Thursday, March 5, 2009
Y1 Recount (fact and fiction)
Recount (fact and fiction)
(2 weeks)
Page map
Basic outline
- Overview
- Objectives
- Building on previous learning
Detailed view
Key aspects of learning
Resources required
Basic outline
This is the last in a sequence of five non-fiction units for Year 1. It builds on children's knowledge and understanding from unit 3 and on cross-curricular work based on observations of the growth of a seed. The unit has three phases with oral and written outcomes and assessment opportunities for teachers and children at intervals throughout each phase. The outcome for the unit is children creating a stop-frame animation of the life cycle of a seed. 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.
Phase 1
Read and compare simple recounts. Discuss and contrast recounts with narrative texts. Identify and discuss common features of recounts. Sequence a set of events. Justify opinions based on evidence in the text.
Phase 2
Orally compose a recount, sequencing events using time connectives, based on first-hand experience. Plan how to write this recount using a storyboard.
Phase 3
Model through shared writing, changing oral composition into written composition. Reinforce knowledge of how to write a sentence. Children create group animated recounts of the growth of a seed with written captions recounting events.
Overview
• Describe incidents from own experience in an audible voice using sequencing words and phrases such as 'then', 'after that'; listen to others' recounts and ask relevant questions.
• Read personal recounts and discuss the difference between recounts and stories, fact and fiction. With the children, explore the generic structure of recounts, for example ordered sequence of events, use of words like 'first', 'next', 'after', 'when'.
• Model writing a recount of an activity in which all the children took part, for example a visit of someone from the community or the previous afternoon's fire drill or thunderstorm, giving them opportunities to contribute ideas and form sentences.
• Children write simple personal recounts, independently, using the language of texts read as models for their own writing, maintaining consistency in tense and person.
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
3. Group discussion and interaction
• Explain their views to others in a small group, decide how to report the group's views to the class
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 the 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
9. Creating and shaping texts
• 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
11. Sentence structure and punctuation
• Compose and write simple sentences independently to communicate meaning
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 recall some details including the correct ordering of events.
• Ask relevant questions and speak about their own experiences.
• Discuss ideas confidently with a response partner.
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.
Context
Prior to the sessions children should have undertaken a science project on growing and changing with a focus on the life cycles of plants and animals. As part of the science project, children make drawings of the changes to a plant or animal they are observing over a period of time. Photographs of a seed at various stages of growth will be needed to support children's speaking and listening activities and whole-class planning. Children's observational drawings from the science lessons form the basis for the stop-frame animations. Specific teaching of reading and speaking and listening objectives needs to be layered across each phase of the unit.
Phase 1: Listening; reading; analysis and discussion (3 days)
Teaching content:
• Explain that children are going to use science observations to create their own animated recount of events.
• During shared reading, read simple recounts of events or observations with the children. Investigate the key features of the text-type. Focus on the language features that denote the sequence of events for the reader and collect words such as first, next, then on an IWB frame.
• Annotate the shared text to show children that a good recount contains not just the main facts but also details that bring the recount alive. An IWB can be used to underline the main events in one colour and the details in another colour.
• Discuss and contrast the recounts with how narrative texts work, highlighting the main differences. Emphasise how both types of text are written in a sequence of events but recounts are about real events using specific words and have a distinctive text structure.
• Insert the photographs taken of the seed showing different stages of growth into an IWB skeleton frame of a recount. Arrange the images at random on the page so they can be sorted into sequential order as part of the shared session.
• Explain that children are going to combine what they have learned about recounts with their observations of a seed growing. On an IWB display the skeleton planner and photographs. Discuss the photographs and the various changes to the seed. The photographs could be annotated by circling the observable details of change.
• Organise children into groups. Ask children to identify the sequence in which they think the seed developed, by organising a set of laminated photographs into the correct order. Encourage children to circle evidence that backs up their opinion using a whiteboard marker.
• During the plenary, assign two children from each group the role of envoy. Each pair of envoys visits another group. The members of the group explain their sequence of photographs to the envoys who then return to their own group and revise their own group sequence if necessary.
• Record children's findings on an IWB by dragging and dropping the photographs onto the recount skeleton planner. Remind children that a good recount should contain extra details to make the reader interested in the events. With their response partners, ask children to identify an interesting, funny or unusual detail that could be added to each step of the recount. Children could refer to their science observation drawings to support this discussion. Annotate the skeleton plan with children's ideas in note form.
• Specific teaching of reading and speaking and listening objectives should be layered throughout this phase of the unit.
Learning outcomes:
• Children can sequence a set of events based on their own experience and observations.
• Children have made appropriate progress in line with national expectations of phonic development.
Phase 2: Talk for writing; capturing ideas (3 days)
Teaching content:
• Explain that you are going to model how to use talk to plan your writing.
• Display the IWB skeleton plan. Model dragging and dropping time connectives such as first, next, then from an IWB word bank onto each stage of the IWB skeleton plan. Discuss with children how the words or phrases will support both the talk and the writing by being used as sentence starters.
• Model talking through the first stage of the recount of the life cycle of the seed using the key vocabulary and added details noted on the plan.
• Children work with response partners following the model of the teacher's oral text structure building up a recount. Emphasis should be placed on the language features of the text-type. Children could use the photographs from previous sessions and/or their drawings from the science observations to support them and add their own personal details to the oral recount.
• Model drawing and writing on the IWB planning board based on the oral recounts from the previous session. Explain that the board will support children's writing and help them remember what they want to tell their audience.
• Children work on a group planning board during the independent sessions adding drawings of the different stages of a seed's growth, noting time connectives to link each section of the text.
• During the plenary, refer back to the key features of recounts identified in previous sessions to check for the main events, sequential vocabulary and details.
• Specific teaching of reading and speaking and listening objectives should be layered throughout this phase of the unit.
Learning outcomes:
• Children can orally compose and retell a sequence of events using time connectives to link the sequence.
• Children have made appropriate progress in line with national expectations in reading development.
Phase 3: Modelled, shared and collaborative writing (4 days)
Teaching content:
• The writing process will be a combination of animating the images into the software and then adding written words and incidental sounds.
• Children will need to have: - an appropriate background for the animation, such as a white sheet of paper that can have drawings added to it where required, for example a brown line to denote the earth or a blue line to show the surface of water in a pond - copies of their observational drawings cut out ready to move around as part of the animation - adhesive materials to hold the drawings in place.
• Display the animation package stop-frame animation software on an IWB with camera plugged into the laptop. Use modelled and shared teaching approaches to demonstrate how to use the stop-frame animation software and camera to take the ideas from the plan and add them into the animation package.
• Animation can be done in episodes or clips, for example with the shoot appearing out of the seed. Once animated, the clips are added onto the video clipboard in the software. Once all the clips have been animated, drag and drop them onto the video editing time line or story board in the software. The clips can be moved and sequenced on the time line or story board. Each event on the planning sheet would be the equivalent of one episode.
• Children work in small groups during the independent session to create their own visual text following the model established in the shared sessions. The process will need to be worked on over a number of sessions.
• Model how to drag and drop the animated events onto the time line or story board in the software package. Ask children to work with a response partner to decide on the order of events, referring to the IWB plan.
• Children work on their own animations following the model set in the shared sessions.
• During the plenary, children exchange groups to review another group's plan, watch the animation and check that the animation is in the correct sequence. Where appropriate, children give feedback to the group to note any changes they think need to be made.
• Use modelled, shared and supported composition approaches to demonstrate how to change the oral retellings of the recount and the notes on the plan and make them sound like the books read in the shared sessions. Ask children to work in pairs on whiteboards to write a sentence to accompany the main events and details.
• Demonstrate how children can insert their text into the software by adding captions to their animated images.
• The process would need to be broken down and worked on over a number of sessions with children working in small groups during the independent session.
• During guided writing use the Developing early writing, Ref; 0055/2001 sentence-level units to emphasise understanding of a sentence, capital letters and full stops. Use children's own work from the animations to provide a context for the work.
• Read through the animated recount created during the previous shared sessions. Where could sound effects be used to add interest for the reader? Are any sound effects needed? Add selected sound effects from the software. Emphasise how sound effects add details to the recount for the reader and that too many sound effects make the recount difficult to read.
• Children work on their text during the independent session adding sound effects where appropriate. Use peer review to evaluate how sound has been used for effect.
• During shared writing, focus attention on the language of sequencing. Use supported composition to make changes to weak sentences in the whole-class text and develop the use of time connectives, for example two weeks later or after a while.
• Children work on their text during the independent session making changes where appropriate. Use peer review and success criteria from reading recounts to evaluate how time connectives have been used.
• Specific teaching of reading and speaking and listening objectives should be layered throughout this phase of the unit.
Learning outcomes:
• Children can write a recount using time connectives to sequence events and correctly demarcate sentences.
• Children have made appropriate progress in line with national expectations in reading.
• Children can apply their phonic knowledge when writing independently in line with national expectations of phonic development.
Key aspects of learning
Reasoning
Children will sequence events using visual evidence.
Children will be explaining their opinions and returning to the text and their observations to find evidence.
Evaluation
Children will discuss success criteria for their written work and begin to judge the effectiveness of their own and others' writing.
Social skills
When developing collaborative writing, children will learn about assigning roles within a group to complete a task.
Communication
Children will develop their ability to discuss as they work collaboratively in pairs and groups. They will communicate outcomes orally, in writing and through ICT if appropriate.
Resources
• Digital camera and PC upload software
• Laptop
• Children's observational drawings of the life cycle of a seed
• Photographs of a seed at various stages in the growth process
• Developing early writing
• 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 is the last in a sequence of five non-fiction units for Year 1. It builds on children's knowledge and understanding from unit 3 and on cross-curricular work based on observations of the growth of a seed. The unit has three phases with oral and written outcomes and assessment opportunities for teachers and children at intervals throughout each phase. The outcome for the unit is children creating a stop-frame animation of the life cycle of a seed. 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.
Phase 1
Read and compare simple recounts. Discuss and contrast recounts with narrative texts. Identify and discuss common features of recounts. Sequence a set of events. Justify opinions based on evidence in the text.
Phase 2
Orally compose a recount, sequencing events using time connectives, based on first-hand experience. Plan how to write this recount using a storyboard.
Phase 3
Model through shared writing, changing oral composition into written composition. Reinforce knowledge of how to write a sentence. Children create group animated recounts of the growth of a seed with written captions recounting events.
Overview
• Describe incidents from own experience in an audible voice using sequencing words and phrases such as 'then', 'after that'; listen to others' recounts and ask relevant questions.
• Read personal recounts and discuss the difference between recounts and stories, fact and fiction. With the children, explore the generic structure of recounts, for example ordered sequence of events, use of words like 'first', 'next', 'after', 'when'.
• Model writing a recount of an activity in which all the children took part, for example a visit of someone from the community or the previous afternoon's fire drill or thunderstorm, giving them opportunities to contribute ideas and form sentences.
• Children write simple personal recounts, independently, using the language of texts read as models for their own writing, maintaining consistency in tense and person.
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
3. Group discussion and interaction
• Explain their views to others in a small group, decide how to report the group's views to the class
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 the 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
9. Creating and shaping texts
• 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
11. Sentence structure and punctuation
• Compose and write simple sentences independently to communicate meaning
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 recall some details including the correct ordering of events.
• Ask relevant questions and speak about their own experiences.
• Discuss ideas confidently with a response partner.
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.
Context
Prior to the sessions children should have undertaken a science project on growing and changing with a focus on the life cycles of plants and animals. As part of the science project, children make drawings of the changes to a plant or animal they are observing over a period of time. Photographs of a seed at various stages of growth will be needed to support children's speaking and listening activities and whole-class planning. Children's observational drawings from the science lessons form the basis for the stop-frame animations. Specific teaching of reading and speaking and listening objectives needs to be layered across each phase of the unit.
Phase 1: Listening; reading; analysis and discussion (3 days)
Teaching content:
• Explain that children are going to use science observations to create their own animated recount of events.
• During shared reading, read simple recounts of events or observations with the children. Investigate the key features of the text-type. Focus on the language features that denote the sequence of events for the reader and collect words such as first, next, then on an IWB frame.
• Annotate the shared text to show children that a good recount contains not just the main facts but also details that bring the recount alive. An IWB can be used to underline the main events in one colour and the details in another colour.
• Discuss and contrast the recounts with how narrative texts work, highlighting the main differences. Emphasise how both types of text are written in a sequence of events but recounts are about real events using specific words and have a distinctive text structure.
• Insert the photographs taken of the seed showing different stages of growth into an IWB skeleton frame of a recount. Arrange the images at random on the page so they can be sorted into sequential order as part of the shared session.
• Explain that children are going to combine what they have learned about recounts with their observations of a seed growing. On an IWB display the skeleton planner and photographs. Discuss the photographs and the various changes to the seed. The photographs could be annotated by circling the observable details of change.
• Organise children into groups. Ask children to identify the sequence in which they think the seed developed, by organising a set of laminated photographs into the correct order. Encourage children to circle evidence that backs up their opinion using a whiteboard marker.
• During the plenary, assign two children from each group the role of envoy. Each pair of envoys visits another group. The members of the group explain their sequence of photographs to the envoys who then return to their own group and revise their own group sequence if necessary.
• Record children's findings on an IWB by dragging and dropping the photographs onto the recount skeleton planner. Remind children that a good recount should contain extra details to make the reader interested in the events. With their response partners, ask children to identify an interesting, funny or unusual detail that could be added to each step of the recount. Children could refer to their science observation drawings to support this discussion. Annotate the skeleton plan with children's ideas in note form.
• Specific teaching of reading and speaking and listening objectives should be layered throughout this phase of the unit.
Learning outcomes:
• Children can sequence a set of events based on their own experience and observations.
• Children have made appropriate progress in line with national expectations of phonic development.
Phase 2: Talk for writing; capturing ideas (3 days)
Teaching content:
• Explain that you are going to model how to use talk to plan your writing.
• Display the IWB skeleton plan. Model dragging and dropping time connectives such as first, next, then from an IWB word bank onto each stage of the IWB skeleton plan. Discuss with children how the words or phrases will support both the talk and the writing by being used as sentence starters.
• Model talking through the first stage of the recount of the life cycle of the seed using the key vocabulary and added details noted on the plan.
• Children work with response partners following the model of the teacher's oral text structure building up a recount. Emphasis should be placed on the language features of the text-type. Children could use the photographs from previous sessions and/or their drawings from the science observations to support them and add their own personal details to the oral recount.
• Model drawing and writing on the IWB planning board based on the oral recounts from the previous session. Explain that the board will support children's writing and help them remember what they want to tell their audience.
• Children work on a group planning board during the independent sessions adding drawings of the different stages of a seed's growth, noting time connectives to link each section of the text.
• During the plenary, refer back to the key features of recounts identified in previous sessions to check for the main events, sequential vocabulary and details.
• Specific teaching of reading and speaking and listening objectives should be layered throughout this phase of the unit.
Learning outcomes:
• Children can orally compose and retell a sequence of events using time connectives to link the sequence.
• Children have made appropriate progress in line with national expectations in reading development.
Phase 3: Modelled, shared and collaborative writing (4 days)
Teaching content:
• The writing process will be a combination of animating the images into the software and then adding written words and incidental sounds.
• Children will need to have: - an appropriate background for the animation, such as a white sheet of paper that can have drawings added to it where required, for example a brown line to denote the earth or a blue line to show the surface of water in a pond - copies of their observational drawings cut out ready to move around as part of the animation - adhesive materials to hold the drawings in place.
• Display the animation package stop-frame animation software on an IWB with camera plugged into the laptop. Use modelled and shared teaching approaches to demonstrate how to use the stop-frame animation software and camera to take the ideas from the plan and add them into the animation package.
• Animation can be done in episodes or clips, for example with the shoot appearing out of the seed. Once animated, the clips are added onto the video clipboard in the software. Once all the clips have been animated, drag and drop them onto the video editing time line or story board in the software. The clips can be moved and sequenced on the time line or story board. Each event on the planning sheet would be the equivalent of one episode.
• Children work in small groups during the independent session to create their own visual text following the model established in the shared sessions. The process will need to be worked on over a number of sessions.
• Model how to drag and drop the animated events onto the time line or story board in the software package. Ask children to work with a response partner to decide on the order of events, referring to the IWB plan.
• Children work on their own animations following the model set in the shared sessions.
• During the plenary, children exchange groups to review another group's plan, watch the animation and check that the animation is in the correct sequence. Where appropriate, children give feedback to the group to note any changes they think need to be made.
• Use modelled, shared and supported composition approaches to demonstrate how to change the oral retellings of the recount and the notes on the plan and make them sound like the books read in the shared sessions. Ask children to work in pairs on whiteboards to write a sentence to accompany the main events and details.
• Demonstrate how children can insert their text into the software by adding captions to their animated images.
• The process would need to be broken down and worked on over a number of sessions with children working in small groups during the independent session.
• During guided writing use the Developing early writing, Ref; 0055/2001 sentence-level units to emphasise understanding of a sentence, capital letters and full stops. Use children's own work from the animations to provide a context for the work.
• Read through the animated recount created during the previous shared sessions. Where could sound effects be used to add interest for the reader? Are any sound effects needed? Add selected sound effects from the software. Emphasise how sound effects add details to the recount for the reader and that too many sound effects make the recount difficult to read.
• Children work on their text during the independent session adding sound effects where appropriate. Use peer review to evaluate how sound has been used for effect.
• During shared writing, focus attention on the language of sequencing. Use supported composition to make changes to weak sentences in the whole-class text and develop the use of time connectives, for example two weeks later or after a while.
• Children work on their text during the independent session making changes where appropriate. Use peer review and success criteria from reading recounts to evaluate how time connectives have been used.
• Specific teaching of reading and speaking and listening objectives should be layered throughout this phase of the unit.
Learning outcomes:
• Children can write a recount using time connectives to sequence events and correctly demarcate sentences.
• Children have made appropriate progress in line with national expectations in reading.
• Children can apply their phonic knowledge when writing independently in line with national expectations of phonic development.
Key aspects of learning
Reasoning
Children will sequence events using visual evidence.
Children will be explaining their opinions and returning to the text and their observations to find evidence.
Evaluation
Children will discuss success criteria for their written work and begin to judge the effectiveness of their own and others' writing.
Social skills
When developing collaborative writing, children will learn about assigning roles within a group to complete a task.
Communication
Children will develop their ability to discuss as they work collaboratively in pairs and groups. They will communicate outcomes orally, in writing and through ICT if appropriate.
Resources
• Digital camera and PC upload software
• Laptop
• Children's observational drawings of the life cycle of a seed
• Photographs of a seed at various stages in the growth process
• Developing early writing
• Writing flier 5 - Recount: it happened like this...
• Speaking, listening, learning: working with children in years 1 to 6
# posted by whynotshare @ 6:01 PM 
