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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-