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The Highway Weekly Literacy Plan

Teacher: Year Group: Term/ Date and Duration: Key Text/ Imitation Text: Genre/Focus :

Main WOW Entry Point: Key Groups (PP, SEND):

Pupil Targets (Objectives) Transcription Level: Pupil Targets (Objectives) Composition Level: Cross Curricular Links/ PSHCE:

Spelling: Text Level: Exceeding ARE:

Handwriting:

Sentence Level: Key Vocabulary:

Word Level:

Rather than plan individual lessons in advance, class teachers should aim to plan the learning journey through the Talk for Writing Teaching Sequence and then use this ‘road map’ to design learning opportunities over the time of the unit, ensuring the pace is appropriate to meet the needs, interests and abilities of the class. Lessons should be adapted in light of the teacher’s marking and feedback.

Preparation Creative Context Imitation Innovation Invention Evaluation1 week 1 Day 1 Day

1

T4W Teaching Sequence Pupil Targets/ Success Criteria

Main Teaching (Response to previous learning/ WOW/ main learning

questions)Sentence/ Word Level

Text Level

Teach(Including differentiation work, challenge, adult support)

Plenary/AFL Review/

Assessment questionsGroup 1 Group 2 Group 3Individualised Learning

PREPARATION

What do the children already know?

Plan ‘Cold’ – Pink for Think Writing task to assess strengths and areas that need to be developed across all of the ability ranges.

Consider knowledge of text type as well as grammar, punctuation, spelling and handwriting/presentation.

Guided Teacher Group:

Evaluation/ Reflection of session/ Next Steps

PREPARATION

Set Writing Challenges

Analyse ‘cold tasks’ and paste in Writing Challenges for: text, word/vocabulary and sentence/punctuation level. Use NC age-related expectations (ARE) as benchmark and above ARE to extend. (Differentiate as appropriate).Adapt the model text to include the Challenges. Discuss Challenges with children.

Explore grammar knowledge and skills (including the Challenges)

along with spelling and handwriting. See NC Spelling and Grammar Appendices and Word

Lists.



2

T4WTeaching Sequence

Pupil Targets/ Success Criteria


questions)Sentence/ Word Level/ Text Level


Plenary/AFL Review/ Assessment questions

CREATIVE

CONTEXT

What is the Hook?

Set up an engaging creative context.Will the writing be for a real or imagined audience?Plan activities, gather resources, design role-play area, choose pictures, animations, objects etc.Link to a shared experience e.g., class visit or ‘event’.

Learn the Exemplar Text!



IMITATION

Talk and Learn the Exemplar Text

Tell the story/text using a story map, actions, props and role-play, emphasising the key language features.Retell multiple times as a class, in groups and pairs.Shape retelling for expression

and sense.

Identify the Key Language Features

Build into the exemplar text any specific language features required to ensure good progress, particularly focussing on the National Curriculum age-related expectations What Grammar, Punctuation and Spelling needs to be taught?

National Curriculum age-related expectations:Consider word and sentence games to introduce and practice the key language features and spelling,



3






Plenary/AFL Review/ Assessment questions

IMITATION

Shared ReadingReading as a Reader-

Introduce printed version of exemplar text e.g., turn into a ‘Big Book’.Read and re-read fluently with expression.Use ‘Book Talk’ and drama to deepen understanding.Read other examples or snippets.Develop Language Comprehension Skills(Particularly focussing National Curriculum age-related expectations Literal and inferential questions, finding evidence in the text.- Mark up or annotate text to

identify key language features and discuss meanings and effects.

- Check and explore meaning of new words and phrases.

- Magpie words and expressions- save and display for future use.

Note spellings and spelling patterns as you go.

Key Vocabulary from the text: Guided Teacher Group:

Key Comprehension Questions:

Immersive Writing Tasks:

Main Teaching activity:




Main Teaching(Response to previous learning/ WOW/ main learning



Plenary/AFL Review/

Assessment questions

IMITATI

Shared ReadingReading as a Writer-

Working from the written version;- Identify underlying sequence

and pattern of text for innovation.

- ‘Box Up’ the text, labelling each section in sequence to capture its overall structure.

- Identify key elements of each

Key Elements of story for Boxing up: Guided Teacher Group:

Other Examples from great writers:

Features to include tool kit

4

ON

section in generalisations that can be applied to other contexts.

- Co-construct toolkits, focussing on how writers create an effect - not a ‘level’ checklist of tickable ‘criteria’.

Ensure that Learning Walls/ Washing Lines display maps, texts, word banks, sentence patterns etc








Plenary/AFL Review/


INNOVATION

Introduce New StimulusBuild content by developing story ideas, e.g., use an experience as a basis for poetry or develop knowledge/views for non-fiction.Build in real or imagined audience and purpose.

Using the Learned Structure, Model Drawing a New MapTell and retell new class version before groups/ pairs/ individuals work on their own changes.‘Box Up’ or, for younger children, innovate on individual story maps

Shared WritingCo-construct as a class section by section (each day/lesson), using the model text, toolkit, boxed up plan or map.Teacher scribes, helping children to suggest words and sentences.Teacher chooses language for effect and banks good ideas not used in this text.Teacher models frequent re-reading to hear how it sounds, evaluate for sense and impact.

Guided WritingTeacher differentiates to support children at varying levels of ability.Teacher focuses on specifics arising from ongoing assessment.Teacher varies levels of innovation for more able

Independent WritingDe-scaffold in carefully managed stages, e.g., children might complete or change a sentence or paragraphWeaker writers may ‘hug’ closely, relying on the original.Stronger writers may use boxed up plan and the toolkit with added challenges.

Daily FeedbackFocused oral and written feedback using ‘Think pink’, ‘green is great’ Children given time to respond to teacher’s improvement suggestion(s).Peer and self-assessment with learning partners (yellow).

Grammar & Punctuation Objectives (through games):


Spelling rules Objectives (through games):

Main Teaching Activity:

5

Whole class discussion on success with toolkit, using a visualiser/ Reflector APP.Immediate improvement of writing in light of discussion.







Plenary/AFL Review/


IVENTION

Whole Class/ Group Teaching before Independent WritingReading snippets.Min-writes.Sentence work.Refine, add to and internalise toolkit.Vary boxing up.Comparison, improve a dull piece.Provide New Starter as a StimulusE.g., First-hand experience, images, film, drama, objects, cross-curricular topic, creative event, etc.Draw up new map or box up.Possible shared writing of illustrative exemplar to consolidate understanding of the toolkit.Possible guided writing pitched at specific focus for flexible groups.Teacher FeedbackFocused oral and written feedback using ‘Think Pink’, ‘green is great’.Children given time to respond to teacher’s improvement suggestion(s).Peer and self-assessment with learning partners (purple).Whole class discussion on success with the toolkit, using a visualiser/ Reflector APP.Immediate improvement of writing in light of discussion.Further writing lessons focused on progress and further independent writing, including editing and redrafting.





6







Plenary/AFL Review/


EVALUATION

Compare with Initial pre-unit ‘cold’ Pink for Think Writing

Use writing samples as part of evidence for summative assessment of progress over time.

Assess individual’s progress towards and beyond age-related expectations as detailed in the National curriculum.


Publication- Display, Publish or Perform

Perform retellings/ writing in class or phase assemblies.Publish writing for class books, classroom displays, Blogs and for Achievement Books.

7

T4W Teaching Sequence

Non- Fiction Text



questions)Sentence/ Word Level

Text Level


Plenary/AFL Review/

Assessment questionsGroup 1 Group 2 Group 3Individualised Learning

PREPARATION

What do the children already know?

Plan ‘Cold’ – Pink for Think Writing task to assess strengths and areas that need to be developed across all of the ability ranges.

Consider knowledge of text type as well as grammar, punctuation, spelling and handwriting/presentation.



IMITATION

Shared ReadingReading as a Reader-

Introduce printed version of exemplar text e.g., turn into a ‘Big Book’.Read and re-read fluently with expression.Use ‘Book Talk’ and drama to deepen understanding.Read other examples or snippets.Develop Language Comprehension Skills(Particularly focussing National Curriculum age-related expectations Literal and inferential questions, finding evidence in the text.- Mark up or annotate text to

identify key language features and discuss meanings and effects.

- Check and explore meaning of new words and phrases.

- Magpie words and expressions- save and display for future use.

Note spellings and spelling patterns as you go.

Key Vocabulary from the text: Guided Teacher Group:

Key Comprehension Questions:

Immersive Writing Tasks:


9







Plenary/AFL Review/


IMITATION

Shared ReadingReading as a Writer-

Working from the written version;- Identify underlying sequence

and pattern of text for innovation.

- ‘Box Up’ the text, labelling each section in sequence to capture its overall structure.

- Identify key elements of each section in generalisations that can be applied to other contexts.

- Co-construct toolkits, focussing on how writers create an effect - not a ‘level’ checklist of tickable ‘criteria’.

Ensure that Learning Walls/ Washing Lines display maps, texts, word banks, sentence patterns etc

Key Elements of story for Boxing up: Guided Teacher Group:

Other Examples from great writers:

Features to include tool kit



10






Plenary/AFL Review/


INNOVATION

Introduce New StimulusBuild content by developing story ideas, e.g., use an experience as a basis for poetry or develop knowledge/views for non-fiction.Build in real or imagined audience and purpose.

Using the Learned Structure, Model Drawing a New MapTell and retell new class version before groups/ pairs/ individuals work on their own changes.‘Box Up’ or, for younger children, innovate on individual story maps

Shared WritingCo-construct as a class section by section (each day/lesson), using the model text, toolkit, boxed up plan or map.Teacher scribes, helping children to suggest words and sentences.Teacher chooses language for effect and banks good ideas not used in this text.Teacher models frequent re-reading to hear how it sounds, evaluate for sense and impact.

Guided WritingTeacher differentiates to support children at varying levels of ability.Teacher focuses on specifics arising from ongoing assessment.Teacher varies levels of innovation for more able

Independent WritingDe-scaffold in carefully managed stages, e.g., children might complete or change a sentence or paragraphWeaker writers may ‘hug’ closely, relying on the original.Stronger writers may use boxed up plan and the toolkit with added challenges.

Daily FeedbackFocused oral and written feedback using ‘Think pink’, ‘green is great’ Children given time to respond to teacher’s improvement suggestion(s).Peer and self-assessment with learning partners (yellow).Whole class discussion on success with toolkit, using a visualiser/ Reflector APP.

Immediate improvement of writing in light of discussion.





T4W Pupil Main Teaching Teach Plenary/

11

Teaching Sequence Targets/ Success Criteria

(Response to previous learning/ WOW/ main learning questions)

Sentence/ Word Level/ Text Level

(Including differentiation work, challenge, adult support) AFL Review/ Assessment questions

IVENTION

Whole Class/ Group Teaching before Independent WritingReading snippets.Min-writes.Sentence work.Refine, add to and internalise toolkit.Vary boxing up.Comparison, improve a dull piece.Provide New Starter as a StimulusE.g., First-hand experience, images, film, drama, objects, cross-curricular topic, creative event, etc.Draw up new map or box up.Possible shared writing of illustrative exemplar to consolidate understanding of the toolkit.Possible guided writing pitched at specific focus for flexible groups.Teacher FeedbackFocused oral and written feedback using ‘Think Pink’, ‘green is great’.Children given time to respond to teacher’s improvement suggestion(s).Peer and self-assessment with learning partners (purple).Whole class discussion on success with the toolkit, using a visualiser/ Reflector APP.Immediate improvement of writing in light of discussion.Further writing lessons focused on progress and further independent writing, including editing and redrafting.







Pupil Targets/



Plenary/AFL Review/

12

Success Criteria



EVALUATION

Use writing samples as part of evidence for summative assessment of progress over time.

Assess individual’s progress towards and beyond age-related expectations as detailed in the National curriculum.


Publication- Display, Publish or Perform

Perform retellings/ writing in class or phase assemblies.Publish writing for class books, classroom displays, Blogs and for Achievement Books.

Assessment notes- make notes only on those children who fell below or exceeded the expectations.HA MA LA

Next Steps

13

Teacher and Additional Adult Assessment Sheet LiteracyAdditional Adult: Week Beginning: Year Group:

Pupil Targets (Objectives) Transcription Level: Pupil Targets (Objectives) Composition Level: Pupil Targets (Objectives) Spoken Language:

Lesson 1 Lesson 2 Lesson 3Targeted Children: Targeted Children: Targeted Children:Name Pupil

TargetComment Name Pupil


TargetComment

Lesson 4 Lesson 5 Additional NotesTargeted Children: Targeted Children:Name Pupil


TargetComment

15

Pupil Target: Achieved (A), Partially Achieved with support (PA), Not Achieved (NA)

Signed: CT: AA:

16

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