Thursday, March 5, 2009
Y1 Labels, lists, and captions
Labels, lists and captions
(1 week)
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 of five non-fiction units in Year 1. It builds on work from the Reception Year (see Developing early writing, Reception Year unit 1: The supermarket). see here
.pdf download of specific pages here
The focus is on using the medium of labels, lists and captions to consolidate the fact that writing carries meaning and to support children in developing the concept of a sentence.
Skills are developed in the context of building a classroom display.
The unit 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.
Context: Sentence-level progression
• Children should be used to seeing and reading one-word labels in their Foundation Stage setting. In this unit the emphasis is on developing children's understanding of complete sentences.
Children need to understand the following.
• A sentence is a complete thought, for example This is a toy, not A toy.
• A sentence is not the same as a line of writing, even though it might take up a complete line.
• A sentence needs a capital letter to start and a full stop to end. However, capitals and full stops only exist as signposts to show where a sentence starts and ends; putting capitals and full stops in a sequence of words doesn't make it a sentence.
• You can add extra information into a sentence, for example This is a toy can become This is my favourite toy.
• When captions are written as complete sentences, the present tense needs to be used.
Phase 1
The teacher uses the classroom environment to revise the purpose of labels and lists. The teacher and children begin to build a classroom display (which will probably be linked to another curriculum area) and discuss objects or pictures for the display.
Phase 2
The teacher and children read simple captions that are complete sentences and discuss their purpose. The teacher demonstrates how to think of and rehearse sentence captions and children practise the skill.
Phase 3
The teacher demonstrates how to write sentence captions and edits and scribes as children volunteer suggestions. Children write sentence instructions, first as supported writing and then independently.
Overview
• Use the classroom environment to revise the purpose of labels and lists. With the children, begin to build a classroom display (this will probably have cross-curricular links) and discuss objects/pictures for the display.
• Read simple captions which are complete sentences and discuss their purpose. Demonstrate how to think of and rehearse sentence captions. Encourage children to practise the skill.
• Demonstrate how to write sentence captions, edit and scribe as the children volunteer suggestions. Children write sentence captions, first as supported writing and then independently.
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
• Explore the effect of patterns of language and repeated words and phrases
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 (This link will take you to the relevant Steps in learning for this objective. Use the 'back' button on your browser to return to the objectives.)
11. Sentence structure and punctuation
• Compose and write simple sentences independently to communicate meaning
• Use capital letters and full stops when punctuating simple sentences (This link will take you to the relevant Steps in learning for this objective. Use the 'back' button on your browser to return to the objectives.)
12. Presentation
• Use the space bar and keyboard to type name and simple text
Building on previous learning
Check that children can already:
• Tell you about the purpose of simple classroom labels and lists.
• Read simple classroom labels with additional pictures or symbols.
• Attempt to write labels, for instance in 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 (1 day)
Teaching content:
• Introduce this work in the context of setting up a classroom display, perhaps as part of the settling-in process at the beginning of term. Use the classroom environment by having one-word and longer labels and lists relating to classroom routines prominently displayed, and refer to them whenever possible. Encourage children to participate, for example by writing their own names under the headings School dinners or Packed lunches.
• Ask children to bring in objects for a classroom display (possibly linked to another curriculum area), for example on favourite toys or pictures of themselves as babies. Give time for general discussion of display and objects, building confidence and extending vocabulary. Record and display any good words for future reference.
Learning outcome:
• Children can say what the purposes of lists and labels in the classroom are.
Phase 2: Listening; reading; analysis and discussion (2 days)
Teaching content:
• Show children some objects or pictures for the display with captions already written, or pictures and captions in a book. Read and discuss. Show children how some captions just tell you what the object is while others give additional information. Demonstrate application of reading strategies and encourage children to count the number of words in the sentence and notice capital letters and full stops.
• Show children an object or picture for the display and ask them to discuss it in pairs or small groups. Ask them to give you a caption to describe the object, speaking in a sentence; support them if necessary in formulating a complete single sentence. Repeat the sentence counting the words. Repeat for other objects, giving children practice in thinking of a sentence caption, saying it to a partner and counting the words before trying it out on the whole class.
Learning outcome:
• Children can give a complete sentence as a caption for an object or picture.
Phase 3: Discussion; shared and guided writing; independent work (2 days)
Teaching content:
• Demonstrate how to write sentence captions, showing children how to rehearse them by saying them first and counting the words. Focus on checking that each sentence makes sense and is a complete thought. Emphasise the use of a capital letter to start and full stop to end. Make sure that some sentences extend over two lines so that children are clear about the difference between line and sentence. If appropriate, ask children to help you spell words phonetically when writing, but emphasis here should be on the concept of a sentence.
• Ask children to formulate and rehearse sentence captions with partners about their own objects or pictures. Listen and support where necessary. Scribe some examples, asking children to help with spellings and tell you where to put capitals and full stops. Give children whiteboards, ask them to write sentence captions and give feedback. Encourage more-able children to give extra information where appropriate.
Learning outcome:
• Children write a caption for an object or picture in a complete sentence with a capital letter and full stop.
Note:
Ensure that children also have a daily phonics or spelling session lasting at least 15 minutes and use every opportunity to demonstrate how to apply phonic knowledge in reading and writing.
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 explain why certain labels and captions are appropriate.
Evaluation
Children will discuss success criteria for their written work, give feedback to others and judge the effectiveness of their own work.
Social skills
When working with partners children will learn to listen and respond to others.
Communication
Children will develop their ability to discuss as they work collaboratively in pairs and in a whole-class context. They will communicate outcomes orally, in writing and through ICT if appropriate.
Resources
• Developing early writing - Reception Year unit 1: The supermarket
.pdf download unit 1 here
• Developing early writing - Reception Year unit 3: The exhibition (revision)
.pdf download unit 3 here
Speaking, listening, learning: Working with children in years 1 to 6
(1 week)
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 of five non-fiction units in Year 1. It builds on work from the Reception Year (see Developing early writing, Reception Year unit 1: The supermarket). see here
.pdf download of specific pages here
The focus is on using the medium of labels, lists and captions to consolidate the fact that writing carries meaning and to support children in developing the concept of a sentence.
Skills are developed in the context of building a classroom display.
The unit 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.
Context: Sentence-level progression
• Children should be used to seeing and reading one-word labels in their Foundation Stage setting. In this unit the emphasis is on developing children's understanding of complete sentences.
Children need to understand the following.
• A sentence is a complete thought, for example This is a toy, not A toy.
• A sentence is not the same as a line of writing, even though it might take up a complete line.
• A sentence needs a capital letter to start and a full stop to end. However, capitals and full stops only exist as signposts to show where a sentence starts and ends; putting capitals and full stops in a sequence of words doesn't make it a sentence.
• You can add extra information into a sentence, for example This is a toy can become This is my favourite toy.
• When captions are written as complete sentences, the present tense needs to be used.
Phase 1
The teacher uses the classroom environment to revise the purpose of labels and lists. The teacher and children begin to build a classroom display (which will probably be linked to another curriculum area) and discuss objects or pictures for the display.
Phase 2
The teacher and children read simple captions that are complete sentences and discuss their purpose. The teacher demonstrates how to think of and rehearse sentence captions and children practise the skill.
Phase 3
The teacher demonstrates how to write sentence captions and edits and scribes as children volunteer suggestions. Children write sentence instructions, first as supported writing and then independently.
Overview
• Use the classroom environment to revise the purpose of labels and lists. With the children, begin to build a classroom display (this will probably have cross-curricular links) and discuss objects/pictures for the display.
• Read simple captions which are complete sentences and discuss their purpose. Demonstrate how to think of and rehearse sentence captions. Encourage children to practise the skill.
• Demonstrate how to write sentence captions, edit and scribe as the children volunteer suggestions. Children write sentence captions, first as supported writing and then independently.
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
• Explore the effect of patterns of language and repeated words and phrases
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 (This link will take you to the relevant Steps in learning for this objective. Use the 'back' button on your browser to return to the objectives.)
11. Sentence structure and punctuation
• Compose and write simple sentences independently to communicate meaning
• Use capital letters and full stops when punctuating simple sentences (This link will take you to the relevant Steps in learning for this objective. Use the 'back' button on your browser to return to the objectives.)
12. Presentation
• Use the space bar and keyboard to type name and simple text
Building on previous learning
Check that children can already:
• Tell you about the purpose of simple classroom labels and lists.
• Read simple classroom labels with additional pictures or symbols.
• Attempt to write labels, for instance in 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 (1 day)
Teaching content:
• Introduce this work in the context of setting up a classroom display, perhaps as part of the settling-in process at the beginning of term. Use the classroom environment by having one-word and longer labels and lists relating to classroom routines prominently displayed, and refer to them whenever possible. Encourage children to participate, for example by writing their own names under the headings School dinners or Packed lunches.
• Ask children to bring in objects for a classroom display (possibly linked to another curriculum area), for example on favourite toys or pictures of themselves as babies. Give time for general discussion of display and objects, building confidence and extending vocabulary. Record and display any good words for future reference.
Learning outcome:
• Children can say what the purposes of lists and labels in the classroom are.
Phase 2: Listening; reading; analysis and discussion (2 days)
Teaching content:
• Show children some objects or pictures for the display with captions already written, or pictures and captions in a book. Read and discuss. Show children how some captions just tell you what the object is while others give additional information. Demonstrate application of reading strategies and encourage children to count the number of words in the sentence and notice capital letters and full stops.
• Show children an object or picture for the display and ask them to discuss it in pairs or small groups. Ask them to give you a caption to describe the object, speaking in a sentence; support them if necessary in formulating a complete single sentence. Repeat the sentence counting the words. Repeat for other objects, giving children practice in thinking of a sentence caption, saying it to a partner and counting the words before trying it out on the whole class.
Learning outcome:
• Children can give a complete sentence as a caption for an object or picture.
Phase 3: Discussion; shared and guided writing; independent work (2 days)
Teaching content:
• Demonstrate how to write sentence captions, showing children how to rehearse them by saying them first and counting the words. Focus on checking that each sentence makes sense and is a complete thought. Emphasise the use of a capital letter to start and full stop to end. Make sure that some sentences extend over two lines so that children are clear about the difference between line and sentence. If appropriate, ask children to help you spell words phonetically when writing, but emphasis here should be on the concept of a sentence.
• Ask children to formulate and rehearse sentence captions with partners about their own objects or pictures. Listen and support where necessary. Scribe some examples, asking children to help with spellings and tell you where to put capitals and full stops. Give children whiteboards, ask them to write sentence captions and give feedback. Encourage more-able children to give extra information where appropriate.
Learning outcome:
• Children write a caption for an object or picture in a complete sentence with a capital letter and full stop.
Note:
Ensure that children also have a daily phonics or spelling session lasting at least 15 minutes and use every opportunity to demonstrate how to apply phonic knowledge in reading and writing.
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 explain why certain labels and captions are appropriate.
Evaluation
Children will discuss success criteria for their written work, give feedback to others and judge the effectiveness of their own work.
Social skills
When working with partners children will learn to listen and respond to others.
Communication
Children will develop their ability to discuss as they work collaboratively in pairs and in a whole-class context. They will communicate outcomes orally, in writing and through ICT if appropriate.
Resources
• Developing early writing - Reception Year unit 1: The supermarket
.pdf download unit 1 here
• Developing early writing - Reception Year unit 3: The exhibition (revision)
.pdf download unit 3 here
Speaking, listening, learning: Working with children in years 1 to 6
# posted by whynotshare @ 5:59 PM 
