Transcript Constructing non-fiction units of work LKS2

Creating non-fiction blocks of work to help
secure Yr3/4 expectations
Resources
Explanation of Model
Strategies
Teacher Planning and Assessment
Activities
Pupil Outcomes
Photo’s
Pupil Voice
Next Steps for teacher/school
Purpose
To raise standards across Years Three and Four in non-fiction. Particularly with
emphasis on increased achievement and progress in paragraphing, summarising
and inference.
Created blocks of work to secure Year Three and Four Expectations and meet
individual school needs. In English and across the curriculum.
Included Guided and whole class reading.
What is Literature Works?
Literature Works is a school improvement strategy which aims to :
• broaden and deepen children`s learning within English and English across
the curriculum in order to improve outcomes for all pupils
• widen and extend teachers knowledge of texts and authors to support a
vibrant reading culture and to ensure that texts studied by pupils is
sufficiently challenging to meet the demands of a broad and balanced
curriculum
• provide high quality CPD for teachers and school leaders.
• facilitate enquiry based learning and networking opportunities for teacher`s
• facilitate relationships with Newcastle Library service and access knowledge
and resources
• provide a website as a platform for sharing resources, ideas and knowledge
How might our work resolve the needs of the
class/group ?
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Talked about what we wanted from the group and current ways of planning, school needs etc. Sharing of ideas and resources. Discussed
possible focus.
Discussed guided reading around NF and use of reading journals, predict, clarify, question, summarise etc. reciprocal reading strategies
etc. Literature Works strategies and how these play a part in planning NF units of work as well as narrative. Grids and making connections
between/with texts. Shared books. Discussed strategies we want to trial and implement as a group in our classes and ways of using
different texts.
Talked about some of our needs as a teacher (not just of our pupils and class) e.g. ordering and cohesion in planning, what comes next?
Showing how pupils are making their progress in English re: NF. Looked at obj overview grids – exceeding Year 3 and 4, what that looks
like. Approaching planning NF. Discussed our current topics and shared some texts/ideas.
Agreed focus - Plan a unit of work for NF (however best fits in to our curric/school – e.g. topic based CM or genre JL etc, from shared
narrative KD etc). Look at NF objectives and bring examples of planning and ch’n outcomes where they have exceeded expectations
through activities, teaching and learning, reading etc. We are all planning units of work to develop paragraphing; summarising and
inference. Agreed to bring samples of activities created to develop these areas and plans to the next meeting.
Ongoing review, sharing plans and activities, evidence of outcomes that have exceeded expectations.
Approach
• Links to one area of the curriculum other
than English and Identify/sequence texts
• ‘before’, ‘during’, and ‘after’
• Talk for reading strategies.
Talk for Reading
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Activate prior knowledge
Predict
Clarify
Questions
Summarise
Likes and dislike
NF Journals
Egyptians
River Tyne/Quayside
Library
Visits, visitors,
performances,
curriculum enhancement
and wider curriculum.
Music etc. River Cruise.
Independently reading at
home/researching. Interest, enthusiasm,
reading for pleasure. Talking to families
after class work.
Reading – depth and
breadth
of Non-fiction.
All genres.
Challenging texts.
‘Before’
‘During’
‘After’
Look at Geography Work
School 1
Kate Dalkin Waverley: Butterfly Lion (LKS2 Whole Class Text Autumn
2014)
The Blue Adonis
Boarding School
World War I
Instructions, glossary, research, recount – journalistic, persuasion,
discussion.
Semolina – recipes, tasting, instructions.
Summarising, inferences, paragraphing.
White Lions
Physical Description
White lions are the same as any other lion,
but with white fur. They are of the feline
species, so they run around on four legs, have
short pointed ears and cute little faces. They
look like really big cats.
Habitat
White lions were, at one time, occurring in the
wild, but today they are only found in zoos, animal
shows, or animal studying facilities. They are kept
in an environment similar to the one they would
have in the wild, which is like an African savanna.
Hunting/ Feeding Characteristics
As wild animals, white lions would learn to hunt
their own meat, which would consist of any animal
they could catch in the wild, but the existing white
lions are fed daily by veterinarians.
Special Adaptations
The white lions alive today are not in need of
any unique physical changes to survive in their
environment. They live in the sheltered and
well-taken care of environments of zoos and
animal facilities.
Interesting Facts
There were four white lion cubs born in 1998.
They were extremely unique because they were
born to two tawny coloured parents, who had no
know white lion gene history. It is rare for a
white lion to occur naturally, since it has been
though for that gene to be a recessive one, so
usually only one of the offspring turn out to be
white.
School 1
Claire Miller Waverley:
• The Butterfly Lion (Michael Morpurgo)
• The Cat Mummy (Jacqueline Wilson)
Across Other Topics: Look at Curriculum Plans
All non-fiction genres
• Egyptians and NF Journals (History Unit Spring 2015)
• River Tyne and History of the Quayside (Geography and History Units Summer 2015)
• ‘Wolves in the Walls’ narrative by Neil Gaiman – led to ‘Wolves’ NF Unit see planning and NC
report outcomes
• ‘The Seal Hunter’ poem – led to ‘Seals’ NF topic, persuasive writing, summarising, research,
retrieval.
• Forest Schools and variety of fiction and poetry led to NF work linked with deforestation
Teaching a NF writing genre in different ways e.g. Neil Gaiman ‘Instructions’ and developing crucial NF skills e.g.
summarising across all topics.
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Su2 Journey to Jo’bourg narrative. Nelson Mandela etc.
http://www.ifaw.org/united-states/ourwork/saving-seals
http://www.harpseals.org/index.php
http://www.saveoursealsfund.org/
http://www.seashepherd.org/seals/history
-saving-seals.html
http://www.hsi.org/issues/protect_seals/
The Seal Hunter by
Tony Mitton
Circus stimulus from text
School 2 and 3
Katherine Thorpe Throckley – weekly planning, Egyptians (Waverley Egyptians)
Jenny Lambert Thomas Walling – Instructions
Literature Works
approach and
strategies to NonFiction.
Egyptians.
Assessment
Pupil Voice – quotes (tin lids and added to
displays) River Tyne and Quayside topic
and cruise.
Using updated curriculum objectives and
outcomes.
Children created and delivered
presentations
View Outcomes of pupil work
Year Five Pupils requesting to read it and narrative unit planned. Children’s art projects
and they created ‘wolves’ coming out of the walls around school. Children talking to
each other about their texts in class and those texts being shared and used in different
ways and for different outcomes. Children recognising authors and making links with
their NF work and fiction/poetry. Teacher (RR) created his own book, ‘Piranhas in
the Pipes’.
Outcomes
Class
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Reading for pleasure, NF.
Summarising, paragraphing, inference impact.
Children making links when they are reading narrative,
poetry and between genres.
Increased attainment and motivation to write in range of
NF genre.
More creative planning, focussed on needs and linked
across curriculum.
School and next steps
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Continue within phase next year. NF journals
throughout.
Talk for reading strategies to continue.
SPaG links within units of planning.
Assessing without levels and making judgements in Nonfiction objectives across Years Three and Four.