Thursday, March 5, 2009
Y1 Recount, dictionary
Recount, dictionary
(2 weeks)
Page map
Basic outline
- Overview
- Objectives
- Building on previous learning
Detailed view
Key aspects of learning
Resources required
Basic outline
This unit is the third in a block of five non-fiction units in Year 1. It can be purposefully linked to other areas of the curriculum. The unit has three phases, with oral or written outcomes and assessment opportunities at regular intervals. It is important that children learn to orally rehearse recounts in the past tense and use some time connectives to support chronology. Dictionaries are used in phase 3 with the teacher modelling how to use alphabetical ordering to look up words and reinforce learning.
The unit is designed to follow on from Year 1 Non-fiction unit 2: Instructions, which gives children experience of ordering and sentence structure.
Phase 1
The teacher models orally a recount of a visit or an event using such phrases as last week, then and after that. Children are given plenty of opportunities to ask the teacher questions about what the teacher has remembered.
Phase 2
The teacher and children analyse the activity orally and children practise with their response partners a recount of the same event or visit. The teacher and children listen to each other's recounts and make a series of pictures or a simple time line to order events. This could be modelled using digital photographs on an interactive whiteboard (IWB). The teacher demonstrates how to write a simple recount and edits and scribes as children volunteer suggestions.
Phase 3
Read the recount written by children and the teacher, discuss, identify and record language features. Use this as a lead into Developing early writing, Ref: 0055/2001, Year 1 unit 9: The day the fire engine came to school, or any event in school experienced by children. Children talk about an actual event, including generating questions and ordering events with the support of photographs or pictures. The teacher scribes and supports composition. Children work in groups or pairs to make their own simple recount in sentences using the past tense and time connectives.
Dictionary work will be ongoing throughout phase 3 with the teacher demonstrating effective use of the dictionary.
Overview
• Children describe incidents from their own experience in an audible voice using sequencing words and phrases such as 'then', 'after that'. Some children will find it easier to describe an incident if they have first drawn some pictures showing the series of events. Model listening to a recount and asking questions to prompt extending the recount or providing more detail. Children then listen to one another's recounts and ask relevant questions to provide detailed information or extend the recount. Model writing a short recount of a personal incident in the home. (Something commonplace such as the baby smearing his food all over his face and the furniture or the dog tearing up the unread newspaper will nudge the children to think up equivalent experiences of their own.) Children write simple first-person recounts linked to personal experience.
• Play games to introduce the use of the alphabet to order items in a dictionary or encyclopaedia.
• Write extended captions for a class display. Read captions, pictures and diagrams on wall displays that explain a process. Draw pictures to illustrate a process and use the picture to explain the process orally.
Objectives
To ensure effective planning of literacy teachers need to ensure they plan for all elements of literacy effectively across the year ensuring that assessment for learning is used to plan and amend teaching. It is essential that core skills such as phonic strategies, spelling, and handwriting are incorporated into these exemplar units to ensure effective learning.
Most children learn to:
1. Speaking
• Tell stories and describe incidents from their own experience in an audible voice
2. Listening and responding
• Listen with sustained concentration, building new stores of words in different contexts
3. Group discussion and interaction
• Ask and answer questions, make relevant contributions, offer suggestions and take turns
5. Word recognition: decoding (reading) and encoding (spelling)
• Recognise and use alternative ways of pronouncing the graphemes already taught
• Recognise and use alternative ways of spelling the graphemes already taught
• Identify the constituent parts of two-syllable and three-syllable words to support application of phonic knowledge and skills
• Recognise automatically an increasing number of familiar high frequency words
• Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable
• Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words
• Read and spell phonically decodable two-syllable and three-syllable words
6. Word structure and spelling
• Spell new words using phonics as the prime approach
• Segment sounds into their constituent phonemes in order to spell them correctly
• Recognise and use alternative ways of spelling the graphemes already taught
• Use knowledge of common inflections in spelling, such as plurals, -ly, -er
• Read and spell phonically decodable two-syllable and three-syllable words
7. Understanding and interpreting texts
• Identify the main events and characters in stories and find specific information in simple texts
• Recognise the main elements that shape different texts
8. Engaging with and responding to texts
• Visualise and comment on events, characters and ideas, making imaginative links to their own experiences
9. Creating and shaping texts
• Independently choose what to write about, plan and follow it through
• Convey information and ideas in simple non-narrative forms
• Create short simple texts on paper and on screen that combine words with images and sounds
10. Text structure and organisation
• Write chronological and non-chronological texts using simple structures
• Group written sentences together in chunks of meaning or subject
11. Sentence structure and punctuation
• Compose and write simple sentences independently to communicate meaning
• Use capital letters and full stops when punctuating simple sentences
12. Presentation
• Use the space bar and keyboard to type their name and simple texts
Building on previous learning
Check that children can already:
• Listen attentively to recounts and are able to recall some details including the correct ordering of events.
• Ask relevant questions and are confident to speak about their own experiences.
Detailed view
Note: Children working significantly above or below age related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support.
Phase 1: Practical work; information finding; listening and talking (3 days)
Teaching content:
• Model a recount from a personal experience with which children will be familiar such as going shopping or receiving a present. Encourage children to ask questions by missing out information or making mistakes, for example What did you buy? What was in the parcel? How did you get there?
• Using the teacher's recount as a model, children practise with their response partners and ask each other questions to improve their spoken recount.
• Children listen to others in the class and identify what makes a good recount. The teacher scribes ideas to keep as class success criteria.
Learning outcome:
• Children can listen to a recount and ask questions to support their understanding.
Phase 2: Analysis; discussion and supported composition (2 days)
Teaching content:
• Children draw pictures or a timeline to sequence their recount. This could be supported by the use of an IWB, digital photographs and sequencing by moving images around the board.
• With response partners children orally compose sentences to accompany at least two of the pictures. Take time to discuss what makes a sentence. Refer to Developing early writing
• The teacher selects a set of pictures which accurately reflect the recount and uses these for supported composition of the recount, using an IWB to share and record writing. Children suggest what the teacher might write or how it might be improved. Again the teacher should reinforce sentence construction and the correct use of time connectives.
Learning outcomes:
• Children can order events correctly.
• Children can identify and explain the main features of a sentence.
Phase 3: Reading analysis; shared and independent writing (5 days)
This part of the teaching sequence is based on Developing early writing, Year 1 unit 9: The day the fire engine came to school
Teaching content:
• Demonstrate the use of a simple dictionary to locate words connected to a school event such as big and engine. Use dictionaries throughout this phase and play games and sing songs to support alphabetical order.
• Using as a starting point the class recount produced as supported composition, identify and record the main features of a recount and useful words such as next, then and after.
• Talk about the event in school, recalling what happened, generating questions and useful vocabulary.
• Use photographs or digital images on an IWB to support and order shared writing, teacher scribing and supported composition as in the example from Developing early writing.
• Children will judge the effectiveness of each other's recounts against the success criteria they generated when reading recounts.
• The photographs, digital images and recounts are put together to form a class book or interactive ICT display.
Learning outcomes:
• Children can use knowledge of the alphabet to locate words in simple dictionaries.
• Children can write at least three simple sentences in the past tense and use some time connectives in a recount.
Key aspects of learning
Enquiry
Children will ask questions arising from visits and/or events and activities in order to add greater detail.
Reasoning
Children will decide how to order recounts. They will learn to structure their speaking and writing into chronological order.
Evaluation
Children will discuss success criteria for their written work, give feedback to others and begin to judge the effectiveness of their own recounts.
Social skills
When developing collaborative writing, children will learn about listening to and respecting other people's ideas.
Communication
Children will develop their ability to discuss as they work collaboratively in paired, group and whole-class contexts. They will communicate outcomes orally, in writing and through ICT if appropriate.
Resources
• Digital cameras and PC upload software
• Developing early writing - Year 1 unit 9: specific pages The day the fire engine came to school.
.pdf download here
• Writing flier 5 - Recount: it happened like this...
• Speaking, listening, learning: working with children in years 1 to 6
(2 weeks)
Page map
Basic outline
- Overview
- Objectives
- Building on previous learning
Detailed view
Key aspects of learning
Resources required
Basic outline
This unit is the third in a block of five non-fiction units in Year 1. It can be purposefully linked to other areas of the curriculum. The unit has three phases, with oral or written outcomes and assessment opportunities at regular intervals. It is important that children learn to orally rehearse recounts in the past tense and use some time connectives to support chronology. Dictionaries are used in phase 3 with the teacher modelling how to use alphabetical ordering to look up words and reinforce learning.
The unit is designed to follow on from Year 1 Non-fiction unit 2: Instructions, which gives children experience of ordering and sentence structure.
Phase 1
The teacher models orally a recount of a visit or an event using such phrases as last week, then and after that. Children are given plenty of opportunities to ask the teacher questions about what the teacher has remembered.
Phase 2
The teacher and children analyse the activity orally and children practise with their response partners a recount of the same event or visit. The teacher and children listen to each other's recounts and make a series of pictures or a simple time line to order events. This could be modelled using digital photographs on an interactive whiteboard (IWB). The teacher demonstrates how to write a simple recount and edits and scribes as children volunteer suggestions.
Phase 3
Read the recount written by children and the teacher, discuss, identify and record language features. Use this as a lead into Developing early writing, Ref: 0055/2001, Year 1 unit 9: The day the fire engine came to school, or any event in school experienced by children. Children talk about an actual event, including generating questions and ordering events with the support of photographs or pictures. The teacher scribes and supports composition. Children work in groups or pairs to make their own simple recount in sentences using the past tense and time connectives.
Dictionary work will be ongoing throughout phase 3 with the teacher demonstrating effective use of the dictionary.
Overview
• Children describe incidents from their own experience in an audible voice using sequencing words and phrases such as 'then', 'after that'. Some children will find it easier to describe an incident if they have first drawn some pictures showing the series of events. Model listening to a recount and asking questions to prompt extending the recount or providing more detail. Children then listen to one another's recounts and ask relevant questions to provide detailed information or extend the recount. Model writing a short recount of a personal incident in the home. (Something commonplace such as the baby smearing his food all over his face and the furniture or the dog tearing up the unread newspaper will nudge the children to think up equivalent experiences of their own.) Children write simple first-person recounts linked to personal experience.
• Play games to introduce the use of the alphabet to order items in a dictionary or encyclopaedia.
• Write extended captions for a class display. Read captions, pictures and diagrams on wall displays that explain a process. Draw pictures to illustrate a process and use the picture to explain the process orally.
Objectives
To ensure effective planning of literacy teachers need to ensure they plan for all elements of literacy effectively across the year ensuring that assessment for learning is used to plan and amend teaching. It is essential that core skills such as phonic strategies, spelling, and handwriting are incorporated into these exemplar units to ensure effective learning.
Most children learn to:
1. Speaking
• Tell stories and describe incidents from their own experience in an audible voice
2. Listening and responding
• Listen with sustained concentration, building new stores of words in different contexts
3. Group discussion and interaction
• Ask and answer questions, make relevant contributions, offer suggestions and take turns
5. Word recognition: decoding (reading) and encoding (spelling)
• Recognise and use alternative ways of pronouncing the graphemes already taught
• Recognise and use alternative ways of spelling the graphemes already taught
• Identify the constituent parts of two-syllable and three-syllable words to support application of phonic knowledge and skills
• Recognise automatically an increasing number of familiar high frequency words
• Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable
• Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words
• Read and spell phonically decodable two-syllable and three-syllable words
6. Word structure and spelling
• Spell new words using phonics as the prime approach
• Segment sounds into their constituent phonemes in order to spell them correctly
• Recognise and use alternative ways of spelling the graphemes already taught
• Use knowledge of common inflections in spelling, such as plurals, -ly, -er
• Read and spell phonically decodable two-syllable and three-syllable words
7. Understanding and interpreting texts
• Identify the main events and characters in stories and find specific information in simple texts
• Recognise the main elements that shape different texts
8. Engaging with and responding to texts
• Visualise and comment on events, characters and ideas, making imaginative links to their own experiences
9. Creating and shaping texts
• Independently choose what to write about, plan and follow it through
• Convey information and ideas in simple non-narrative forms
• Create short simple texts on paper and on screen that combine words with images and sounds
10. Text structure and organisation
• Write chronological and non-chronological texts using simple structures
• Group written sentences together in chunks of meaning or subject
11. Sentence structure and punctuation
• Compose and write simple sentences independently to communicate meaning
• Use capital letters and full stops when punctuating simple sentences
12. Presentation
• Use the space bar and keyboard to type their name and simple texts
Building on previous learning
Check that children can already:
• Listen attentively to recounts and are able to recall some details including the correct ordering of events.
• Ask relevant questions and are confident to speak about their own experiences.
Detailed view
Note: Children working significantly above or below age related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support.
Phase 1: Practical work; information finding; listening and talking (3 days)
Teaching content:
• Model a recount from a personal experience with which children will be familiar such as going shopping or receiving a present. Encourage children to ask questions by missing out information or making mistakes, for example What did you buy? What was in the parcel? How did you get there?
• Using the teacher's recount as a model, children practise with their response partners and ask each other questions to improve their spoken recount.
• Children listen to others in the class and identify what makes a good recount. The teacher scribes ideas to keep as class success criteria.
Learning outcome:
• Children can listen to a recount and ask questions to support their understanding.
Phase 2: Analysis; discussion and supported composition (2 days)
Teaching content:
• Children draw pictures or a timeline to sequence their recount. This could be supported by the use of an IWB, digital photographs and sequencing by moving images around the board.
• With response partners children orally compose sentences to accompany at least two of the pictures. Take time to discuss what makes a sentence. Refer to Developing early writing
• The teacher selects a set of pictures which accurately reflect the recount and uses these for supported composition of the recount, using an IWB to share and record writing. Children suggest what the teacher might write or how it might be improved. Again the teacher should reinforce sentence construction and the correct use of time connectives.
Learning outcomes:
• Children can order events correctly.
• Children can identify and explain the main features of a sentence.
Phase 3: Reading analysis; shared and independent writing (5 days)
This part of the teaching sequence is based on Developing early writing, Year 1 unit 9: The day the fire engine came to school
Teaching content:
• Demonstrate the use of a simple dictionary to locate words connected to a school event such as big and engine. Use dictionaries throughout this phase and play games and sing songs to support alphabetical order.
• Using as a starting point the class recount produced as supported composition, identify and record the main features of a recount and useful words such as next, then and after.
• Talk about the event in school, recalling what happened, generating questions and useful vocabulary.
• Use photographs or digital images on an IWB to support and order shared writing, teacher scribing and supported composition as in the example from Developing early writing.
• Children will judge the effectiveness of each other's recounts against the success criteria they generated when reading recounts.
• The photographs, digital images and recounts are put together to form a class book or interactive ICT display.
Learning outcomes:
• Children can use knowledge of the alphabet to locate words in simple dictionaries.
• Children can write at least three simple sentences in the past tense and use some time connectives in a recount.
Key aspects of learning
Enquiry
Children will ask questions arising from visits and/or events and activities in order to add greater detail.
Reasoning
Children will decide how to order recounts. They will learn to structure their speaking and writing into chronological order.
Evaluation
Children will discuss success criteria for their written work, give feedback to others and begin to judge the effectiveness of their own recounts.
Social skills
When developing collaborative writing, children will learn about listening to and respecting other people's ideas.
Communication
Children will develop their ability to discuss as they work collaboratively in paired, group and whole-class contexts. They will communicate outcomes orally, in writing and through ICT if appropriate.
Resources
• Digital cameras and PC upload software
• Developing early writing - Year 1 unit 9: specific pages The day the fire engine came to school.
.pdf download here
• Writing flier 5 - Recount: it happened like this...
• Speaking, listening, learning: working with children in years 1 to 6
# posted by whynotshare @ 6:00 PM 
