Literacy Policy Delegate Function: GB free to determine Approved by Governors: October 2016 Updated: September 2016 Review date: September 2017

Transcription

1 Literacy Policy Delegate Function: GB free to determine Approved by Governors: October 2016 Updated: September 2016 Review date: September 2017 This policy/document was reviewed by:- Signed Date: 11 th 0ctober 2016 Position. Signed.. Date: 11 th October 2016 Position... The next revision date is: September 2017

2 Dee Point Primary School Literacy Policy Aims: At Dee Point Primary School we aim to provide children with a broad and balanced literacy curriculum, which integrates reading and writing to ensure children make good progress and promotes high standards in literacy. Children should: read and write with confidence, fluency and understanding have an interest in books and read for enjoyment have an interest in words, their meanings; developing a growing vocabulary in spoken and written forms. understand a range of text types and genres be able to write in a variety of styles and forms appropriate to the situation. be developing the powers of imagination, inventiveness and critical awareness. have a suitable technical vocabulary to articulate their responses. Units of Work Staff should plan each unit of work for literacy using the Long Term Plan (see appendix 1). The plan follows the basic principles of Talk for Writing and the Primary Writing Project. Preparation Cold Writing Task. Select, adapt or create a model text and build in specific language features required for progress. Set up a hook (role play area, class trip. Phase 1: Imitation Learn the model text through actions, drama, role play etc. Read as a Reader use as Guided Reading text to explore comprehension and vocabulary. Read as a Writer box up the text, identify key text features and create a toolkit. Phase 2: Innovation Children to box up and learn their own version. Opportunities to plan using mapping or boxing up. Shared and Guided Writing. Phase 3: Invention Using other texts from the same genre to refine tool kits. Mini writes and editing to improve given texts. Stimuli to jump start a new story (same genre). A new map/boxing up for planning Move to independent write using environment to support.

3 Yearly Long Term Plan: Type Coverage See appendix 1 These units of work will be covered throughout an academic year to ensure coverage of text types. The naming of the text types relates to Talk for Writing and generic plot features can be found in the appendices. Each text type will have a focus for the unit: plot, action, character, setting or suspense. This ensures that an aspect of narrative writing is developed with a unit to a good standard. The book/author study allows class teachers to select a high quality text, which may not fit under a text type heading, but will enable to stimulate creative writing. See the suggested high quality texts in the appendix.

4 Cold Tasks and Model s Before starting a unit the children must complete a Cold Task. This will be an opportunity for the children to show what they already know about a text type prior to teaching the unit. A stimulus related to the text type, about to be taught, can be used to give the children a starting point for their writing (image, video, music, object, book etc). Children should be given time to plan their story or non-fiction piece before they write and should be reminded of any key skills that they already know. Once a Cold Task has been completed the teacher must analyse the children s writing to establish any gaps in learning that can be addressed throughout the unit. Teachers should use the unit plan to plot out the main objectives for the unit and writing outcomes. When marking the Cold Task the teacher must give one positive comment related to the text type (green) and a text type specific target (pink). Teachers need to plan in opportunities to teach and address these gaps throughout the next unit of work. To help children increase their vocabulary and see sentence skills in a context, a model text or extracts will need to be created. These examples will give the children a model of the text type they will be studying and teachers should adapt a text or extract based on their assessment of the children s Cold Task. The model text or extracts should be high quality examples of writing, which is just above the children s own writing ability. The children can either learn or analyse the model text or extracts in the first stage of unit (Imitation). The model text or extracts should be used as the Guided Reading text at the first stage too. When planning a unit of work the objectives need to come from Target Tracker and the National Curriculum for each year group. Examples of Unit Plans and Model can be found in the Literacy folder on Staffshare under Planning Support. Targets Targets will be taught half termly. One will focus on Vocabulary, Grammar and Punctuation and the other target will focus on spelling. Targets can be found in the Teaching and Learning Policy.

5 Basic Skills Literacy encompasses the following sessions each morning: - Basic Skills/phonics - Guided Reading - Main Literacy Lesson The sessions should be linked together to enable children to transfer and apply skills. The focus for each fiction unit (character, setting, plot, action and suspense) should be addressed in all sessions where applicable. In EYFS and Key Stage 1 the Basic Skills session will focus on the teaching and learning of phonics following Read Write Inc. Once the children have completed the phonics aspect of this program, they will move on to Basic Skills for their year group. The Basic Skill lesson should last approximately 30 minutes daily. These lessons should teach children the basic building blocks for writing: -Vocabulary, punctuation and grammar (related to the text type) -Explicit teaching of spellings (application of phonics or spelling rules) - Handwriting - Targets

6 Handwriting Pre- joiners Reception, Key Stage 1 and Resource Provision will be taught letter formation in line with Read Write Inc. phrasing. When explicitly teaching handwriting, children will need to be taught letters in families : Espresso has videos that can act as demonstrations of IWB: Joining Children ready to join, from Year 2 Year 6, will be taught letter formation using the Nelson Handwriting scheme. Pen licence can be awarded from Year 2 if children are joining most of the letters. The expectation is that all pupils will be using pen by the end of Year 3, unless it is an unsuitable implement based on individual needs. A pen licence can be revoked if presentation and letter formation are not sustained. Black ink to be used by pupils. A pencil will always be used in maths regardless of pen licence. Polishing Pens are to be used in all lessons to step up their learning. not explicitly teaching descends joined.

7 Presentation of children s work and editing Children will need to write from the margin to the edge of the page. Any corrections are to be crossed out with one line using a ruler.. underneath the word they want additional support in spelling. Purple Polishing Pen used to show editing, peer editing and response to step ups. Children to use //p to show where a paragraph should begin when editing. Children to ^ to add in a missing word. See Teaching and Learning Policy for the marking process.

8 Class Novels The aim of using a class novel is to promote a love of reading and expose children to a range of authors and genres in addition to the text types they study during Literacy time. Teachers need to plan a period of time during the day when they can read one of the authors to their class (see appendices for the class novel list). When reading aloud to their class, the teacher needs to model reading, reading strategies and their own thought process when reading (book talk). During this time the teacher should be engaging the pupils in the text by asking questions or prompting the children to question.

9 APPENDICES 1. Long Term Plan 2. Coverage Overview 3. T4W Plot Features 4. Unit Plan 5. Class Novel List

10 Nurser y Year R Appendix 1: Long Term Plan Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 A range of nursery rhymes The Little Red Hen Traditional Tale/journe y Plot Labels (name) Lists, labels and captions Where s Spot? How to catch a star Wishing Story Instruction s Report Fiction: The Train Ride Jack and the Beanstalk Conquer the monster (tradition al tale) Instruction s Fiction: Bear Hunt Lost and Found Letters Fiction: The Three Billy Goats Gruff Warning Story (traditional tale) Setting Fiction: Non-fiction: Fiction: Non-fiction: Fiction: Nonfiction: Nonfiction: labels and captions Nonfiction: Letter or invitation Nonfiction: Recount (hunt for the troll LOTC opportunit y) Recount Plot Year 1 Lost and found (familiar settings) setting Labels, lists and captions Conquer the Monster (traditional tale) Action (verbs) How to catch a monster Instructions Rags to Riches Story (tradition al tale) Letter Journey (familiar settings) plot Teacher model text - residential Recount Book or author study (teacher choice) Setting/character/pl ot Report Portal Story (fantasy worlds) Setting Explanation Year 2 Paddingto n Lost and Found (familiar settings) Explanation Adventure Story ( Action Report Warning (tradition al tale) setting Instruction s Revision Revision Portal story plot Diary Different stories by the same author or setting based on the author. Persuasion

11 Year 3 Change (story from other cultures) Instructions Portal in historical setting Setting Visit and linked to residential. Recount Conquer the monster (myths, legends and fables) Action Persuasion Adventur e Plot Ancient Gods and Goddesses of the Underworl d teacher adapted from Pie Corbett. Report Warning Story (familiar settings) suspense Explanatio n Book or author study (teacher choice) Setting/character/pl ot Explanation s Year 4 Wishing Diary Suspense Setting persuasion Adventur e Plot Explanation Dilemma Story Discussion Lost and Found Plot Newspape r Conquer the Monster Story (stories in imaginary settings) Action Report Year 5 Portal setting persuasion Adventure action Auto/biograp hy flaw character Discussion Dilemma plot Report Book or author study (teacher choice) Setting/character/pl ot letter Suspense character Newspaper Report Year 6 Change (rags to riches) Auto/biograp hy Classic Fiction Setting Discussion Conquer the monster plot Explanation Revision Revision Revision Revision Historical Setting setting Newspaper reports

12 Appendix 2: Coverage Overview Non-fiction texts covered by year group Type R Y1 Y2 Y3 Y4 Y5 Y6 Lists, Labels and Captions Instruction Non-Chronological Report Explanation Persuasion Discussion Letters Diary Recount Newspaper Biography/Autobiography Fiction texts covered by year group Story Type R Y1 Y2 Y3 Y4 Y5 Y6 Journey Portal Adventure Conquer the Monster (myth) Flaw (myth) Suspense Wishing (traditional) Warning (traditional) Rags to Riches/character change (traditional) Story from Another Culture (traditional) Dilemma Historical Setting Classic Fiction Lost and Found Book/author study

13 Appendix 3: T4W Plot Features Type Journey/ Adventure Story Warning Story Wish Story Portal Story Main Features MC goes on a journey Build up Something small goes wrong Something worse happens Something even worse happens The obstacles are overcome MC gets there in the end MC(s) are warned not to do something Build up (s) do what they have been warned against Something goes wrong and the MC(s) are in trouble MC(s) are eventually rescued MC(s) are told off/punished for not listening to the warning. MC wants something badly Build up MC tries to get it MC is prevented by some sort of difficulty MC overcomes the difficulty MC gets what they want. (Was it worth it?) Main character is running away from something Build up Main character finds somewhere safe to hide. Hiding place turns into a portal

14 They find a helpful character that is also dangerous. Defeat dangerous character faces fear Return to original setting and face what they ran away from. Defeating a monster story Lost and found story Introduce the MC(s) all is well Build up A monster appears and causes problems The monster is difficult to defeat MC(s) defeat the monster All is well again (MC(s) gets a reward) Finding Introduce the MC Build up MC goes somewhere and finds Something unusual/amazing/important Something goes wrong and it is the fault of the object found MC has to put object back/throw it away/hide it/call for help/sort it out All is well again and lessons have been learnt. Losing MC has something precious Build up MC sets off with the precious item MC loses the precious item and has to search for it/face the consequences The precious item is found MC vows to keep the item safe/reflects on their feelings/learns a lesson

15 change story (character flaw) Rags to Riches Story Dilemma Story Introduce MC and situation Build up flaw is revealed The flaw leads the MC into trouble MC learns a lesson and changes their ways All is well for the future because of the change Introduce the MC Build Up MC is sad/lonely/treated badly MC has to face difficulties because of their situation MC overcomes/is helped to overcome their difficulties MC achieves happiness/wealth/recognition Introduce the MCs Build Up 1 chooses to do something wrong/dangerous 2 has to face difficulties to rescue/follow character 1 MCs overcome/are helped to overcome their difficulties MCs learn a lesson from the events

16 Invention Daily Writing Innovation Daily Writing Imitation- Daily writing Appendix 4: Unit Plan : Dee Point Primary School Year Group: Literacy Unit Plan Poetry Fiction Non Fiction Sentence types: Overview Basic Skills (including spelling and handwriting) Literacy Objectives/Success Criteria Writing Outcome Next Steps Hook in Learn text Reading as a reader guided reading, vocab development, mark up the text. Reading as a writer writer s tool kit, word banks, box up and establish features. Short writing outcomes to develop comprehension. Use text structure to create own version (box up or post it on to class story map). Guided and Shared writing for each section or paragraph. Use of environment to support. Basic skills sentence types/editing etc. Using other texts from the same genre to refine tool kits. Mini writes and editing to improve given texts. Stimuli to jump start a new story (same genre). A new map/boxing up for planning Move to independent write using environment to support.

17 Appendix 5: Class Novel List Class Novels Each class will be read stories by these authors. Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 A range of traditional tales Shirley Hughes Martin Waddell Oliver Jeffers Julia Donaldson Nick Butterworth Jeremy Strong Raymond Briggs Roald Dahl Anthony Browne Anne Fine Allan Ahlberg Dick-King Smith Michael Foreman Jeff Brown Philip Pullman Neil Gaiman David Almond Michael Morpurgo Anthony Horowitz Shaun Tan Suggested resource: CLPE Core Books Online: Registration is free and it is updated regularly.