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Progression +XC KAL( info texts)

By John Gardner,2014-04-24 16:46
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Progression +XC KAL( info texts)

    Progression in information texts (on page and on screen)

    As well as the specific progression in comprehending and composing different types of non-fiction texts (recounts, instructions, reports, explanations, persuasion and discussion texts), there is a generic progression in using research skills and creating information texts. This matrix shows progressively what children can do independently at the end of each year. It assumes that within the year there will be a progression in which the teacher demonstrates and models before children‟s independent attempts. In many instances, children will have had oral experience before being asked to write. Setting success criteria and evaluating own work is also inherent in this matrix.

The area of research skills has five inter-related components:

    ; determining the existing knowledge base and the specific area for research

    ; sourcing and evaluating the reference material

    ; using alphabetically ordered materials

    ; locating the information within the identified page or screen

    ; note-making

Cross curricular links

    Across the age phases many opportunities for purposely applying and developing research skills and creating information texts occur in all other of areas of the curriculum. Much of children‟s learning about research skills

    and information texts will occur in these contexts. It is important for the curriculum choices to reflect diversity.

Links to key aspects of learning

    Reading and writing information texts will involve children in using elements from all of the cross curricular, key aspects of learning explored in Learning and Teaching in the Primary Years - creative thinking,

    communication, empathy, enquiry , evaluation, information processing, managing feelings, motivation, problem solving, reasoning, self awareness and social skills. In researching and creating information texts, children will particularly use communication and

    ; Information processing

    Example Y2: Scan texts to find specific sections, e.g. key words or phrases, subheadings and skim-

    read title, contents page, illustration, chapter headings and sub-headings to speculate what a book

    might be about

    ; enquiry

    Example Y5: Routinely prepare for factual research by reviewing what is known, what is needed,

    what is available and where one might search.

    ; evaluation

    Example Y6: Evaluate the language, style and effectiveness of examples of non-fiction writing

Primary Framework for literacy and mathematics

    Primary National Strategy ? Crown copyright 2006

    Children with Special Educational Needs and/ or Learning Difficulties/ Disabilities

    Learning objectives should be chosen which are related to the aspect on which the whole class is working. If with appropriate access strategies and support a child can not work towards the same learning objective as the rest of the class, teachers may want to track back to an earlier objective. The structure and the new electronic format of the renewed frameworks for literacy and mathematics support multi-level curriculum

    planning, and allow teachers to easily track back through a progression strand to locate earlier learning objectives. It also makes direct links to a wealth of other useful materials which will help to plan teaching and children‟s learning. Further guidance and principles on tracking back can be found in

    Including all children in the literacy hour and daily mathematics lesson: management guide ( Ref: 0466). Further useful references for children working significantly below age related expectations can be found in the QCA/DfES documents Planning, teaching and assessing the curriculum for pupils with learning difficulties (QCA/01/736 www.nc.uk.net/ld and the QCA DVD 'Using the P scales' QCA/05/1589.

    Planning for individual children or groups of children based on assessment for learning will be informed by knowledge of their priorities. For the majority of the time it will be appropriate for children to work on objectives that are similar and related to the whole class. However, at other times you will also have to consider whether the children have other priority needs that are central to their learning, for example a need to concentrate on some key skills.

    For further guidance on planning for children with SEN/LDD see the library section and

    Learning and teaching for children with special educational needs in the primary years (ref: 0302/2004 G) Teaching the literacy hour and daily mathematics lesson in special settings.

    Teaching the daily mathematics lesson for children with severe or profound and multiple learning difficulties (ref 0033/2003)

Children who are gifted and talented

    Children who are working well above the overall level of their class or group will benefit from planning that may:

    ; add breadth (for example enrichment through a broader range of content, tasks and resources)

    ; increase depth (for example extension through complexity)

    ; accelerate the pace of learning by tracking forward to later objectives within or across key stages

    The structure and the new electronic format of the renewed frameworks for literacy and mathematics support multi-level curriculum planning, and allow teachers to easily track forward through a progression strand to locate later learning objectives. It also makes direct links to a wealth of other useful materials which will help to plan teaching and children‟s learning.

    For further guidance on planning for gifted and talented children see the library section and www.nc.uk.net/gt/general/05_environment.htm.

Primary Framework for literacy and mathematics

    Primary National Strategy ? Crown copyright 2006

    Children learning English as an additional language (EAL)

    Children learning EAL must be supported to access curriculum content while also developing cognitive and academic language within whole-class, group and independent contexts. With the exception of children learning EAL who also have SEN, it is critical to maintain a level of cognitive challenge which is consistent with that of the rest of the class. Children who are /have become conversationally fluent will continue to require explicit attention to the development of the academic language associated with the subject and of specific aspects within the subject. Planning should identify the language demands of the objectives and associated activities and making sure EAL learners know and can use the language demanded by the curriculum content of the unit/lesson then becomes an additional objective. In order to identify the language demands, teachers and practitioners should consider the language children will need to understand in order to access this activity, and the language they will need to be able to produce, either oral or written, in order to demonstrate success in achieving the learning intentions.

    For further guidance on planning for children learning EAL see the overview of planning for each year group, the library section and also Learning and teaching for bilingual children in the primary years: Unit 1 Planning and Assessment for Language and Learning and Unit 2: Creating the Learning Culture, Making it work in the classroom.

    Primary Framework for literacy and mathematics

    Primary National Strategy ? Crown copyright 2006

    Research skills Creating information texts

    (on page and on screen) (on page and on screen)

    Foundation ; Track the words in text in the right ; Distinguish between writing and

    Stage order, page by page, left to right, drawing and write labels for pictures

    top to bottom and drawings.

    ; Learn order of alphabet through ; Attempt writing for various purposes,

    alphabet books, rhymes and songs using features of different forms, e.g.

    lists, stories and instructions

    Year 1 ; Pose questions before reading ; Convey information and ideas in

    non-fiction to find answers. simple non-narrative forms such as

    labels for drawings and diagrams, ; Secure alphabetic letter knowledge

    extended captions and simple lists and order and use simplified

    for planning or reminding. dictionaries.

    ; Independently choose what to write ; Initially with adult help and then

    about, orally rehearse, plan and independently, choose a suitable

    follow it through. book to find the answers by orally

    predicting what a book might be

    about from a brief look at both front

    and back covers, including blurb,

    title, illustrations. Read and use

    captions, labels and lists. Begin to

    locate parts of text that give

    particular information, e.g. titles,

    contents page, index, pictures,

    labelled diagrams, charts, and

    locate information using page

    numbers and words by initial letter.

    ; Record information gleaned from

    books, (e.g). as lists, a completed

    chart, extended captions for

    display, a fact file on IT.

    Year 2 ; Pose and orally rehearse ; Write simple information texts

    questions ahead of writing and incorporating labelled pictures and

    record these in writing, before diagrams, charts, lists as

    reading. Recognise that non-fiction appropriate.

    books on similar themes can give ; Draw on knowledge and experience

    different information and present of texts in deciding and planning

    similar information in different what and how to write.

    ways. ; Maintain consistency in non-

    ; Use contents pages and narrative, including purpose and

    alphabetically ordered texts (e.g.) tense

    dictionaries, encyclopaedias, ; Create an alphabetically ordered

    indexes, directories, registers. dictionary or glossary of special

    Locate definitions/explanations in interest words.

    dictionaries and glossaries. ; Design and create a simple ICT text

    ; Scan texts to find specific sections

    (e.g. key words or phrases,

    subheadings) and skim-read title,

    contents page, illustration, chapter

    headings and sub-headings to

    speculate what a book might be

    about and evaluate its usefulness

    for the research in hand.

    ; Scan a website to find specific

    sections e.g. key words or

    Primary Framework for literacy and mathematics

    Primary National Strategy ? Crown copyright 2006

    phrases, subheadings. Appraise icons, drop down menus and other hyperlinks to speculate what it might lead to and evaluate its usefulness for the research in hand.

    ; Close read text to gain information, finding the meaning of unknown

    words by deducing from text,

    asking someone, or referring to a dictionary or encyclopaedia.

    ; Make simple notes from non-fiction

    texts, e.g. key words and phrases, page references, headings, to use in subsequent writing

    Year 3 ; Before researching, orally recall to ; Recount the same event in a variety of

    mind, existing knowledge on the ways, e.g. in the form of a story, a

    subject and reduce the options for letter, a news report.

    enquiry by posing focused ; Decide how to present information and questions. Compose questions to make informed choices by using

    as k of the text. structures from different text types.

    ; Have a secure understanding of ; Create alphabetically ordered texts

    the purpose and organisation of incorporating information from other

    the dictionary (i.e. know the subjects, own experience or derived

    quartiles of the dictionary, „m‟ lies from other information books. around halfway mark,„t‟ towards ; Use computer to bring information texts

    the end). Use second place letter to published form with appropriate

    to locate and sequence in layout, font etc.

    alphabetical order. Understand the ; Create multi-media information texts. term definition; use dictionaries to ; Write ideas, messages in shortened learn or check the definitions of forms such as notes, lists, headlines, words and a thesaurus to find telegrams and text messages synonyms. understanding that some words are ; Begin to use library classification to more essential to meaning than others. find reference materials and scan ; Summarise orally in one sentence the indexes, directories and IT sources content of a passage or text, and the to locate information quickly and main point it is making. accurately. Recognise the

    differences in presentation

    between texts e.g. between fiction and non-fiction, between books

    and IT-based sources, between

    magazines, leaflets and reference texts.

    ; Within a text, routinely locate

    information using contents, index, headings, sub-headings, page

    numbers, bibliographies,

    hyperlinks, icons and drop down menus. Find and mark the key idea in a section of text.

    ; Make clear notes by identifying key words, phrases or sentences in reading and making use of simple

    formats to capture key points, e.g. flow chart, „for‟ and „against‟ columns, matrices to complete in

    Primary Framework for literacy and mathematics

    Primary National Strategy ? Crown copyright 2006

    writing or on screen. Make a

    simple record of information from

    texts read, e.g. by listing words,

    drawing together notes from more

    than one source.

    ; Begin to use graphic organisers as

    a tool to support collection and

    organisation of information.

    Year 4 ; Prepare for factual research by ; Fill out brief notes into connected

    reviewing what is known, what is prose.

    needed, what is available and ; Present information from a variety of

    where one might search. sources in one simple format, e.g.

    chart, labelled diagram, graph, ; Routinely use dictionaries and

    thesaurus and use 3rd and 4th matrix.

    place letters to locate and ; Begin to use graphic organisers as a

    sequence words in alphabetical tool to support writing up of

    order. information

    ; Scan texts in print or on screen to ; Develop and refine ideas in writing

    locate key words or phrases, using planning and problem-solving

    headings, lists, bullet points, strategies

    captions and key sentences (to ; Edit down and reword a sentence or

    appraise their usefulness in paragraph by deleting the less

    supporting the reader to gain important elements, e.g. repetitions,

    information effectively. Collect asides, secondary considerations

    information from a variety of and explain the reasons for the

    sources. editorial choices.

    ; Identify how paragraphs are used

    to organise and sequence

    information. Mark and annotate

    headings, key sentences and

    words in printed text or on screen.

    ; Make short notes, e.g. by

    abbreviating ideas, selecting key

    words, listing or in diagrammatic

    form.

    Year 5 ; Routinely prepare for factual ; Convert personal notes into notes

    research by reviewing what is for others to read, paying attention to

    known, what is needed, what is appropriateness of style, vocabulary

    available and where one might and presentation.

    search. ; Create plans for information texts ; Use dictionaries and other drawing on knowledge of text types

    alphabetically ordered texts to decide form and style for different

    efficiently. elements.

    ; Appraise potentially useful texts ; Create an information text with a

    quickly and effectively. Evaluate variety of elements, e.g. labelled

    texts critically by comparing how explanatory diagram, reporting chart,

    different sources treat the same recount.

    information. Begin to look for ; create multi-layered texts, including

    signposts that indicate the use of hyperlinks, linked web pages

    reliability of a factual source. ; Record and acknowledge sources in ; Locate information in a text in print own writing.

    or on screen confidently and ; Summarise a passage, chapter or

    efficiently through using contents, text in a specific number of words.

    indexes, sections, headings +IT ; Read a passage and retell it “in your equivalent; skimming to gain own words” overall sense of text; scanning to locate specific information; close

    Primary Framework for literacy and mathematics

    Primary National Strategy ? Crown copyright 2006

reading to aid understanding.

    ; Sift through passages for relevant

    information and present ideas in

    note form that are effectively

    grouped and linked. Use simple

    abbreviations while note taking.

    Understand what is meant by „in

    your own words‟ and when it is

    appropriate to copy, quote and

    adapt. Make notes for different

    purposes, e.g. noting key points as

    a record of what has been read,

    listing cues for a talk.

    Year 6 ; Having pooled information on a ; In writing information texts, select topic, construct and follow a plan the appropriate style and form to suit for researching further information. a specific purpose and audience, Routinely appraise a text quickly, drawing on knowledge of different deciding on its value, quality or non-fiction text types.

    usefulness. Evaluate the status of ; Establish, balance and maintain source material, looking for viewpoints

    possible bias and comparing ; Use the conventions and language different sources on the same of debate when orally rehearsing a subject. Recognise (when listening balanced argument.

    or reading) rhetorical devices used ; Revise own non-fiction writing to to argue, persuade, mislead and reduce superfluous words and sway the reader. phrases.

    ; Evaluate the language, style and ; Discuss and explain differences in effectiveness of examples of non-the use of formal language and fiction writing such as periodicals, dialogue reviews, reports, leaflets. ; Listen for language variations in ; Read examples of official language formal and informal contexts such as consumer information and ; Identify the ways spoken language legal documents. Identify varies characteristic features of layout

    such as use of footnotes,

    instructions, parentheses,

    headings, appendices and

    asterisks. Understand the way

    standard English varies in different

    contexts, e.g. why legal language

    is necessarily highly formalised,

    why questionnaires must be

    specific.

    Primary Framework for literacy and mathematics

    Primary National Strategy ? Crown copyright 2006

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