 4 (Possibly) • Sometimes there is a 4th phase if speaking and listening activities form the outcome for one of the phases before writing take place.

7. Core Teaching in Reading Shared reading: decoding understanding text analysis • specific reading objectives • introducing an interesting and engaging text • teaching reading strategies • applying the relevant reading strategies • techniques to navigate texts • comprehension strategies – including drama and visual image and enjoyment! • response to text – not comprehension exercises! • Assessment Focuses 1 – 7 • Shared reading – teaching next level of age appropriate skills – comprehension or analysis • Guided reading – teaching next level of current attainment • Independent reading – application and enjoyment

8. He threw himself through the shelter door. His father drew down the heavy tarpaulin, and his mother lit the little oil-lamp with her third trembling match. The bombs began whining down again. There was a crack like thunder, and another and another and another and another. Every time he heard one, Chas would start to count inside his head. When the counting reached twenty, he would either be dead, or he would see little bits of cork fall off the shelter wall with the shock wave, and know he had survived . . . till the next whistling started. It was a silly pointless game, with no real magic in it, but it stopped you wanting to scream … Then he heard the sound of bricks falling, like coalmen tipping coal into the cellar and glass breaking and breaking . . . At dawn, they climbed out stiffly. They were surprised to see their house still standing; and the rest of the houses in the Square. And the next row, beyond the long back-gardens, quite untouched . . .except two were simply gone. The ones on either side were windowless, had slates missing. But two were simply gone.

9. Gathering Ideas Phase 2 • Gathering ideas and content: • Visual literacy, drama, speaking and listening, • Short writing opportunities • Finding something to write about; • Research and note-making skills; • Exploring ideas; • Role Play; • ‘Reading’ film and still image; • Using sounds; • Visits/visitors/experiences – real or virtual • Cross-curricular content; • Drama techniques; • Making notes; • Incidental writing. K W L

10. Fire fighter painting

12. Drama activities • In pairs think of questions to ask the firemen • Hotseat one of the main characters • Overheard conversation – What are the two characters on the right saying? • Freeze frame the action – What are the characters thinking? • Role play what happens next.

13. Post it notes Story map Notes Diary Letter Poem Email or text messages Problem page For and against Fact boxes Summarising Character profiles Thought bubbles and speech bubbles Short play script/conversation/ dialogue/gossip Story map Short writing opportunities

14. Writing Skills • Planning • Shared writing • Independent and guided writing • Creative outcomes • Skills need to be demonstrated; • Assessment Focuses A to F; • Explicit reference to, and application of, age-related expectations; • Moving both genre and skills forward; • Making writing creative and enjoyable; • Shared Writing: teaching next level of age-related skills; • Guided Writing: teaching matched to specific needs of pupils; • Independent Writing: application, creativity and enjoyment.

15. Activity Choose one of the following options. In pairs use the picture to write: • A letter – to problem page; family; colleague; council housing department; • A diary entry; • A newspaper report; • A poem.