Session 4 overview HO 4 - schools.oxfordshire.gov.uk · events and use this as a story plan....

1 of 21 The National Strategies Primary KS1 CPD day 1

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Session 4 overview HO 4.04 Year 2 Narrative Unit – Additional text based unit – 3 weeks

Specific guidance for early reading and ongoing teaching of word, sentence and speaking and listening needs to be covered alongside this unit, informed by ongoing assessment for learning.



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Phase 1 (5 days)

Read and respond to a modern classic. Explore how images add additional information to the text. Discuss the emotional state of the main characters and the setting used in the narrative.

Phase 1 Learning outcomes

Children can express ideas about a character using evidence from the text to justify their opinion.

Children understand that words, images and sounds can convey different elements of a narrative to a reader

Children understand that punctuation and font features can influence how a text is read

Children can re-tell a story

Overview

Reading and response: Read a traditional story with examples of predictable and patterned language (e.g.The Three Bears). Children to join in the retelling of the story using actions to signify key events (TfW)

Follow this activity by reading a modern story (Owl Babies by Martin Waddell) Children prepare and retell the story using signposts given by the author to emphasis

feelings and specific vocabulary and incorporating some formal story language. Encourage them to sustain the account while keeping the listener's interest.

(Analysis): Compare the theme setting and characters of the Owl Babies with traditional stories that have three characters and a predictable pattern, e.g. The Billy Goats Gruff, The Three Bears. Support the children in identifying the similarities between these tales and Owl Babies. Locate key descriptive words and phrases. Identify sequence of events and compare the plots of different stories. Predict incidents and endings based on experience of traditional tales. Use improvisation and role-play to explore alternatives.

(Speaking and Listening): Watch and listen to videos of real owls and discuss the mood and atmosphere created by the sounds. Watch presentation (live performance/video) of traditional tale(s) from another culture. Discuss how mood and atmosphere were created. Describe characters orally and in writing.

(Writing): Using Owl Babies as a model, demonstrate how to structure a new sequence of events and use this as a story plan. Children write own short stories in the style of a traditional tale. Include elements from reading, for example formal story language, typical dialogue. Use past tense consistently and temporal connectives to introduce the different parts of the story.



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Phase 2 (3 days)

Discuss how characters behave and how that is reflected in the text, images and vocabulary. Plan and write a short, alternative modern classic based on the structure of traditional stories using connectives to indicate time and tension.

Phase 3 (7 days)

Discuss how words and images can convey different information to a reader. Demonstrate how images can give the reader additional information that enhances the text.


Children can innovate stories they know well and invent new stories

Children can produce story maps/story mountains to support their planning


Children can write a simple story using a range of connectives to link ideas and build tension for the reader.

Children can use punctuation and other font features to influence how a text is read

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Prior learning

Check that children:

can recognise speech punctuation; are familiar with the use of time connectives can write in complete sentences with capital letters and full stops; can navigate an on-screen text with some confidence are familiar with traditional tales and have an understanding of their structure and main

features.

Guided reading sessions should be planned and delivered according to the needs of the different children in the class, making use of AfL and APP.

Guided writing sessions should be planned according to needs of different children, making use of AfL and APP, based on SfW materials and drawing specifically on pupil writing targets.



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Year 2 Learning Objectives

(The following list comprises only the strands, numbered 1 through 12, that are relevant to this particular unit. Where there are relevant Steps in Learning for an objective, a link has been included.)

Most children learn to:

Speaking

tell real and imagined stories using the conventions of familiar story language

explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication

Listening and responding

respond to presentations by describing characters, repeating some highlights and commenting constructively

Drama

present parts of traditional stories, their own stories or work from different parts of the curriculum for members of their own class

Word recognition: decoding (reading) and encoding (spelling)

read independently and with increasing fluency longer and less familiar texts

spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns

know how to tackle unfamiliar words that are not completely decodable

read and spell less common alternative graphemes including trigraphs

read high and medium frequency words independently and automatically

Word structure and spelling

spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters

read and spell less common alternative graphemes including trigraphs

Understanding and interpreting texts

draw together ideas and information from across a whole text, using simple signposts in the text

give some reasons why things happen and or characters change

Engaging with and responding to texts

explain their reactions to texts, commenting on important aspects draw on knowledge and experience of texts in deciding and

planning what and how to write



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Creating and shaping texts

select from different presentational features to suit particular writing purposes on paper and on screen

Text structure and organisation

use planning to establish clear sections for writing

Sentence structure and punctuation

write simple and compound sentences and begin to use subordination in relation to time and reason

Presentation

word-process short narrative and non-narrative texts

http://nationalstrategies.standards.dcsf.gov.uk/steps_in_learning/34758/34267/110207/110238



6 of 21 The National Strategies Primary Literacy KS1: Progression through engagement Day 1

Steps in Learning

Strand 9 Creating and shaping texts

Progression summary

Children build on their knowledge and experience of texts during Year 2 and grow more confident in planning for writing. Their handling of a range of forms becomes more consistent (for example, in their use of person and tense) as well as more

creative (for example, in adapting forms and exploring vocabulary).

Learning objective Make adventurous word and language choices appropriate to the style and purpose of the text.

Step in learning 1

In shared writing children contribute their own language choices for a modern traditional tale based on a model that uses patterned language.

Step in learning 2

In guided writing children focus on finding and choosing words to describe accurately the close details they have observed from first-hand experience.

Step in learning 3

Children work with a response partner during Talk for Writing and independent writing. They apply what they have learned about language choices, style and poetic forms to write a humorous poem. They are given time to explore their ideas through play and experimentation.



Strand 10 Text structure and organisation

Progression summary

During Year 2, children make progress in the way they organise whole texts by planning how best to group content together into sections. They also begin to take account of the way meaning links from section to section.

Learning objective

Use planning to establish clear sections for writing.

Step in learning 1

In independent writing, children use a support structure such as a writing frame to help them plan what to include in each part of their story.

Step in learning 2

Children independently plan how to organise the content of a narrative story. They follow a suggested and familiar structure for planning, such as a storyboard or flow chart, but they create the planning structure themselves.

Step in learning 3

Children write a modern traditional tale during independent writing. They apply what they know about planning strategies to decide independently how to plan the content of each paragraph in their writing.

Strand 11 Sentence structure and punctuation

Progression summary

During Year 2, children begin to include some longer sentences to add more detail and variety to their writing. They experiment with coordinated clauses to create compound sentences using and, or, and but and they begin to use subordinate clauses to explain when and why. The range of punctuation evident in their independent writing extends to include question marks.



Learning objective

Write simple and compound sentences and begin to use subordination in relation to time and reason

Step in learning 1

During shared writing, the teacher demonstrates how to combine simple sentences to create a compound sentence. Children contribute to drafting a story by suggesting compound sentences. They reflect on the difference in effect between two simple sentences and one compound sentence.

Step in learning 2

In guided writing, children focus on sentence construction during the process of writing a sustained story in the style of a familiar author. They edit their first drafts, experimenting with both simple and compound sentences and comparing their effects on style linked to pupil writing targets.

Step in learning 3

During independent writing, children extend the range of sentence structures they use. They begin to use subordination for time and reason to help them sequence or connect events and develop character.



Phase 1: Listening; reading; analysis and discussion (5 days)

Read and respond to a modern classic story. Explore how images add additional information to the text. Discuss the emotional state of the main characters and the setting used in the narrative.

During this phase read the children the story Owl Babies, using actions to make it memorable; this will support the children’s understanding and internalise the structure of the story.

Learning outcomes:

Children can express ideas about a character using evidence from the text to justify their opinion.

Children understand that words, images and sounds can convey different elements of a narrative to a reader

Children understand that punctuation and font features can influence how a text is read

Children can retell a story Pupil Targets (Support for Writing) that could be used to differentiate guided and independent activities during Phase 1 Year 2 – level 1a Year 2 – level 2c Year 2 – level 2b

Strands 7 and 8: Understanding and interpreting texts, Engaging and responding to texts

Identify key themes and give reasons for events in stories, selecting relevant information from the text.

Talk about and give reasons for why things happen and what might happen because of character’s actions.

Identify how words and phrases have been used to create effects, e.g. to create humour, images and atmosphere.

Locate relevant information to find answers to simple questions.

Locate specific information in the text to find answers to simple questions.

Understand how to use alphabetically ordered texts to retrieve information.

Talk for Writing

The story-making process

Imitation – familiarisation by retelling a story using a multi-sensory approach until it can be told fluently. Initially, retelling happens as a whole class, followed by story circles and then with partners.



Session 1 Objective

To introduce the unit of work and to develop pupils interest in the text/ theme

Whole class

Show the whole class an image of a forest or wood and ask them to imagine they are sitting in the middle of it. What can they see and feel? What creatures might live in the forest/wood? Model for them how they might respond using sentence starters and referring to the image. Ensure that you express feelings of being alone/lonely. Give children the opportunity to imitate what you have done using a similar image.

Tell the children that you are going to play them a video of a creature that lives in the forest and that you want them to listen to the sound it makes.

After playing the video, ask the children to work in pairs and discuss what they heard. Working in pairs children orally compose a sentence about their thoughts and feelings to feed back to the class.

Write up in speech bubbles the children’s thoughts as they are said and create a wall of thoughts and feelings that the children can read back

Plenary

Make links with the previous activity.

Introduce the Owl Babies using just the image on the front cover.

Use the strategy – ‘Tell me more about…’

What is the illustrator trying to achieve? How do they know?

(Use of facial features/body language to show the owls’ feelings and the setting.) Annotate the front cover using children’s thoughts.

Session 2 Objective

To read and respond to a modern classic

Whole class

To read the complete story of Owl Babies

Book-talk – ask children for initial responses to the text.

Use sentence starters as prompts. What did you think about...? How did it make you feel?

Suggested independent / guided activities

Children record initial responses to text in reading journals focusing on characters, settings and overall themes.

Children record/ tape their thoughts and responses

Plenary

To embed understanding and develop inference – teacher in role as mother owl. In pairs, children think of questions to ask



Who were the main characters? Use images from the text to support

their responses.

and then she answers.

Session 3 Objective

To internalise the structure of a modern traditional tale

Whole class

Reread the story and then re-tell orally Support the children to re-tell the story

orally in stages


Use images to sequence the story. Using images and signifiers, children re-

tell the story (a narrator and three characters).

Some children may wish to use whiteboards to record images to support them in re-telling the story.

Guided Group Discussion – model the re-telling of the story and support the group in sequencing the story, using suitable images

Plenary

Choose one group to re-tell the story with each person fulfilling their role.

Or

Carry out the same activity with the whole class.

Session 4 Objective

To explore the characters within the text

Whole class

Freeze-frame the story at various points of the story. What are the characters thinking, saying and feeling?.

Using ‘Think, say, feel’ charts, complete information for Mother Owl


Children to complete ‘think, say, feel’ charts for different characters

Children work with TA to further develop freeze-frames and then explain them or talk about what the owls could have done.

Plenary

Based on the information gathered about the owls, discuss alternative endings and different courses of action.

What could have happened?

Use conscience alley to explore



what the baby owls could have done – e.g. Go and find mother/Don’t go and find mother.


Session 5 Objective

To explore characters actions and feelings further

Whole class

As a class tell the story Owl Babies using key signifiers.

Map the story (on an IWB and working wall): key events above the timeline, emotions linked to the key events below the line.

Model how to explore the image on pages1 and 2 in order to locate additional details not in the text. Focus on facial features and body language of the main characters, also the setting. Annotate the image and then use your annotations to orally model how detail can be added to the narration.

If available you may wish to record your sentence using IWB/MP3 software as well as on the IWB.


Children to explore an image in order to locate additional details not in the text. Focusing on facial features and body language of the main characters and the setting. Record on sticky notes and then use to add detail to the narration.

Record on whiteboards. You may wish a group to record their sentence using MP3 software.

Plenary Take contributions

from children and annotate the author’s text.

Read through the text adding some additional detail.

— What is the impact of putting in this additional detail?

— Why do you think the author chose not to do this?


Phase 2 (3 days)

Discuss how characters behave and how that is reflected in the text, images and vocabulary.

Compare Owl Babies to a traditional tale which also has three characters (The Three Bears, The Three Little Pigs, The Three Billy Goats Gruff)


Children can innovate stories they know well and invent new stories Children can produce story maps/story mountains to support their

planning

Support for Writing: Pupil writing targets and Text type information on Traditional stories and on Dilemma stories would be useful in planning this work.

Pupil writng targets (Support for Writing) that could be used to differentiate guided and independent activities during Phase 2 and 3

Year 2 – level 1a Year 2 – level 2c Year 2 – level 2b

9 Creating and shaping texts

Make language choices appropriate to different text types. Consider and select from alternative choices.

Choose words for effect, making writing interesting for the reader.

Demonstrate use of adventurous word choices and detail to engage the reader.

10 Text structure and organisation

Write sentences in the order that they have been planned.

Writing shows characteristics of chosen form based on structure of known texts.

Use basic sequencing of ideas or material, using connecting words and phrases making sure the layout is clear to the reader.

11 Sentence structure and punctuation



Begin to demonstrate consistency in the use of first or third person and tense when writing simple sentences.

Use conjunctions to join compound sentences. Use question marks, exclamation marks and commas in a list with some accuracy.

Talk for Writing


Innovation – developing, extending and changing elements of a story

Session 6 Objectives

Use writer talk to discuss how the author has considered purpose and audience

(Writer talk – ref. Talk for Writing)

Whole class

Using just the text on page 3, Writer Talk and annotations, explore:

— how the author has used punctuation and graphic representation of specific words to bring meaning to the text

— the dialogue of the main characters and how it reflects their age, place in the pecking order and the emotion they are feeling

— how the author uses predictable sentence patterns and why

— the author’s choice of language and his word order choice.

Suggested independent /guided activities

Give children (working in pairs) text pages from the book, ask them to explore and replicate what you did.

With TA, children review other texts with predictable sentence patterns and /or character development, e.g. Little Red Hen, Red Riding Hood, Jack and the Beanstalk

Plenary Take feed back

from children and record on IWB or sticky notes for later display on working wall.

Using writer talk, begin to make links for children between Owl Babies and traditional tales.

The use of three characters in stories

Predictable language




Established structure. Opening that introduces characters, setting and time, a problem for the main character/s to solve, character/s solving the problem, problem solved with a happy ending.


Compare traditional tales with this modern classic

Whole class

Summarise previous learning by reading a familiar traditional tale.

Discuss similarities and differences between this traditional tale and Owl Babies.

Complete comparison chart. e.g.

Similarities Differences

Suggested independent/guided activities

In pairs: ask children to complete a comparison chart for another traditional tale.

With TA support, children collaboratively produce a comparison chart.

Guided group discussion of a previously worked version and what you would want to keep and what you would want to change in a different version.

Plenary

Look at individual charts and complete a large class comparison chart with a number of different traditional tales.

What overall conclusions can be made?

Draw on the guided group to discuss the decisions about changing stories.



To explore actions and feelings of characters

Whole class

Using role on the wall and a character from the story Owl Babies, gather information that reflects how the character behaves. Use your role on the wall to model writing three compound sentences about the character/s and their behaviour. Use conjunctions to join two compound sentences.


In groups, children complete a role on the wall for a character of their own choosing.

In guided writing teacher supports group to join two compound sentences – linked to pupil writing targets.

Plenary

Collect examples from the children’s role on the wall and annotate a class version.

Class to listen to one or two sentences and ask author of the sentence questions to clarify meaning.

Homework: Ask the children to find;

— images of three characters they would like to write a tale about

— images of a setting/s they wish to use.



Phase 3

Plan an alternative story. Write a short story using vocabulary to indicate time and tension.

Discuss how words and images can convey different information to a reader. Demonstrate how images can give the reader additional information that enhances the text.


Children can write a simple story using a range of connectives to link ideas and build tension for the reader.

Children can use punctuation and other font features to influence how a text is read

Pupil writing targets (Support for Writing) that could be used to differentiate guided and independent activities during Phases 2 and 3

Year 2 – level 1a Year 2 – level 2c Year 2 – level 2b

9 Creating and shaping texts

Make language choices appropriate to different text types. Consider and select from alternative choices.

Choose words for effect, making writing interesting for the reader.

Demonstrate use of adventurous word choices and detail to engage the reader.

10 Text structure and organisation

Write sentences in the order that they have been planned.

Writing shows characteristics of chosen form based on structure of known texts.

Use basic sequencing of ideas or material, using connecting words and phrases making sure that the layout is clear to the reader.

11 Sentence structure and punctuation



Begin to demonstrate consistency in the use of first or third person and tense when writing simple sentences.

Use conjunctions to join compound sentences. Use question marks, exclamation marks and commas in a list with some accuracy.

Talk for Writing


Invention – creating a new story

Session 9 Objective To ‘box up’ a story to use as a basis for planning

Whole class

Box up Owl Babies with support from the children.

Explain that they are going to write a story based on the traditional tale model. To do this we need to establish how the characters behave and how that is reflected in the text, images and vocabulary.

Suggested independent /guided activities

Children box up a story or traditional tale of their own choosing.

TA supports children to ‘box up’ their stories as planning support.

Plenary

Children read their ‘boxing up’ plans and the rest of the class try to guess what traditional story this is based on.


To demonstrate how to plan a new story based

Whole class

Beginning to write a new story. Using the IWB, model a storyboard for


Using their own images, in pairs, children repeat work from the shared session, independently

Plenary

Review one or two storyboards.



on traditional models four key episodes (one for the beginning, two for the middle and one for the ending) drawing on the established structure of Owl Babies (and referring to the boxing up activity). Emphasise how facial expression, posture and gesture indicate what the characters are like.

creating their own storyboards. Some children could work as a

group and freeze-frame key episodes before taking digital images.

A TA-supported group develops freeze-frames and talks through the new story stages, with the TA extending language.


To use plans as a basis to write own stories

Whole class (Teacher to compose own story and use the first two episodes to support modelling. Children to write whole story.)

Using writer talk, model how to develop a written story.

Introduce the character, setting and time. (beginning).

Model how to develop a written story using the second episode. Emphasise the relationship between the characters using dialogue (middle).

Model how to use vocabulary for effect. Model how to join compound sentences.

Suggested independent and guided activities

Using their storyboards, children write their own stories.

Using the techniques modelled during whole-class work, ask children to write an opening and build up to their own story

Guided writing session of openings linked to Pupil Writing Targets

Plenary

Children to read own story starters and compare to plans. Have they met success criteria? What could they do to improve?


To complete stories using story plans

Whole class

Teacher models how to write ending to story (based on plans).

Teacher demonstrates good writing behaviours (i.e. rereading, rehearsal).

Suggested independent and guided activities

Children complete their stories, based on own story plans.

Guided writing session focused on completion of stories linked to pupil writing targets.

Plenary

Review some of children’s writing (use visualiser if available).

Edit by looking at what is good and what could be improved.




To use editing skills to develop text and engage the reader

To sustain the text

Whole class

Ensure that whole class (teacher modelled) story is on IWB as a word document.

Read through the whole story discussing what is good and where improvements could be made

Edit by reading through the new story again and changing the font of specific words to indicate to the reader how they should be said.

Identify the dialogue of the characters and discuss how changing the punctuation changes the way speech is said. Annotate/make changes to the story.

Read through the story to ensure it makes sense


Children to edit their work using techniques modelled during whole class work (using ICT if possible).

Guided Writing session supporting editing – linked to pupil writing targets.

TA supported group for further work on editing linked to pupil writing targets.

Plenary

Reread some of children’s stories looking at presentation and how use of different fonts makes a difference.


Review how images can add extra information to a text

Whole class

Using a page from Owl Babies, review with the class how images can give the reader additional information that enhances the text.

Using the first episode from the new tale, highlight elements that could be enhanced by an image.

Enhancements should focus on facial features and body language of the main characters, colours and setting.


Children to highlight elements in own tale that could be enhanced by an image.

Children to make notes about the highlighted elements focusing on facial features, body language, setting and colour.

Guided writing session: oral discussion about the improvements made to their text

Plenary

To consider audience and purpose for these stories (children from a younger class?) and to talk with their partner about how they could be further


21 of 21 The National Strategies Primary Literacy KS1: Progression through engagement


Day 1

through the use of images

improved to make it more interesting fro the reader.


To publish stories into a final version

Whole class

Using yesterday’s work, children to compose illustrations that enhance their tale (through drawing or ICT)

Plenary

Children to share stories with a partner

Partner feedback

Session 4 overview HO 4 - schools.oxfordshire.gov.uk · events and use this as a story plan....

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