Thursday, March 5, 2009
Y1 Instructions
Instructions (persuasion)
(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 second of five suggested non-fiction units in Year 1 and is designed to follow unit 1: Lists, labels and captions.
The teaching sequence is based on Developing Early Writing, Year 1 unit 5: How to use a printer
.pdf download here
Context: Sentence-level progression
When giving or writing instructions, three grammatical constructions are possible.
• The imperative mood. This is the form used when giving orders, for example Stand still. Turn on the printer.
• The auxiliary verb must, for example You must turn on the printer.
• The impersonal second person present tense, for example You turn on the printer. You open the door.
It is not intended that all three of these should be taught in Year 1.
The third of these is probably the one most likely to be used by children at this stage. In this unit, therefore, the focus is on supporting children in moving from descriptive past tense, for example I turned on the printer to second person present tense, for example You turn on the printer.
However, if children are naturally using either of the other constructions as well, you could discuss the differences and support children in using one construction consistently in their writing.
Phase 1
The teacher demonstrates a practical activity and children are given plenty of opportunities to try out and discuss the activity themselves.
Phase 2
The teacher and children analyse the activity orally and practise giving oral instructions using simple instructional language. The teacher and children read simple instructions together and analyse features of layout.
Phase 3
The teacher demonstrates how to write simple instructions and edits and scribes as children volunteer suggestions. Children write simple instructions independently.
Overview
• Plan to ask children to follow oral instructions which increase in length and complexity over the year. Use this unit to assess each child's capacity to listen to and follow single and sequences of classroom instructions. Give the children opportunities to think out instructions for others to follow (for example in PE, in music, in role-play); first of all single instructions and then a short sequence. Use barrier games to help children to formulate clear single instructions for each other and attempt to follow them. Children instruct you to make or do or find something in the classroom. Respond precisely to their instructions so that they can understand the importance of accuracy and precision.
• Use written instructions in the form of labels, captions and lists to regulate activities in the classroom and as reminders about safety. Use different wording for instructions and ask the children to evaluate the effectiveness of each. Children write instructions as labels, lists or captions for use in role-play area.
• Carry out an activity in a foundation subject and then scribe the first two or three of a set of instructions with the children contributing in shared writing, for example, for children in another class to follow. Children write next two consecutive instructions independently.
• In shared reading, read and follow short series of instructions with the children. Give the children some short written instructions to follow in order to carry out, for example, a construction activity.
• Practise order of the alphabet by chanting the alphabet through, starting at different points and continuing, matching the names of the alphabet to upper and lower case letters.
• With the children, read captions, pictures, posters and adverts that are trying to persuade. Discuss what they are trying to do and some of the ways they manage it. Through games and role-play begin to explore with the children what it means to persuade or be persuaded, and what different methods might be effective and which methods are unacceptable.
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
• Listen to and follow instructions accurately, asking for help and clarification if necessary
3. Group discussion and interaction
• Take turns to speak, listen to others' suggestions and talk about what they are going to do
• 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 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
8. Engaging with and responding to texts
• Distinguish fiction and non-fiction texts and the different purposes for reading them
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 to and follow single instructions, then a series of two and three instructions.
• Give oral instructions when playing.
• Read and follow simple classroom instructions on labels with additional pictures or symbols.
• Attempt to write instructions on labels, for example in the role-play area.
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; talk for writing (4 days)
Teaching content:
• Demonstrate how to use a computer printer, for example in printing some shared writing completed as part of another unit or subject area. Talk through the steps involved.
• Discuss the names for the different parts of the printer. Ask children to write simple labels to help them remember the parts.
• Over two or three days, give children supported opportunities to use the printer themselves. Encourage discussion about the process.
Learning outcome:
• Children can name the parts of the printer and write simple labels independently.
Phase 2: Listening; analysis and discussion (3 days)
Teaching content:
• Explain that now children have used the printer, it would be a good idea to have some written instructions so that they can be reminded what to do when using the printer independently. Ask a child to demonstrate how to print out a piece of text, giving a commentary as the child works, introducing the idea of a sequence of actions. Repeat the process using different children to perform each action, to help children understand that there are steps to be followed. After they have finished, children say what they have done. Ask if it would matter if steps were carried out in a different order. Try it out. Repeat with different children, this time giving them a number to reinforce sequencing.
• Explain that when giving instructions, you say for example You switch on the printer or give an order, for example Switch on the printer (i.e. imperative mood). Describe the steps in the process one by one and get children to take it in turns to transform the descriptive sentences into instructions, for example Sam turned on the printer. You turn on the printer. Make sure that children are using one construction consistently, not mixing them.
• Show children some simple written instructions on operating a classroom machine or toy, for example How to turn on a tape recorder. How do the instructions look different from a story or a poem? Talk about the differences between fiction and non-fiction. Use some well-known books from the classroom and ask whether they are fiction or non-fiction.
• Look around the room, school or environment and collect examples of instructions. Look at different styles: some instructions may be one word, for example STOP, others may be more persuasive, for example Come and look at our fantastic pictures. Discuss when it would be appropriate to use different styles and how you can write instructions to persuade people to do what you want.
Learning outcome:
• Children can say whether a text is a fiction or a non-fiction text.
Phase 3: Discussion; shared and guided writing; independent work (3 days)
Teaching content:
• Recap the steps taken in using a printer and demonstrate writing the title and first instruction in the set. Explain the importance of the title and of starting each new instruction on a new line. Reinforce the use of instructional language and ask children to apply phonic knowledge in helping you write regular words. Ask children to discuss and come up with suggestions for later instructions. As you scribe the next instruction, reinforce good practice by rehearsing the sentence first, counting words as you write and then checking for sense.
• Recap and discuss what the next steps were. Make sure that children are confident about the content of instructions. Ask children to work in pairs using mini-whiteboards to write the next instruction. Reinforce rehearsal and checking strategies and encourage children to use phonic knowledge when attempting spellings. Check results and deal with any issues through reinforcing the language features of instructions.
• Children work independently to write instructions. Vary the difficulty by giving support as needed, for example by providing visual prompts to support sequencing. More able children could attempt instructions for another machine or process with which they are familiar.
• To extend and consolidate understanding, the sequence could be repeated using different content later in the term.
Learning outcomes:
• Children can write the next in a sequence of instructions, with the support of a partner.
• Children can write at least three instructions in a well-rehearsed sequence independently.
Key aspects of learning
Enquiry
Children will ask questions arising from work on classroom routines and plan how to present the information effectively.
Reasoning
Children will make judgements on what is 'fact' and what is 'fiction' based on available evidence.
Evaluation
Children will discuss success criteria for their written work, give feedback to others and begin to judge the effectiveness of their own instructions.
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
• Developing early writing, Year 1 unit 5: How to use a printer
.pdf download here
•
Writing flier 6 - Instructions: here's one I made earlier .pdf
(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 second of five suggested non-fiction units in Year 1 and is designed to follow unit 1: Lists, labels and captions.
The teaching sequence is based on Developing Early Writing, Year 1 unit 5: How to use a printer
.pdf download here
Context: Sentence-level progression
When giving or writing instructions, three grammatical constructions are possible.
• The imperative mood. This is the form used when giving orders, for example Stand still. Turn on the printer.
• The auxiliary verb must, for example You must turn on the printer.
• The impersonal second person present tense, for example You turn on the printer. You open the door.
It is not intended that all three of these should be taught in Year 1.
The third of these is probably the one most likely to be used by children at this stage. In this unit, therefore, the focus is on supporting children in moving from descriptive past tense, for example I turned on the printer to second person present tense, for example You turn on the printer.
However, if children are naturally using either of the other constructions as well, you could discuss the differences and support children in using one construction consistently in their writing.
Phase 1
The teacher demonstrates a practical activity and children are given plenty of opportunities to try out and discuss the activity themselves.
Phase 2
The teacher and children analyse the activity orally and practise giving oral instructions using simple instructional language. The teacher and children read simple instructions together and analyse features of layout.
Phase 3
The teacher demonstrates how to write simple instructions and edits and scribes as children volunteer suggestions. Children write simple instructions independently.
Overview
• Plan to ask children to follow oral instructions which increase in length and complexity over the year. Use this unit to assess each child's capacity to listen to and follow single and sequences of classroom instructions. Give the children opportunities to think out instructions for others to follow (for example in PE, in music, in role-play); first of all single instructions and then a short sequence. Use barrier games to help children to formulate clear single instructions for each other and attempt to follow them. Children instruct you to make or do or find something in the classroom. Respond precisely to their instructions so that they can understand the importance of accuracy and precision.
• Use written instructions in the form of labels, captions and lists to regulate activities in the classroom and as reminders about safety. Use different wording for instructions and ask the children to evaluate the effectiveness of each. Children write instructions as labels, lists or captions for use in role-play area.
• Carry out an activity in a foundation subject and then scribe the first two or three of a set of instructions with the children contributing in shared writing, for example, for children in another class to follow. Children write next two consecutive instructions independently.
• In shared reading, read and follow short series of instructions with the children. Give the children some short written instructions to follow in order to carry out, for example, a construction activity.
• Practise order of the alphabet by chanting the alphabet through, starting at different points and continuing, matching the names of the alphabet to upper and lower case letters.
• With the children, read captions, pictures, posters and adverts that are trying to persuade. Discuss what they are trying to do and some of the ways they manage it. Through games and role-play begin to explore with the children what it means to persuade or be persuaded, and what different methods might be effective and which methods are unacceptable.
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
• Listen to and follow instructions accurately, asking for help and clarification if necessary
3. Group discussion and interaction
• Take turns to speak, listen to others' suggestions and talk about what they are going to do
• 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 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
8. Engaging with and responding to texts
• Distinguish fiction and non-fiction texts and the different purposes for reading them
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 to and follow single instructions, then a series of two and three instructions.
• Give oral instructions when playing.
• Read and follow simple classroom instructions on labels with additional pictures or symbols.
• Attempt to write instructions on labels, for example in the role-play area.
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; talk for writing (4 days)
Teaching content:
• Demonstrate how to use a computer printer, for example in printing some shared writing completed as part of another unit or subject area. Talk through the steps involved.
• Discuss the names for the different parts of the printer. Ask children to write simple labels to help them remember the parts.
• Over two or three days, give children supported opportunities to use the printer themselves. Encourage discussion about the process.
Learning outcome:
• Children can name the parts of the printer and write simple labels independently.
Phase 2: Listening; analysis and discussion (3 days)
Teaching content:
• Explain that now children have used the printer, it would be a good idea to have some written instructions so that they can be reminded what to do when using the printer independently. Ask a child to demonstrate how to print out a piece of text, giving a commentary as the child works, introducing the idea of a sequence of actions. Repeat the process using different children to perform each action, to help children understand that there are steps to be followed. After they have finished, children say what they have done. Ask if it would matter if steps were carried out in a different order. Try it out. Repeat with different children, this time giving them a number to reinforce sequencing.
• Explain that when giving instructions, you say for example You switch on the printer or give an order, for example Switch on the printer (i.e. imperative mood). Describe the steps in the process one by one and get children to take it in turns to transform the descriptive sentences into instructions, for example Sam turned on the printer. You turn on the printer. Make sure that children are using one construction consistently, not mixing them.
• Show children some simple written instructions on operating a classroom machine or toy, for example How to turn on a tape recorder. How do the instructions look different from a story or a poem? Talk about the differences between fiction and non-fiction. Use some well-known books from the classroom and ask whether they are fiction or non-fiction.
• Look around the room, school or environment and collect examples of instructions. Look at different styles: some instructions may be one word, for example STOP, others may be more persuasive, for example Come and look at our fantastic pictures. Discuss when it would be appropriate to use different styles and how you can write instructions to persuade people to do what you want.
Learning outcome:
• Children can say whether a text is a fiction or a non-fiction text.
Phase 3: Discussion; shared and guided writing; independent work (3 days)
Teaching content:
• Recap the steps taken in using a printer and demonstrate writing the title and first instruction in the set. Explain the importance of the title and of starting each new instruction on a new line. Reinforce the use of instructional language and ask children to apply phonic knowledge in helping you write regular words. Ask children to discuss and come up with suggestions for later instructions. As you scribe the next instruction, reinforce good practice by rehearsing the sentence first, counting words as you write and then checking for sense.
• Recap and discuss what the next steps were. Make sure that children are confident about the content of instructions. Ask children to work in pairs using mini-whiteboards to write the next instruction. Reinforce rehearsal and checking strategies and encourage children to use phonic knowledge when attempting spellings. Check results and deal with any issues through reinforcing the language features of instructions.
• Children work independently to write instructions. Vary the difficulty by giving support as needed, for example by providing visual prompts to support sequencing. More able children could attempt instructions for another machine or process with which they are familiar.
• To extend and consolidate understanding, the sequence could be repeated using different content later in the term.
Learning outcomes:
• Children can write the next in a sequence of instructions, with the support of a partner.
• Children can write at least three instructions in a well-rehearsed sequence independently.
Key aspects of learning
Enquiry
Children will ask questions arising from work on classroom routines and plan how to present the information effectively.
Reasoning
Children will make judgements on what is 'fact' and what is 'fiction' based on available evidence.
Evaluation
Children will discuss success criteria for their written work, give feedback to others and begin to judge the effectiveness of their own instructions.
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
• Developing early writing, Year 1 unit 5: How to use a printer
.pdf download here
•
Writing flier 6 - Instructions: here's one I made earlier .pdf
# posted by whynotshare @ 6:00 PM 
