Thursday, March 12, 2009
Y2 Instructions
Instructions
(4 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 first in a block of four non-fiction units in Year 2. Four weeks are suggested for work on instructions, but it would be advisable for the unit to be split into two units of two weeks each. The unit can be linked to many other curriculum areas. The unit has three phases, with oral or written outcomes and assessment opportunities at regular intervals.
Phase 1
The teacher demonstrates oral instructions and children practise giving and following oral instructions.
Phase 2
The teacher demonstrates how to read and follow simple written instructions and children read and follow simple written instructions. The teacher and children analyse language features of written instructions.
Phase 3
The teacher demonstrates how to write instructions and the teacher and children write a set of instructions together. Children write their own instructions and evaluate.
Overview
• Introduce the unit with a game following verbal instructions, given by the teacher and children. Gradually increase the number of instructions in the sequence. From the labels in the classroom pick out those that are instructions and discuss some of their features such as direct imperative register, short length and lack of superfluous words. Carry out an activity in a foundation subject such as planting beans (see Developing Early Writing), making a kite or cooking and then scribe the instructions for the class so another class can be told how to do it. Use diagrams to make some of the steps easier. Draw out some of the organisational features used to make it straightforward: statement of purpose, listing materials or ingredients, sequential steps, direct/imperative language.
• Read and follow simple sets of instructions such as recipes, plans, constructions that include diagrams.
• Children write simple instructions independently, for example getting to school, playing a game.
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
• Speak with clarity and use appropriate intonation when reading and reciting texts
2. Listening and responding
• Listen to others in class, ask relevant questions and follow instructions
3. Group discussion and interaction
• Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement
5. 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
6. 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
7. Understanding and interpreting texts
• Draw together ideas and information from across a whole text, using simple signposts in the text
• Explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points
8. Engaging with and responding to texts
• Engage with books through exploring and enacting interpretations
9. Creating and shaping texts
• Draw on knowledge and experience of texts in deciding and planning what and how to write
• Maintain consistency in non-narrative, including purpose and tense
• Select from different presentational features to suit particular writing purposes on paper and on screen
10. Text structure and organisation
• Use appropriate language to make sections hang together
11. Sentence structure and punctuation
• Use question marks, and use commas to separate items in a list
Building on previous learning
Check that children can already:
• Listen to and follow at least three consecutive instructions.
• Read and follow simple written instructions.
Detailed view
It is suggested that the two-week sequence outlined below be repeated with different content and extension work for the second two weeks of the block.
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.
Phase 1: Reading; investigating questions, discussion (3 days)
Teaching content:
• Teach children a new game, for example in physical education. Gradually build up the number of instructions, recapping for children as you go. Encourage children to ask questions about sequence, details, etc. Using either written methods or a tape recorder or digital sound recorder, record the final version of the instructions for future reference, leaving out some key language features for editing later.
• Ask groups of children to develop their own simple games and teach them to others. Discuss with children what makes instructions clear, for example including what you need, the purpose of the game, a clear sequence.
• Read several sets of simple instructions relating to classroom activities or other curriculum areas, for example how to come into school in the morning, how to plant beans (see Developing early writing. Ask children to read and follow simple instructions independently or in small groups. Ask what made the instructions easy to follow or hard to follow.
• Look at sets of instructions and identify a) what they are for (look at importance of titles) b) form and structure, for example 'You will need...' sections, layout of instruction sequence, numbers, bullet points. Note similarities and differences between sets, for example use of diagrams, different subtitles, hyperlinks in electronic texts.
Learning outcomes:
• Children can follow a series of simple instructions correctly.
• Children can effectively give oral instructions in the correct sequence.
• Children can read and follow a simple sequence of instructions related to another curriculum area or classroom procedure.
• Children can identify key features of written instructions.
Phase 2: Rereading and analysis; investigating and writing sentences (3 days)
Teaching content:
• Focus on language features. Ask children to play a game based on 'Simon says...' where they give instructions orally to one another for a simple procedure, for example for coming into the classroom and sitting down, first by giving orders: Open the door; and then by describing the process: First you open the door. Children must test instructions by doing exactly and only what they are told. Compare language features of the two versions and practise writing instruction sentences in the two different styles. Encourage children to use different ways of giving instructions (imperative mood or present tense second person) consistently and apply known spelling strategies independently.
• Reintroduce a written version of the instructions you recorded for the game at the start of the sequence. Include some inconsistencies of tense and inappropriate use of adverbs or adjectives. Discuss with children why these are not needed and demonstrate the editing process. Discuss how diagrams can clarify processes and add diagrams to modelled writing. An interactive whiteboard (IWB) could be used here to support diagrams and, where appropriate, use ICT and insert hyperlinks to diagrams.
Learning outcome:
• Children can write a series of instructions, including diagrams.
Phase 3: Shared and independent writing (4 days)
Teaching content:
• Use shared writing to develop a set of instructions based on a well-known classroom procedure or on another curriculum area, for example how to make a simple folding book. (Children should be familiar with the process first.) Ask children to rehearse steps in the process orally before contributing to writing. Add diagrams to clarify the process, discussing what these should look like and model how to come to agreement.
• Review what has been learned so far about instructions and develop a short checklist of what makes effective instructions.
• Ask children to write simple instructions independently, using the checklist to help them.
• Evaluate the success of the instructions by passing them to someone else to follow, for example a parallel class. What will children need to do to make instructions even better next time? Record this for future reference.
Learning outcome:
• Children can write a simple sequence of instructions to be followed by another child or group. They use appropriate tense consistently, indicate sequence clearly, for example through numbering or use of sequencing words, and include a detailed diagram.
Key aspects of learning
Enquiry
Children will ask questions arising from work in another area of the curriculum, for example questions about planting beans.
Reasoning
Children will sequence actions logically to form a set of instructions.
Evaluation
Children will give instructions orally and in writing. They will judge the effectiveness of their own work.
Social skills
When working collaboratively children will learn about listening to and respecting other people's contributions.
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
• Developing early writing. Specific pages. Year 2 unit 11: Instructions
.pdf download here
• Writing flier 6 - Instructions: here's one I made earlier.
• Speaking, listening, learning: working with children in years 1 to 6
(4 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 first in a block of four non-fiction units in Year 2. Four weeks are suggested for work on instructions, but it would be advisable for the unit to be split into two units of two weeks each. The unit can be linked to many other curriculum areas. The unit has three phases, with oral or written outcomes and assessment opportunities at regular intervals.
Phase 1
The teacher demonstrates oral instructions and children practise giving and following oral instructions.
Phase 2
The teacher demonstrates how to read and follow simple written instructions and children read and follow simple written instructions. The teacher and children analyse language features of written instructions.
Phase 3
The teacher demonstrates how to write instructions and the teacher and children write a set of instructions together. Children write their own instructions and evaluate.
Overview
• Introduce the unit with a game following verbal instructions, given by the teacher and children. Gradually increase the number of instructions in the sequence. From the labels in the classroom pick out those that are instructions and discuss some of their features such as direct imperative register, short length and lack of superfluous words. Carry out an activity in a foundation subject such as planting beans (see Developing Early Writing), making a kite or cooking and then scribe the instructions for the class so another class can be told how to do it. Use diagrams to make some of the steps easier. Draw out some of the organisational features used to make it straightforward: statement of purpose, listing materials or ingredients, sequential steps, direct/imperative language.
• Read and follow simple sets of instructions such as recipes, plans, constructions that include diagrams.
• Children write simple instructions independently, for example getting to school, playing a game.
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
• Speak with clarity and use appropriate intonation when reading and reciting texts
2. Listening and responding
• Listen to others in class, ask relevant questions and follow instructions
3. Group discussion and interaction
• Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement
5. 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
6. 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
7. Understanding and interpreting texts
• Draw together ideas and information from across a whole text, using simple signposts in the text
• Explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points
8. Engaging with and responding to texts
• Engage with books through exploring and enacting interpretations
9. Creating and shaping texts
• Draw on knowledge and experience of texts in deciding and planning what and how to write
• Maintain consistency in non-narrative, including purpose and tense
• Select from different presentational features to suit particular writing purposes on paper and on screen
10. Text structure and organisation
• Use appropriate language to make sections hang together
11. Sentence structure and punctuation
• Use question marks, and use commas to separate items in a list
Building on previous learning
Check that children can already:
• Listen to and follow at least three consecutive instructions.
• Read and follow simple written instructions.
Detailed view
It is suggested that the two-week sequence outlined below be repeated with different content and extension work for the second two weeks of the block.
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.
Phase 1: Reading; investigating questions, discussion (3 days)
Teaching content:
• Teach children a new game, for example in physical education. Gradually build up the number of instructions, recapping for children as you go. Encourage children to ask questions about sequence, details, etc. Using either written methods or a tape recorder or digital sound recorder, record the final version of the instructions for future reference, leaving out some key language features for editing later.
• Ask groups of children to develop their own simple games and teach them to others. Discuss with children what makes instructions clear, for example including what you need, the purpose of the game, a clear sequence.
• Read several sets of simple instructions relating to classroom activities or other curriculum areas, for example how to come into school in the morning, how to plant beans (see Developing early writing. Ask children to read and follow simple instructions independently or in small groups. Ask what made the instructions easy to follow or hard to follow.
• Look at sets of instructions and identify a) what they are for (look at importance of titles) b) form and structure, for example 'You will need...' sections, layout of instruction sequence, numbers, bullet points. Note similarities and differences between sets, for example use of diagrams, different subtitles, hyperlinks in electronic texts.
Learning outcomes:
• Children can follow a series of simple instructions correctly.
• Children can effectively give oral instructions in the correct sequence.
• Children can read and follow a simple sequence of instructions related to another curriculum area or classroom procedure.
• Children can identify key features of written instructions.
Phase 2: Rereading and analysis; investigating and writing sentences (3 days)
Teaching content:
• Focus on language features. Ask children to play a game based on 'Simon says...' where they give instructions orally to one another for a simple procedure, for example for coming into the classroom and sitting down, first by giving orders: Open the door; and then by describing the process: First you open the door. Children must test instructions by doing exactly and only what they are told. Compare language features of the two versions and practise writing instruction sentences in the two different styles. Encourage children to use different ways of giving instructions (imperative mood or present tense second person) consistently and apply known spelling strategies independently.
• Reintroduce a written version of the instructions you recorded for the game at the start of the sequence. Include some inconsistencies of tense and inappropriate use of adverbs or adjectives. Discuss with children why these are not needed and demonstrate the editing process. Discuss how diagrams can clarify processes and add diagrams to modelled writing. An interactive whiteboard (IWB) could be used here to support diagrams and, where appropriate, use ICT and insert hyperlinks to diagrams.
Learning outcome:
• Children can write a series of instructions, including diagrams.
Phase 3: Shared and independent writing (4 days)
Teaching content:
• Use shared writing to develop a set of instructions based on a well-known classroom procedure or on another curriculum area, for example how to make a simple folding book. (Children should be familiar with the process first.) Ask children to rehearse steps in the process orally before contributing to writing. Add diagrams to clarify the process, discussing what these should look like and model how to come to agreement.
• Review what has been learned so far about instructions and develop a short checklist of what makes effective instructions.
• Ask children to write simple instructions independently, using the checklist to help them.
• Evaluate the success of the instructions by passing them to someone else to follow, for example a parallel class. What will children need to do to make instructions even better next time? Record this for future reference.
Learning outcome:
• Children can write a simple sequence of instructions to be followed by another child or group. They use appropriate tense consistently, indicate sequence clearly, for example through numbering or use of sequencing words, and include a detailed diagram.
Key aspects of learning
Enquiry
Children will ask questions arising from work in another area of the curriculum, for example questions about planting beans.
Reasoning
Children will sequence actions logically to form a set of instructions.
Evaluation
Children will give instructions orally and in writing. They will judge the effectiveness of their own work.
Social skills
When working collaboratively children will learn about listening to and respecting other people's contributions.
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
• Developing early writing. Specific pages. Year 2 unit 11: Instructions
.pdf download here
• Writing flier 6 - Instructions: here's one I made earlier.
• Speaking, listening, learning: working with children in years 1 to 6
# posted by whynotshare @ 6:07 PM 
