Further Literacy Support - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/3694b31c91ad... · INTRODUCTION TO THE FURTHER LITERACY SUPPORT PROGRAMME iv National Literacy Strategy

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Further Literacy Support

Module 2

Guidance

Curriculum,Examination andAssessment

Year 5 teachers andTeaching AssistantsStatus: Recommended

Date of issue: 10/02

Ref: DfES 0586/2002

Further LiteracySupport

Module 2

The National Literacy Strategy

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Contents

Introduction to the Further Literacy Support Programme iv

Target plan vii

Programme overview viii

Programme summary (Module 2: Weeks 5–8) xii

Week 5 1

Week 6 11

Week 7 21

Week 8 31

Module 2 PCMs (for teaching assistant’s use) 43

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National Literacy Strategy

Introduction to the Further Literacy SupportProgramme

The modules

● The programme is divided into three modules, each lasting four weeks.

● The overall focus is on consolidating objectives from Year 4 and Year 5 terms 1 and 2.

● Each module focuses on several text level objectives, particularly writing objectives. Theseprovide the context for developing writing in a particular form. Sentence and word levelobjectives are addressed in this context.

● Each module has a writing outcome.

● Children see writing demonstrated in the guided and supported sessions and then go on toapply these skills and strategies in independent writing.

Module 1: Writing to Persuade

● Consolidation of key objectives from Year 4

● Outcomes: Write three pieces of persuasive writing: an advert, a leaflet and a letter.

● Context: Children read and evaluate advertisements, write promotional material for a newproduct called ‘VIP’, and finally write a letter using persuasive language.

Module 2: Fantastic Tales

● Consolidating key objectives from Year 4 and from Year 5 term 1

● Outcomes: Plan and write a story.

● Context: Children read and evaluate examples of myths and legends. They identify keyfeatures and use these to plan and write their own stories, editing and reviewing as they write.

Module 3: Writing to Inform

● Consolidating key objectives from Year 5 terms 1 and 2

● Outcomes: Plan and write a report.

● Context: Children read and evaluate non-chronological reports. They identify key featuresand use these to plan and write a report on their school, as well as instructions about howto get there for a visitor from ‘another world’. They edit and revise their writing and plan apresentation.

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Weekly structure

Each week has the same structure and contains the following elements:● guided work – led by the class teacher;

● supported sessions – led by a teaching assistant or other teacher;

● independent work – carried out in the literacy hour or at another time;

● homework – homework is available but is optional.

Monday

● Guided reading or writing: This session is completed during the literacy hour. Itprovides the focus for work in all further sessions that week. Notes are provided to help theteacher plan and run these sessions.

● Supplementary homework: If the teacher decides to use the homework, then the day’stask is introduced.

Tuesday

● Independent activity: The group completes this during the literacy hour or at anothertime set by the teacher. This work will follow up the guided session and lead into the firstsupported session.

● Supported session 1: This is led by a teaching assistant or other adult working with thegroup outside the literacy hour. Session notes are provided.

● Supplementary homework: This is set by the teacher.

Wednesday

● Supported session 2: This is led by the teaching assistant or other adult outside theliteracy hour.

● Supplementary homework: This is set by the teacher.

Thursday

● Independent activity: This is completed by the group during the literacy hour or atanother time set by the teacher.

Friday

● Supported session 3: This is led by the teaching assistant or other adult outside theliteracy hour.

Session structure

Each supported session follows the same sequence and should take about 20 minutes:

1 On your marks Introduction2 Get set Preparation and support3 Go Independent activity4 Finishing line Review and preparation for next step

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Monitoring progress

● At the beginning of each module, the children are introduced to the target plan. Theyconsider what they will learn and review their weekly targets listed on the target bank at theend of the module. Children are involved in self-evaluation throughout the programme,having considered their own learning initially in ‘limbering up’ sessions. At the end of eachweek they reflect on what they have learned, using the target bank.

● The emphasis is on highlighting skills and knowledge which children can transfer to readingand writing across the curriculum.

● Teachers and teaching assistants also make notes about children’s progress each week,using the Planning / Review Sheets, which can be found at the beginning of each weeklysection. At the end of each module the teacher and the teaching assistant summarise theircomments on the group, using the Review Sheet. This procedure can help to ensureeffective communication.

Links with whole-class teaching

● The FLS programme provides additional opportunities for children to consolidate key literacyobjectives. It is designed to run in addition to the literacy hour.

● Teachers are provided with notes each week to help them make links between their whole-classteaching and the work being done in the FLS group. Although the FLS group will be working ata different level, teachers should make opportunities to link into the whole-class sessions.

● Teachers can make more direct links where there is an overlap between the text focus forthe literacy hour and the FLS materials, e.g. Module 2 – Fantastic Tales; Module 3 – Writingto Inform.

● The FLS text focus and outcome are designed to stand alone rather than be directly linkedto whole-class teaching. The main emphasis is on helping children to transfer what they arelearning within their FLS group to their independent reading and writing.

Resources and preparation

● Teacher’s book – The teacher’s book contains:– an overview of the FLS programme;– screening and selection materials (including the limbering up materials);– summaries for each module;– notes for the guided and independent sessions;– guidance on the use of the homework material;– the relevant PCMs.

● Teaching assistant’s books – There are three books, one for each module, eachcontaining all the session notes and PCMs needed to deliver the module.

● The FLS Book – Each child’s book contains the support materials for all modules, a targetplan for each module, blank sheets for writing and a target bank to be used for trackingprogress.

● Homework sheets – These contain homework tasks that are related to each module butare not essential to it. The homework material is also on the accompanying CD-ROM.

● CD-ROM contains all material for the programme.

Module 2 Fantastic Tales (Weeks 5–8)Target plan

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Target

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Week 5Evaluatingmyths andidentifying keyfeatures to use as amodel for writing

Week 6Planning storyplots

Week 7Developing astory from a plan

I am learningto identifyfeatures instories anduse these toplan my ownwriting.

I am learningto useparagraphsto organise astory plot andmove theaction on.

I am learningto write astory thatengages myreaders andbuilds up tothe mostexciting part.

I am learningto resolve theproblem in mystory with a satisfyingending, andimprove it tomake it moreinteresting toa reader.

When I am writing a story I can:● use story structures from stories I’ve read;

● plan a whole story with a clear sequence of events;

● write a good opening to introduce the setting and characters and give a clue about theplot;

● build up events to the most exciting part and resolve the problems at the end;

● write a satisfying ending;

● arrange the story into paragraphs to move the action on;

● describe good and bad characters effectively;

● use some short sentences for effect, and combine others into complex sentences;

● review, edit and correct my writing to produce a final draft;

● plan and write my story with a real reader in mind.

Week 8Completing andreviewing a story

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Further Literacy Support:PROGRAMME OVERVIEWModule 2 Fantastic Tales (Weeks 5–8)

Reading and writing targets

W Y4 Style: Language effects Usepowerful verbs to show character. W Y5 Style: Language effects Usewell-chosen phrases or vocabulary toengage the reader.R Y4 Interpretation and responseIdentify and discuss issues locatingevidence in the text.R Y5 Knowing how text worksIdentify features of different fiction genre,i.e. myths and legends.

W Y4 Purpose and organisationUse main features of story structure toorganise events vary opening, build-ups,conflicts and endings.W Y4 Style: Language effects Useadjectives and adverbs selectively to show character or add impact.R Y5 Use of context Understand howstories may vary, e.g. in pace, build-up,sequence, complication and resolution. R Y5 Interpretation and responseInfer meaning with reference to the text but also apply wider experience.

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Key objectives

Y5 T2 Text 1 To identify thefeatures of myths …Y5 T1 Text 3 To investigate howcharacters are presented.Y4 T1 Text 11 Write charactersketches, focusing on small details toevoke sympathy or dislike.Y5 T1 Sentence 4 To adaptwriting for different readers andpurposes.Y4 T3 Text 3 To understand howparagraphs or chapters are used tocollect and order ideas.

Y5 T1 Text 2 To compare thestructure of different stories, todiscover how they differ in pace,build-up, sequence, complication andresolution.Y5 T1 Sentence 3 To discuss andedit their own writing.Y5 T1 Text 14 To map out textsshowing development and structure.

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Speaking and Listening

QCA Y4 T1 Speaking fordifferent audiencesTelling and retelling stories –discuss how telling is adaptedto audience.QCA Y4 T2 DramaActivities Recognise howthe roles in situations can beapproached from differentviewpoints. QCA Y4 T3 Discussionand group activitiesInvestigating, selecting andsorting – anticipate possibleoutcomes andconsequences.

QCA Y4 T2 Listeningand responding to anexpert giving information –comparing notes with others.QCA Y4 T2 Dramaactivities Work in and outof role.QCA Y4 T2 Discussionand group interactionExplaining, reporting andevaluating – listening carefullyand respondingconstructively.

Outcome

To plan for the introduction of the two characters – thebeast and the heroine orhero.

Continue planning a storybased on myth, focusing onresolution.

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Reading and writing targets

W Y5 Purpose and organisation Useparagraphs to structure plot by shiftingparagraphs for change of time, scene,action, mood or person.W Y5 Punctuation Use speech marks,with new lines for the speaker and correctpunctuation.R Y5 Grammatical awarenessMaintain understanding by applyingknowledge of the use of pronouns withinsentences and between paragraphs.R Y5 Use of context Understand howstories may vary in pace, build-up,sequence, complication and resolution.

W Y5 Process Review and edit writing toproduce final form, matched to the needsof an identified reader.W Y5 Style: Language effects Usewell-chosen phrases and vocabulary toengage the reader.R Y4 Interpretation and responseRespond critically to issues raised instories, explore alternative courses ofaction, evaluate author’s solution.R Y5 Attitude Develop an activeresponse to own reading.

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Key objectives

Y4 T3 Text 13 Write own longerstories from story plans.Y5 T1 Sentence 7 Understand howdialogue is set out … .Y5 T1 Sentence 3 Discuss,proofread and edit own writing for clarityand correctness, e.g. by creating morecomplex sentences, using a range ofconnectives, simplifying clumsyconstructions.Y5 T2 Text 11 To write own version oflegends, myths and fables usingstructures and themes identified inreading.

Y5 T2 Text 13 To review and edit ownwriting to produce a final form … .Y5 T1 Word 1 Identify misspelt wordsin own writing … and Word 3 Useindependent spelling strategies … . Y5 T2 Text 11 To write own version oflegends, myths and fables usingstructures and themes identifed inreading.

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Speaking and Listening

QCA Y4 T3 Discussionand group activitiesMake decisions effectively,anticipate possible outcomesand consequences.QCA Y5 T1 Discussionand group interactionPlanning, predicting andexploring – modify plans inthe light of review. QCA Y5 T1 Speaking fordifferent audiencesSupport or defend points ofview.

QCA Y5 T2 Discussionand group interactionExplaining, reporting andevaluating – review progressat intervals.

Outcome

Develop the plot – write themiddle of a story. Includedialogue.

Write, edit and publishfinished story.

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Timing

During literacy hour

Outsideliteracy hour

Supplementaryhomework




Week 5

Week 6

Monday

Guided reading(teacher)Reading a story (myth /legend genre). Identifyingfeatures and using as amodel for writing.

Homework task Spelling investigation intoroot words and suffixes –spellings and meanings.

Guided reading(teacher)Introduce Story Staircase,demo-mapping a story (e.g.Perseus) onto it.

Homework task Reading journal: identify andsummarise the climax of astory read recently.

Tuesday

Independent activityRead another story in thesame genre and evaluate,using a checklist ofingredients.

Supported session 5:1Read a simple retelling;evaluate; discuss furtherdetail to be added. Write aparagraph based on ideasdiscussed.

Homework taskWrite a paragraph describinga character in the story,adding more detail.

Independent activityMap out the plot of anothermyth onto the StoryStaircase, as in the guidedsession.

Supported session 6:1Demonstrate planning amyth, using Story Staircaseup to the most exciting part.Children begin own plan.

Module 2: Fantastic Tales Summary

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Wednesday

Supported session 5:2Use picture cards in setsrelated to ‘ingredients’ toplan simple myths orally.

Homework taskRules for plurals.

Supported session 6:2Demonstrate planning threepossible resolutions: kill beastand escape; trick beast andescape; befriend beast.Children discuss choices.

Homework taskChildren compose sentencescontaining comparativedescriptions.

Thursday

Independent activityChildren choose from a set ofingredients on cards andwrite a plan based on them.

Independent activityChildren plan story resolutionusing Story Staircase, basedon the three choicesdiscussed in Supportedsession 6:2.

Friday

Supported session 5:3Plan descriptions of a beastand heroine discussingeffective use of adjectivesand verbs.Evaluate learning this week.

Supported session 6:3Demonstrate reviewing earlypart of plan to ensure that itlinks to chosen resolution.Reminder about using pasttense for narratives. Reviewweek’s learning.

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Timing







Week 7

Week 8

Monday

Guided writing (teacher) Use shared writingtechniques to compose theopening two paragraphs of amyth, using the StoryStaircase plan from Week 6.

Homework task Comment on the effectiveopening of a story.

Guided writing (teacher)Use shared writing strategiesto compose the climax of theshared story – theconfrontation.

Homework taskReading journal: analyse theending of a story.

Tuesday

Independent activityWrite first two paragraphs ofown story. Use ideas fromthe guided session and ownstory plan.

Supported session 7:1Demonstrate writingintroduction of the beast.Children introduce the beastin their own stories.

Homework taskCreating new sentencesusing connectives.

Independent activityChildren complete own‘confrontation’ scene. Re-read own story so far.

Supported session 8:1Demonstrate writing theresolution of the shared story.Children begin writing theirown resolutions.

Homework taskSpelling: self-checkingroutines; identifying spellingstrategies.

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Wednesday

Supported session 7:2Demonstrate writing thebuild-up to the confrontation.Children continue with ownstory.

Homework taskReading journal: analyse theclimax of a story.

Supported session 8:2Children write own resolutionand begin to edit story.

Homework taskWriting journal: prepare abook blurb for a story theyhave written.

Thursday

Independent activityWrite the build-up to theconfrontation in their ownstories, based on plans andSupported session 7:2.

Independent activityUse ‘Checklist for revisingand improving a story’ toreview their own work.

Friday

Supported session 7:3Work on connectives to linkparagraphs of story. Reviewown stories so far.

Supported session 8:3Children consider whichactivities have helped themmost, then review learningand select a personal target.

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Notes for teacher and teaching assistant

Focus for the week: Reading, evaluating and planningfantastic tales The children will read examples of myths and legends. This will build on their experience of reading otherexamples in class-shared reading sessions. They will identify the ‘ingredients’ of a good story and usethese as the basis for planning their own myth.

Links with whole-class teachingThe FLS group is working during their additional sessions on objectives different from those being taughtin the whole-class literacy sessions. The following prompts are to help you make links and involve theFLS group in the whole-class part of the literacy hour.

Text levelIf you are currently looking at myths and legends, draw attention to features of this text-type, e.g. setting,heroes / heroines, fantastic beasts, a challenge, a struggle, a resolution. Involve the group in recognisingthese features.

Draw attention to the use of paragraphs, and emphasise that a new paragraph is often used to introducea new theme, or to move the action on in a narrative.

Word levelInvolve the group in looking for examples of words ending in -tion and -tory. Identify the root word, andtalk about the word class, e.g. direct / direction / directory. Talk about the links between the meaning andthe spelling.

Sharing workOn Thursday the FLS group will have planned their own stories and used their plan to tell their story to apartner. Individuals may feel confident enough to tell their story to the class. Encourage children torespond by saying what they liked, and then making suggestions for anything they think could bechanged or improved.

Key pointsMyths and legends usually include certain elements, or ‘key features’. One way of thinking of these isas a set of ingredients that can be combined together to make a good tale.

In order to create convincing settings, characters and monsters, writers of myths need to use:● powerful verbs

(e.g. ‘gnashed its teeth’; ‘pierced the dragon’s neck with his sword’; ‘seized the helmet and leaptinto the boat’);

● powerful adjectives(e.g. ‘saw the glittering mound of treasure’; ‘knew that she was loyal and brave as well asgenerous and trustworthy’);

● strong adverbs(e.g. ‘the village lay peacefully’; ‘she frantically searched the rooms’; ‘they shouted desperately’).

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Planning / review sheet for teacher and teaching assistant

Teacher’s comments on guided reading

Teaching assistant’s comments on group this weeke.g. evidence of learning; completion of independent tasks; issues arising;questions for teacher

Teacher’s comments (to be added at end of the week)e.g. evidence of children transferring learning; issues arising; questions forteaching assistant

MODULE 2 WEEK 5

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Summary – Week 5

Focus for the week: Evaluating myths and identifying key features to use as a model for own writing

Week 5

Monday

Tuesday

Wednesday

Thursday

Friday


Guided reading(teacher)Reading of a story (myth /legend genre). Identifyingfeatures and evaluatingstory.

Independent activityRead another story insame genre and evaluateusing ‘Ingredients for afantastic tale’.

Independent activityChildren choose a set ofpicture cards fromSupported session 5:2 andwrite a simple plan basedon them, using PCMchecklist as frame.

Outside literacy hour

Homework taskSpelling investigation intoroot words and suffixes –spellings and meanings.

Supported session 5:1Read a simple retelling ofmyth; evaluate; discussfurther detail to be added.Write two sentencesbased on ideas discussed.

Homework taskReading journal: write a paragraphdescribing a character in thestory, adding more detail.

Supported session 5:2Use picture cards in setsrelating to ‘ingredients’ toplan simple myths orally,taking turns round the group.

Homework taskRules for plurals.

Supported session 5:3Plan descriptions of beastand hero/ine, discussingeffective use of adjectivesand verbs. Children evaluatelearning during week.

Preparation andresources

Select a short story in themyth / legend genre, e.g.‘Kakarat’ by Jane Grell,(one for each child fromTales, Myths and Legends,published by Scholastic,ISBN 059053112)FLS Book page 28, PCM1 ‘Ingredients for afantastic tale’ – cards

Homework Activity 1: Wordsums

Select story, e.g. ‘TheBeast with a ThousandTeeth’ from Fairy Tales byTerry Jones, pages112–115 Pavilion ISBN090756114 (copy neededfor each child) or use FLSBook pages 32–34 ‘TheBeast and the Burgers’.PCM 1 Ingredients for afantastic tale FLS Bookpage 28 ‘Ingredients for afantastic tale’Writing – FLS Book page 35

FLS Book page 29‘Perseus’ Reuse PCM 1 ‘Ingredients’cards

Reading journal

FLS Book page 28‘Checklist of ingredients’:PCM 3 ‘Story plan cards’

Homework Activity 2

Refer to FLS Book page28 ‘Checklist ofingredients’Reuse PCM 3 set of ‘storyplan cards’

FLS Book pages 37 and38: Creating a mythicalbeast and a description ofa hero

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Week 5: Monday Guided reading session

Notes for the teacher to use in the session and for the teachingassistant’s referenceAims: To introduce the theme for Module 2 – Fantastic Tales

To identify the features of myths and legends by looking closely at one example and preparing to use these ideas in their own writing

Objectives: Y5 T2 Text 1 To identify the features of myths, legends …, e.g. fantastical beasts in legendsY4 T3 Text 3 To understand how paragraphs or chapters are used to collect, order andbuild up ideas

● Show the group the poster for this module and introduce this week’s target: ‘I amlearning to identify features in stories and use these to plan my writing.’

Book ● Ask the children to read the opening paragraphs. Then ask them to talk to aintroduction partner about what type of story this is – what does it remind them of? Have they

read any other similar stories? If you are looking / have looked at myths andlegends as a class, make comparisons with other stories you have read togetherrecently.

● Draw attention to features that tell you that this is a traditional story, e.g. Once there was …; stock characters (poor widow, some lazy and vain children, one good child).

● Draw out the information that has been given, e.g. about setting and maincharacters.

Strategy ● Ask children to review the strategies they can use to tackle unfamiliar words orcheck ideas, e.g. pronunciation of names: break the word into syllables, or think of

other similar words they know.● Ask children to review strategies for comprehending descriptions of characters,

places, creatures, etc.

Independent ● Provide a focus for the independent reading by asking the children to look out for reading specific ‘ingredients’: the hero / heroine; the ‘beast’; a problem or challenge that

needs to be solved; a description of the beast being defeated; a resolution.● Use cards (PCM 1) and ask each child to identify evidence from the story about

one aspect of the ‘fantastic tale’ that they are reading.● Monitor and support individuals as they read the whole story.

Return to ● Give each child a turn to share the evidence that they have found. Encouragetext others to suggest further examples from the text. Draw attention to the fact that

the author uses paragraphs to introduce the different ‘ingredients’ and to divide up events in the story.

Response to ● Draw the discussion together by explaining that the story they have read has text all the elements of a ‘fantastic tale’. Encourage children to think of other myths,

legends, and traditional stories that they have read or heard – do they have all these elements?

This exampleis based on‘Kakarat’ byJane Grell,from Tales,Myths andLegends,published byScholastic,ISBN059053112.

MODULE 2 WEEK 5Week 5: Tuesday Independent activity

(To be introduced by the teacher as part of the literacy hour on Tuesday)

Week 5: Thursday Independent activity

(To be introduced by the teaching assistant at the end of Supportedsession 5:2 on Wednesday and by the teacher as part of the literacyhour on Thursday)

Objective ● Y5 T2 Text 1 To identify the features of myths, legends ..., e.g. fantastical beasts in legends

Activity ● Read another ‘fantastic tale’, i.e. a short story that retells a traditional myth or legend, or is based on that text-type.

● Use the checklist (FLS Book page 28) to identify the features of the story.● Compare the stories read and decide which they prefer. Use the FLS

Book page 35.

Links to supported ● Builds on work in guided reading session.sessions ● Checklists are used again in Supported session 5:1.

Success criteria ● Children can identify the features of the text-type (myths / legends) and begin to respond to their reading by making comparisons and expressing preferences.

Resources ● Copies of a short story (myth or legend text-type), e.g. ‘The Dragon and St. George’ from Myths and Legends by Anthony Horowitz, pages 153–158, pub. Kingfisher ISBN 0862727863 or ‘The Beast with a Thousand Teeth’ from Fairy Tales by Terry Jones, pages 112–115, pub. Pavilion ISBN 0907516114

● FLS Book page 28 ‘Checklist of ingredients’● FLS Book pages 32–34 ‘The beast and the burgers’ may be used as an

alternative to the above short stories.● FLS Book page 35 Writing page

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Objective Y4 T1 Text 10 Plan a story, identifying stages in its telling

Activity Children use a framework to make brief planning notes for a story which is amyth or legend. They can also use the sets of cards used in Supportedsession 5:2 to stimulate ideas for each ingredient.

Links to supported Builds on work in Supported sessions 5.1 and 5.2sessions

Success criteria Children can plan a story including features of a myth.

Resources ● FLS Book page 28 ‘Checklist of ingredients’ ● PCM 1 ‘Ingredients for a fantastic tale’ cards● FLS Book page 36 Writing page

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Week 5: Tuesday Supported session 5:1

Teaching sequence

On your marksIntroduce module

Get setRecap ingredients

GoIdentify keyfeatures

Demonstratecomposingsentences togive more detail

Talk through storyto prepare forwriting

Finishing lineChildren composeindependently

Resources

Session notes

● This week you began a new module of work on fantastic tales like mythsand legends. You’ve read two stories already and thought about the ingredients that make a good story – can you remember any of them?

● Children respond.● Have a look at this week’s target: ‘I am learning to identify features in

stories and use these to plan my own writing.’ We’re going to find outmore about what makes a good story, so that you will be able to write areally good fantastic tale yourself.

● This is a Greek myth. We’ll read it together and see whether it has theingredients of a fantastic tale.

● Use simple retelling of Perseus PCM 2 and FLS Book pages 29 and 30.Read it aloud, with children following on their copies.

● I want you each to look out for your ingredient.● Give out ingredients cards (PCM 1), one per child.

● Skim through the story again and see if you can find your ingredient.● Children reread story, then give feedback.● This version of Perseus has the basic ingredients, but not many details

to bring the story alive so that we can picture it vividly in our heads.We’re going to think of ways to make it more interesting for the reader.

● Let’s look at each ingredient in turn, share our ideas about what sort ofdetails to add, then put those ideas into sentences. I’ll start us off toshow you what I mean.

● Setting – Ancient Greece. What would that be like? Hot or cold? Arethere mountains, cities, islands? What about adding: ‘The land was hotand dry, but in the distance you could see high, snow-toppedmountains. The palace was built from white marble. On the floors werebeautiful mosaics and the rooms were cool and shady.’ Now let’s try theother ingredients.

● Encourage children to use their imaginations and picture the events intheir minds. Encourage them to think of powerful verbs, and effectiveadjectives and adverbs, as they did in Module 1.

● Hero or heroine – imagine what Perseus looked like and what sort ofperson he was.

● Fantastic beast – imagine what the Gorgons looked, sounded and smeltlike. What can they do? What might their eyes be like?

● Problem to solve – we need to know more about why it was sodangerous. Why did Perseus agree? What does this tell us about him asa person? Why did the gods help him? Why might the Ocean Nymphshave hated Medusa?

● Struggle – this is often the really exciting part of the story, where thehero or heroine finally confronts the beast. How might Perseus have feltwhen he saw the Gorgons for the first time, and when he was escapingfrom the two surviving Gorgons?

● Resolution – What might Perseus and Polydectes have said to eachother? How did the people react when the king turned to stone?

● You’ve tried out some ideas and listened to other people’s suggestions.Let’s practise writing a really powerful description to bring the story alive.

● I want you to write two sentences to describe Medusa, thinking of waysto make your writing interesting. Use page 31 in your FLS Book.

● Give time for children to write. Praise their use of ideas from thediscussion. Prompt and encourage the correct use of punctuation.

● Today you’ve found out how to use those ingredients of a fantastic taleand add details to keep your reader interested. Tomorrow we’ll be tryingout one way of making up our own myths.

● FLS Book pages 29 and 30 ‘Perseus and the Gorgon’s head’ ● FLS Book page 28 ‘Ingredients for a fantastic tale’● FLS Book page 31 Writing page

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Week 5: Wednesday Supported session 5:2

Teaching sequence

On your marks

Get setIntroducing storyprompts

GoUsing storyprompts tocompose orally

Active listening

Cooperativelearning

Finishing linePreparing for next task

Review learning

Resources

Session notes

● We know what makes a good fantastic tale. Now let’s play a game topractise making up stories together. Then later on, when we start to planthe story, we will have loads of ideas.

● We’re going to use these cards (PCM 3) to help us make up stories.They’re in sets, and each set matches one of the ‘ingredients’ we’vebeen looking at. So there’s a set for settings, a set for heroes andheroines, and so on. On each card there’s either a picture with a label,like this one, or there are a few words.

● We are going to turn each set of cards over so there are six piles, thentake turns picking up a card and making up a sentence or two aboutwhat’s on the card. We need to pick up a ‘settings’ card first, then a‘hero/heroine’ card, then a ‘fantastical beast’ card, and so on until we’vehad one card from each pile and told our story. I think we might getsome very strange stories!

● Start the game off by picking up the top card from the ‘settings’ pile,showing it to the group, and making up a couple of sentences that openthe story and describe the setting, e.g. if picking up the Hot Desert card:‘Long, long ago, was a land where it hardly ever rained. The boiling sunbeat down day after day, and there was scarcely a living thing that couldsurvive.’

● Go round the group, so that each child has a turn. Allow children time tothink up their sentences, but encourage them to help and support eachother with ideas and suggestions.

● Make up as many stories as you can in the time so that children canpractise fast planning of a story, using all the ingredients.

● Tomorrow in your independent time, you’re going to use the cardsagain, but this time you can pick the ones you want. You’ll be writing abrief story plan using the list of ingredients and the cards.

● Just think for a moment about any ideas you might already have for thatplan.

● Decide which were the hardest cards to think up ideas for, and thinkabout why that was.

● Take brief feedback.

● Cards from PCM 3● FLS Book page 28 ‘Checklist of ingredients’

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Week 5: Friday Supported session 5:3

Teaching sequence

On your marksRecap learning todate.

Get setUse talk toprepare for writing

GoIndependentcomposition

Suggest ideasfor qualities ofhero or heroine

Finishing lineEvaluatedescriptions

Review target for the week

Resources

Session notes

● So far this week you’ve learned about the ingredients of a fantastic talelike a myth or a legend, and you’ve had a go at making up somefantastic stories of your own. Next week, we’re going to start on ourown stories. Your teacher and I will write one, and you’ll each write yourown. Those stories will need to include a mythical beast and a hero orheroine. Today we’re going to do some preparation so that you’re readyfor when you plan and write your own myth.

● Let’s start with your fantastical beast. You need to invent and describe acreature so that it sounds terrifying, so you’ll need to choose your wordscarefully – powerful verbs, effective adjectives and adverbs – like you didwhen you wrote your adverts in Module 1.

● Close your eyes and make a picture of a beast that you would findterrifying.

● We’ll brainstorm some words and phrases together, then you can beginto write your description of your own made-up beast.

● If we start with the beast’s head – its eyes, mouth, hair, teeth, etc. – turnto your partner and think of some really gruesome phrases we coulduse. (Use ideas from PCM 4 ‘Creating a mythical beast’ if required.)

● Children rehearse ideas in pairs, then give feedback.● Let’s do the same for its body – What sort of body is it? What size?

What’s its skin like? Does it have a tail? Discuss with your partner.● Children talk in pairs and give feedback.● Finally, what does it do? Does it make a terrifying noise, or has it got

special powers like the Gorgons had?● Children talk in pairs and give feedback.

● Now I want you to think again about your own mythical beast and beginto write a description.

● Children complete description independently, using FLS Book page 37.● Now I want you to describe your hero or heroine. You can describe the

appearance in a minute, that’s easy, but now let’s discuss these twoquestions: What clues can you give about how he or she will cope withthe struggle? What sort of qualities will the hero or heroine need? Thinkabout the sorts of things they might have to do in the story.

● Take feedback, scribing helpful words and phrases. Prompt the childrento think of the qualities that main characters in stories often display, e.g.clever, able to outwit the baddies, quick-thinking, honest, trustworthy,etc., rather than simply ‘brave’ or ‘strong’.

● Don’t forget that sometimes people in stories aren’t always what theyseem – they might be fearless even though they look small and weak!Now have a go at describing your hero or heroine.

● Children write independently, using FLS Book page 38.

● Ask two or three children to read parts of their descriptions aloud, andthe group to respond constructively.

● Think about everything you’ve done this week, then look at the week’starget: ‘I am learning to identify features in stories and use these to planmy own writing.’ Decide if you think you’ve achieved that target.

● PCM 4 FLS Book page 37 ‘Creating a mythical beast’ ● FLS Book page 38 A description of a hero or heroine

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Week6

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Focus for the week: Planning story plots – fantastic tales The children develop a plan using a ‘Story Staircase’. They map out the plot of a myth they have read.The text of a myth, ‘Thespina and the Scorpidon’ (PCM 8), is provided to support the demonstration ofstory planning in Week 6 and demonstration writing in Week 7. Teachers and teaching assistants maychoose to write their own myth and Story Staircase plan.


Text levelIf you are currently working on narrative, draw attention to descriptions of setting and character. Involvethe group in responding to character descriptions – do they help the reader to imagine the character?Look for ‘clues’ and ‘links’ between paragraphs or chapters which demonstrate themes in the story.

Sentence levelDraw attention to, and demonstrate, ways of varying sentence structure. Use commas, connectives andfull stops to join or separate clauses, and talk about which is more effective and why.

Word levelInvolve the group in recognising, reading and spelling the following words as they occur in shared readingor writing: after, although, before, during, first, often, once, sometimes, suddenly, then, until, upon, when,where, while.

Sharing workOn Friday children could be invited to appear ‘in role’ as a character in their story. They could describetheir character based on what they have written. If they are sufficiently confident, other children could askthem questions about the character, to be answered in role.

Key points● Children’s story writing benefits from thoughtful planning. A ‘Story Staircase’ helps them see how

the plot develops to a climax in a story, and is then resolved in a satisfying conclusion, orresolution.

● Children need to decide on the problem or challenge faced by their hero or heroine, and plan howthis will be overcome. There is usually a confrontation between good (the hero or heroine) and evil(a monster or wicked person).

● The story plan should be in the form of brief notes, not full sentences. It can be altered later if thechild has a better idea, but knowing how their story will develop and end supports children inwriting a story that hangs together, rather than one that peters out after a good opening.

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Teacher’s comments on guided reading



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Week 6

Monday

Tuesday

Wednesday

Thursday

Friday


Guided reading(teacher) IntroduceStory Staircase, demo-mapping a story (e.g.Perseus) onto it.

Independent activityMap out the plot ofanother myth onto theStory Staircase, as in theguided session.

Independent activityChildren plan storyresolution using StoryStaircase, based on thethree choices discussed inSupported session 6:2.


Homework taskReading journal: identifyand summarise the climaxof a story read recently.

Supported session 6:1Demonstrate planning amyth, using StoryStaircase up to the mostexciting part. Childrenbegin own plan.

Homework taskComparing and changingdialogue.

Supported session 6:2Demonstrate planningthree possible resolutions:kill beast and escape;trick beast and escape;befriend beast. Childrendiscuss choices.

Homework taskChildren composesentences containingcomparative descriptions.

Supported session 6:3Demonstrate reviewingearly part of plan toensure that it links tochosen resolution.Reminder about usingpast tense for narratives.Review week’s learning.


PCM 2 from Week 5‘Perseus and theGorgon’s Head’PCM 5 ‘Story StaircaseOutline’ enlarged.PCM 6 ‘Perseus mappedon to Story Staircase’,enlargedFLS Book pages 29, 30, 39 and 40

Reuse PCM 5 –enlargement for TA. ReadPCM 8. Use PCM 7‘Planning notes for“Thespina and theScorpidon”’.FLS Book page 39Independent task

Homework Activity 3

As for Supportedsession 6:1Reuse TA’s scribed noteson Story Staircase from 6:1Children’s Story Staircaseplans

Homework Activity 6:‘What? Even bigger thanthat!’

Children’s Story Staircaseplans from Supportedsessions 6:1 and 6:2.

TA’s Story Staircase fromSupported sessions 6:1and 6:2FLS Book page 39Children’s Story Staircaseplans

Summary – Week 6

Focus for the week: Planning story plots – fantastic tales

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Week 6: Monday Guided reading session

Notes for the teacher to use in the session and for the teachingassistant’s referenceAims: To look at how the plot develops in stories

Objectives: Y5 T1 Text 14 To map out texts, showing development and structure, e.g. its high and low points, the links between sections, paragraphs and chaptersY5 T1 Text 2 To compare the structure of different stories, to discover how they differin pace, build-up, sequence, complication and resolution

Example text: The example used in these notes is ‘Perseus and the Gorgon’s head’ PCM 2 (Week 5).

● Show the group the poster for this module and introduce this week’s target: ‘I amlearning to use paragraphs to organise a story plot and move the action on.’

● Remind children that last week they found out the ingredients of a fantastic talelike a myth or legend. This week they will be planning their own myth or legend,using that knowledge.

Book ● Remind the children of the story, ‘Perseus and the Gorgon’s head’, which theyintroduction read last week. Can the children remember the most exciting part of the story?

● Ask them to imagine a staircase leading up to the most exciting part of the story,with each paragraph making up a ‘step’ in that staircase.

● Explain that they will be re-reading the story of Perseus and looking for evidenceto answer the questions on the staircase outline: What is the challenge faced bythe hero? How does the hero find the beast – is there a journey? What happenswhen the hero confronts the beast? – Is there an argument, a fight or a newplan? Does the hero have any help in defeating the beast? What is the outcomeof the confrontation? What are the consequences – for the beast, for the hero?

Strategy ● Ask children to review their strategies for understanding how characters in acheck story are feeling.

Independent ● Turn to ‘Perseus and the Gorgon’s head’ FLS Book page 29. Monitor and reading support individuals as they are reading the story and the questions.

Return to ● Ask the children to share their analysis of the structure of the story, encouragingtext them to identify where they would plot each paragraph onto the Story Staircase.

● Use the enlarged copy of PCM 5 to support the discussion. If required use PCM6 as a guide or to sum up discussion. Children can follow on FLS Book page 40.

● Can the children think of any other stories they have read which would fit thisstructure?

Response ● Talk about the fact that children can use this type of plan for their own stories, to text describing events leading to the most exciting point and then leading towards the

conclusion, where everything is resolved. They will be using the Story Staircaseidea to plan out their story later in the week.

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Week 6: Tuesday Independent activity

To be introduced by the teacher as part of the literacy hour on Tuesday


To be introduced by the teaching assistant at the end of Supportedsession 6:2 on Wednesday and by the teacher as part of the literacyhour on Thursday

Objective ● Y5 T1 Text 14 To map out texts showing development and structure, e.g. its high and low points, the links between sections, paragraphs and chapters

Activity ● Map out the plot of another myth, thinking about the way events lead up to the most exciting point and then down towards the resolution. Childrenuse the staircase in FLS Book page 39, as demonstrated in the guided reading session. Children make notes on the similarities and / or differences between the two plot structures.

Links to supported ● Ideas will be developed in Supported sessions 6:1– 6:3 during the week, sessions as children plan their stories.

Success criteria ● Children are able to map out the development of a story plot, identifying the most exciting point, planning how the action will lead towards it and how they will then resolve the story.

Resources ● Copies of another myth, already read – ref. guided reading Week 5PCM 5 Story Staircase outline

● FLS Book page 39

Objective ● Y4 T3 Text 3 To understand how paragraphs or chapters are used to collect, order and build up ideas

Activity ● Children use the ‘Story Staircase outline’ FLS Book page 41 to complete the plan for their own myth, thinking through the confrontation and resolution.

Links to supported ● Ideas will be developed in Supported sessions 6:1 – 6:3 during the week sessions as children plan their stories

Success criteria ● Children complete their story plan and include all key elements of plot.

Resources ● FLS Book page 41 Story Staircase plans

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Teaching sequence

On your marksRecap priorlearning

Get setExplain use ofplanning frame

GoDemonstrateplanning briefnotes

Support childrenas they plan

Finishing lineChildren shareplans

Preparing for next step

Resources

Session notes

● Our target this week is: ‘I am learning to use paragraphs to organise astory plot and move the action on.’

● Today we are going to start planning our own myths, using all the thingswe’ve learned about the ingredients for a good story, and the way itneeds to build up to the most exciting part and then keep the reader’sinterest to the resolution. Let’s have the Story Staircase on display toremind us.

● I’m going to show you how I’m going to plan my story by writing notesonto the Story Staircase.

● I’m just going to plan to the most exciting part today, then we’ll do therest tomorrow.

● Use PCM 7 ‘Planning notes for “Thespina and the Scorpidon”’ tosupport this demonstration, if required. Otherwise plan for own myth.

● First I want to plan my setting: it’s going to be on a beautiful Greekisland where everything seems perfect, but I’m going to hint to myreaders that there’s a problem, to make them want to read on.

● Scribe onto first stair: ‘beautiful sunny Greek island – but hint atproblem.’

● Now I need to introduce my hero or heroine. I’m going to write about apoor young girl who’s kind and gentle. She loves animals, and they trusther. I know she doesn’t sound much like a heroine yet, but the sort ofperson she is will turn out to be important later. She’s going to rescue awild bird.

● Scribe on to second stair: ‘poor young girl – kind, gentle, rescues bird.Give readers a clue that this is important.’

● It’s time to introduce the problem to solve and the beast. I need toexplain why the beast is there, and describe it.

● Scribe on to third and fourth stairs: ‘Gods punish king for being greedyby sending beast that kills everything it can on island. Beast – head ofsnake, breathes fire; tail like scorpion, fires stings.’

● Finally for today, I need to plan my heroine’s journey to confront thebeast. On the way, she’s going to get help from the gods, a specialcharm to protect her.

● Scribe on to next stair: ‘scary journey – mysterious bird gives her capeto make her invisible.’

● I want you to start your plan now, just making notes like I did, up to themost exciting part of your story. Remember, you can use ideas fromother myths you’ve read or heard, as well as ideas from the game weplayed last week.

● Children make brief planning notes on their ‘Story Staircase outline’ withsupport – FLS Book page 41.

● Let’s hear some of your planning notes, and see how the stories arebuilding up.

● Children share notes and respond to each other’s ideas. ● Tomorrow we’re all going to carry on with our plans, so spend a

moment thinking about the different ways your story could movetowards its ending. Try out different ideas in your heads.

● PCM 5 ‘Story Staircase’ enlarged for TA (FLS Book page 41 for children)● PCM 7 ‘Planning notes for Thespina and the Scorpidon’ for TA’s

reference● PCM 8 ‘Thespina and the Scorpidon’.● TA will need to prepare by reading PCM 8 before the session

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Teaching sequence

On your marksRemind childrenof target

Get setRecap on plan

GoDemonstrateplanning briefnotes

Demonstratechoosing froma range ofpossibilities

Demonstrate making sure partsof the story linktogether

Use talk toprepare forwriting

Demonstrateplanning aresolution

Finishing lineReflect on own plans

Resources

Session notes

● Do you remember that your target this week is to learn how to useparagraphs to organise a story plot? We started to do this for our mythsyesterday, and we’re going to continue today.

● Let’s check through the notes I made yesterday to remind ourselves ofwhere we got to.

● Re-read story plan so far.

● I need to plan the part of the story where my heroine meets the beast.This should be the most exciting part of the story, so I’ll need to make itvery dramatic when I actually come to write it, and choose my wordscarefully to show how frightening it is. But for my plan, I just need towrite a couple of notes.

● Scribe on top of staircase: ‘Describe how heroine felt when she saw thebeast – sights, sounds, smells.’

● Now my heroine has found the beast, I need to decide what will happento her. I’ve got three choices.

● Scribe on separate sheet of paper: ‘She can: 1) kill the beast andescape; 2) trick the beast and escape; or 3) befriend the beast.’

● Which one I choose will depend on why she is there. For instance, Perseushad to kill the beast because he’d accepted the challenge to bringMedusa’s head to the king. But in your story, perhaps the hero or heroinehas to get something that the beast is guarding – treasure, for instance. Ormaybe they are trying to rescue someone the beast is holding prisoner. Inthat case, they could just as well trick the beast. Or what if they discoveredthat the beast was really lonely and wanted to be friends?

● In my plan, I haven’t said why my heroine has gone to meet the beast. I’dlike to hear your ideas. Turn to your partner and talk about why she might bethere, and which of these three possible ways you think my story could go.

● Children discuss possible resolutions in pairs.● I’d like each pair to tell me what you think would be the best choice, and

give me your reasons why you think it would be the best way to get agood ending.

● Children give feedback.● You’ve got some really good ideas, and this is what I’ve decided. I want

my heroine to kill the beast, because if she doesn’t, it will kill everybody.She’s going to trick it in order to get near enough to try to kill it, but I alsowant to bring into the story the special cape that makes her invisible. AndI need to explain who the mysterious bird is. So there’s lots to plan here,otherwise my story will be confusing and my readers will get fed up.

● Scribe on top of staircase: ‘Wears magic cape and tricks beast to stop itbreathing fire. Bird appears again to help her.’

● Now how do I want it to end? I want everyone to know she’s savedthem, and I need to explain who the bird really is and why it helped her.

● Scribe on stair going down: ‘People find her with dead beast. Bird turnsinto god – helped her because she helped injured creature.’

● Scribe on bottom stair: ‘Heroine safe at home. Others realise their mistakes.’

● Let’s re-read my plan to make sure it links together and makes sense,then you can tell me if you think it will work.

● Children re-read TA’s notes and give feedback. ● Tomorrow in your independent time, I want you to plan out the rest of

your myth. Think carefully about the part when the hero or heroinemeets the beast. Don’t describe the beast in your plan, but think aboutwhich choice to make. It will depend on the problem you’ve decided youwant your hero or heroine to solve, earlier in the story. If you want to goback and change that problem, you can – that’s why we plan, so wehave a chance to make sure our story all fits together and makes sense.

● Then think carefully about a good ending.

● TA’s planning notes from Supported session 6:1● PCM 7: ‘Planning notes for Thespina and the Scorpidon’ for TA’s reference● PCM 8: ‘Thespina and the Scorpidon’

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Teaching sequence

On your marks

Get setEmphasise importance of linking problemand resolution

GoCheck planincludes a problemto solve

Finishing lineReminder to usepast tense for narratives

Review target

Resources

Session notes

● Today we’re going to review your story plans and do some work onverbs in preparation for writing your stories next week. You’ll also bethinking about whether you have achieved this week’s target.

● You had yesterday’s independent time to finish planning your myth ontothe Story Staircase. Here’s my plan on the board.

● Do you remember, I said that it was important that you chose a way ofresolving your story so that it fitted with the problem that you’d given yourhero or your heroine near the beginning of the story? Well, I want tocheck that everyone’s done that before we start to write the stories in full.

● Let’s check my plan first, then you can check yours. What’s going to bethe problem to solve in my story?

● Children give feedback.● I’ve said that there’s a beast the gods have sent as a punishment, and

it’s killing everyone, but I haven’t said what that means for my heroine,have I? So that’s something I need to alter on my plan, so I don’t forgetto write it in my story.

● Scribe onto plan: ‘Heroine decides to try to kill the beast.’ ● Now I need to check that the problem – my heroine deciding to kill the

beast – is dealt with later in my story. Let’s check on my plan. It says:‘tricks the beast ... people find her with dead beast.’ So, yes, I haveplanned to resolve the problem. Now check your plans.

● Children check plans.

● Let’s move on now to think about when we actually write our stories.Who can tell me which tense we’ll be writing in?

● Take feedback.● Yes, in the past tense, because most stories are written in the past

tense, and this all happened a long time ago. But if I look at my plan, Ican see I’ve used the present tense, not the past. Can anyone find anexample for me? (Examples: ‘rescues’; ‘punish’; ‘kills’; ‘gives’; ‘wears’,etc.) What would those verbs be if I changed them into the past tense?

● Take quick feedback.● Check your plans, look at the verbs and make sure they are in the right

tense for the story you are writing.● Children check verbs in plans.● What can we do to remind ourselves not to slip into writing in the

present tense when we start writing our stories?● Take feedback. If children do not suggest it themselves, suggest they

write themselves a note on their plan, e.g. ‘Remember to use pasttense.’

● Think about all the work you’ve done this week, then look at the week’starget: ‘I am learning to use paragraphs to organise a story plot andmove the action on.’ Decide if you think you have achieved that target.

● TA’s planning notes from Supported sessions 6:1 and 6:2● FLS Book page 41 Children’s Story Staircase plans

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Week7

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Focus for the week: Developing a story from a plan – fantastic tales The children focus on writing the opening of their stories. They identify the most important or exciting partof the plot – the confrontation between the hero or heroine and the beast – and then write paragraphsleading to that point and describing what happens.


Text levelIf you are currently working on narrative, draw attention to key points in the plot. Look at the way that theauthor leads up to that point and then describes what happens.

Draw attention to the use of direct and reported speech. Talk about how it is used to move the story on,or to give information about characters.

If you are working on non-fiction, draw attention to the division of the text into paragraphs and the waythat these are arranged.

Sentence levelDraw attention to the punctuation and layout of direct and reported speech, emphasising the differencesbetween the two. Involve children from the group in suggesting how speech should be punctuated.

Word levelInvolve the group in recognising, reading and spelling the plurals of regular nouns. If possible, give them achance to try out the rules they have proposed for words ending in ‘y’, ‘ch’, ‘s’ and ‘sh’.

Sharing workOn Friday children could be invited to perform a piece of dialogue, ‘in role’, as the hero and the beastfrom the story that one of them is writing. They could answer questions about the story so far, where thedialogue fits in, and what is going to happen next.

Key pointsHot-seating● ‘Hot-seating’ is a drama technique that can help children to think more deeply about characters by

imagining what a character thinks and how they feel.● When an adult or child is in the ‘hot-seat’, they answer questions and talk about their actions and

feelings as if they were a particular character.

Connectives● ‘Connectives’ are words or phrases that link parts of sentences or whole sentences together.● Children need to learn that using connectives helps to make writing more interesting and more

varied by using both long and short sentences.● Different connectives are used for different purposes.● Particular connectives can be chosen to show when things happened, or that time has passed,

e.g. ‘just then’, ‘later’, ‘while’, ‘after a couple of days’, ‘at the same time’.

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Teacher’s comments on guided writing



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Summary – Week 7

Focus for the week: Developing a story from a plan –fantastic tales

Week 7

Monday

Tuesday

Wednesday

Thursday

Friday


Guided writing(teacher) Use shared writingtechniques to compose theopening two paragraphs ofa myth, using the StoryStaircase plan from Week 6.

Independent activityWrite first two paragraphsof own story. Use ideasfrom the guided sessionand own story plan.

Independent activityWrite the build-up to theconfrontation in their ownstories, based on plans andSupported session 7:2.


Homework taskReading journal: commenton the effective opening ofa story.

Supported session 7:1Demonstrate writingintroduction of the beast.Children introduce thebeast in their own stories.

Homework taskCreating new sentencesusing connectives.

Supported session 7:2Demonstrate writing thebuild-up to theconfrontation. Childrencontinue with own story.

Homework taskReading journal: analysethe climax of a story.

Supported session 7:3Work on connectives tolink paragraphs of story.Review own stories so far.


PCM 8 ‘Thespina and theScorpidon’TA’s Story Staircase planfor ‘Thespina and theScorpidon’ from Week 6FLS Book page 41Children’s Story Staircaseplans from Week 6

Homework: Readingjournal

FLS Book page 41Children’s Story Staircaseplans

PCM 8 for reference, withparagraph 3 enlarged forshared reading. (PCM 10)FLS Book page 43TA’s Story Staircase planStory scribed so far Children’s plans and storiesPCM 9 ‘Questions to askabout characters’ cardsFLS Book page 42

Homework Activity 8: Twosentences for the price ofone

PCM 8 – for referenceStory scribed so farTA’s planning notes fromWeek 6FLS Book pages 41 and44–46Children’s plan and stories


Stories scribed so far FLS Book page 47, PCM 11: ‘Connectives’ forTA’s referenceChildren’s plans and stories

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Week 7: Monday Guided writing session

Notes for the teacher to use in the session and for the teachingassistant’s referenceAims: To develop a story from planning notes

To write an effective story opening

Objectives: Y4 T2 Text 4 To understand how the use of expressive and descriptive language can,e.g. create moods, arouse expectations, build tension, describe attitudes or emotionsY4 T3 Text 13 Write own longer stories from story plansY5 T2 Text 11 To write own versions of legends, myths and fables, using structures and themes identified in reading

Example text: The planning notes and scribed story are based on ‘Thespina and the Scorpidon’ (PCM 8) but could be replaced by the teacher’s own story if wished.

● Show the group the poster for this module and introduce this week’s target: ‘I amlearning to write a story that engages my readers and builds up to the mostexciting part.’

● Remind the group that last week they planned their own myth using the StoryStaircase. This week they will be writing their myth.

● Remind the group that their readers will be other children in Year 5 and that this isthe audience they should have in mind when thinking about how to interest areader and persuade them to keep on reading.

Introduction ● Show the children the Story Staircase plan for ‘Thespina and the Scorpidon’that the TA completed in Week 6. Explain that you are going to use thesenotes to help you write the opening two paragraphs of the story, i.e. the firsttwo ‘stairs’.

Demonstration ● Using PCM 8, ‘Thespina and the Scorpidon’, demonstrate writing the first twosentences, explaining your choice of sentence structure and vocabulary.

● I need to use a suitable opening phrase for my myth that lets my readersknow what kind of story to expect ... I want to make the island sound veryappealing, almost like paradise, and to do that I need to choose words thatcreate a vivid picture in my readers’ minds ... so I’ll say ‘smothered in wildflowers’ and ‘shimmering, sparkling waves’.

Teacher ● Refer to the plan and tell the children that you want to hint at a problem, inscribing order to intrigue your readers and make them read on. Scribe: ‘It should have

been a happy place,’ then pause and ask children to think of how you mightgive readers a clue about the problem on the island. Take brief feedback, thenscribe the rest of the third sentence, or any improvement on it that thechildren suggest.

● Referring to the plan, write the next paragraph, up to the last sentence. ● Verbalise your decisions about word choice and sentence structure as you go,

e.g. explain that the phrases ‘near to death’ and ‘powerless to help’ describehow the eaglet and its parent feel, using very few words.

● Refer to the note on the plan, ‘Give reader clue this is important’. Ask thechildren to discuss in pairs and think of a sentence you could add at the endof the paragraph to achieve this. Take feedback, then scribe the finalsentence, ‘Little did she know ... ’ or children’s suggestions if preferred.

Conclusion ● Reread the two paragraphs, checking that they align with the plan. Remindthe children that the story should be in the past tense, and ask them to checkthat it is.

● If there is time, children can begin to write the opening to their own story,which they will continue in Tuesday’s independent session.

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Objectives ● Y4 T2 Text 4 To understand how the use of expressive and descriptive language can, e.g. create moods, arouse expectations, build tension, describe attitudes or emotions

● Y5 T2 Text 11 To write own versions of legends, myths and fables, using structures and themes identified in reading

Activity ● Children use their own Story Staircase plans from Week 6 to write the firsttwo paragraphs of the story, i.e the setting and the introduction of the hero or heroine.

Links to supported ● Children will continue with their story in all three supported sessions. sessions

Success criteria ● First two paragraphs of story completed.

Resources ● Children’s Story Staircase plans from Week 6 FLS Book page 41● FLS Book pages 44–46 Writing pages

Objectives ● Y5 T2 Text 11 To write own versions of legends, myths and fables, using structures and themes identified in reading

● Y5 T1 Sentence 6 To understand the need for punctuation as an aid to the reader, e.g. commas to mark grammatical boundaries …

Activity ● Children use their own Story Staircase plans from Week 6 to continue their story. They are encouraged to think about sentence construction and punctuation as they compose, so that their readers can follow the story easily.

Links to supported ● Children will continue with their story in all three supported sessions. sessions

Success criteria ● Stories continued.

Resources ● FLS Book pages 41 and 44–46 Children’s Story Staircase plans and stories

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Teaching sequence

On your marksRefer to target

Get setHot-seating toextend knowledgeof character

GoDemonstrationwriting

Finishing lineIndependentcomposition

Review own work

Resources

Session notes

● We’re going to continue writing our myths this week, using the plans wedid last week, trying all the time to make the story really interesting for our readers. Remember this week’s target is all about writing ‘a storythat engages my readers’.

● Earlier, you wrote a paragraph describing your hero or heroine. We’regoing to imagine that we could meet one of those characters and askthem some questions.

● Ask a child to volunteer to be in the hot-seat. Use the question cards(PCM 9) to ask about the character, encouraging the children to respondin role. Invite children to think up other questions, and encourage thechild in the hot-seat to make up extra details.

● If that gave you some more ideas for your own story, you’ll be able to add them in when you revise it and improve it later on.

● Now I’m going to continue with ‘Thespina and the Scorpidon’. Yesterdayin your guided session, your teacher wrote the first two paragraphs, andthis is the third one.

● Display enlarged paragraph three (PCM 10, FLS Book page 43) andread it aloud.

● It was written to explain what the challenge was for the heroine. Let’sread the note on the plan, and check that this paragraph explains it.

● The next note on the plan is to describe the beast, and that’s what I’mgoing to write now.

● Demonstrate composing and writing paragraph 4 of the story, explainingthe choice of words and sentence construction from time to time, e.g. I’m going to write: ‘His body was covered in scales and spines’; then,instead of starting a new sentence to describe his tail and what it cando, I’m going to put a comma and use the word ‘finishing’ to link theparts of the sentence together: ‘finishing in a long tail that curled like ascorpion’s and lashed out, firing deadly stings in all directions.’

● I’m using ‘lashed out’ because it sounds as if it happened really quickly,faster than you could see. And the word ‘deadly’ tells my readers howdangerous the stings are, without me having to write another sentenceabout them.

● When you get to the last sentence of the paragraph, explain that you aregoing to end it with a short, simple sentence, to emphasise to yourreaders that the heroine has no choice.

● Ask the children to read their plan for the third and fourth paragraphs (orstairs) and then to begin writing.

● Support individuals as they write, encouraging them to use descriptivelanguage, powerful verbs, etc.

● Read back through what you’ve written so far to see if you think you’vemanaged to create a really clear picture in your reader’s mind of whatyour monster looks, sounds and smells like. If you think of moredescriptive words or phrases, jot them on your plan and you can addthem in later.

● TA’s Story Staircase plan for ‘Thespina and the Scorpidon’ from Week 6 ● PCM 8 ‘Thespina and the Scorpidon’ for reference● PCM 10, FLS Book page 43● FLS Book page 42, PCM 9: ‘Questions to ask about characters’


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Teaching sequence

On your marksRecap learning

Get setCooperativelearning

Talk throughwriting


Finishing lineIndependentwriting

Reflecting

Resources

Session notes

● We’re still working on turning our planning notes into a good story. Whocan remind us of what we need to remember when we’re writing, inorder to create a vivid picture for our reader?

● Take brief feedback, mentioning (if children do not suggest these): strongdescriptions, choosing words carefully, having a mixture of longer andshorter sentences.

● Let’s see how well you described your beast in your fourth paragraph. Iwonder if your partner can imagine it clearly when you describe it? Turnto your partner and read them your description of your beast. If youhaven’t finished the description, don’t worry, this is good preparation foryou, thinking up the sentences you’ll use when you do write it. Partners,I want you to tell them if you can see their beast in your imagination asthey’re describing it.

● Allow both children in the pair to do this, then take very brief feedback ofany particularly effective words or phrases.

● Last session I wrote about the beast, and today I want to get on to howmy heroine finds it otherwise there can’t be a conflict between them!

● I need to check my plan for this section of the story. ● Read planning note for paragraph 5 to group.● Demonstrate composing and writing paragraph 5 of the story, explaining

the choice of words and sentence construction from time to time, e.g. ● I’ll start by saying, ‘The following morning,’ to show my readers that it’s

the next day. I’m going to add in ‘a heavy bag over her shoulder’ as ahint that she’s thought of a plan, but I’m not letting my readers knowwhat’s in the bag yet, to keep them guessing. I need to check where thecommas go in that sentence, otherwise it will be hard to read ... I’m notgoing to make the journey to the beast very long, because I need towrite about the mysterious bird that gives her a cape with specialpowers, so I’ll just say, ‘A smell of burning hung in the air as she madeher way across the scorched fields, past the ruin of her neighbours’house.’ That will remind my readers of how terrible the Scorpidon is, andwhat he can do ... Now, the mysterious bird ... I need it to come fromnowhere, so I’ll write: ‘Suddenly, she heard a rushing of wings aboveher,’ … that might make some readers think the Scorpidon’s appeared,which helps make it a bit scary … Again, I must be sure the commasare there to help my readers read the sentence so that it makes sense… I must show how she finds out what the cape can do … I want tohint to my readers that the eagle is maybe not just a bird, and I’m goingto do that by bringing in stories that Thespina’s been told of how thegods often visited people disguised as animals … I can put: ‘how Zeus,king of the gods, often took the form of an eagle.’

● Ask children to read through their planning notes, then begin writing,carrying on from wherever they got to last time. Support individuals asthey write.

● Just think for a moment about what you’ve learned today – have you putsome clues in for your reader about how your hero or heroine mightresolve the problem, to keep them wondering?

● FLS Book pages 41 and 44–46 Children’s planning notes and stories● TA’s planning notes from Week 6● Scribed story so far● PCM 8 ‘Thespina and the Scorpidon’ for reference

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Teaching sequence

On your marksClarify purpose ofconnectives

Get setRecap learning

Recallconnectives

GoIdentifyconnectiveslinkingparagraphs

Reviewing ownuse ofconnectives

Finishing lineUse a jogger

Resources

Session notes

● Today we’re going to find how well our stories ‘flow’ so far, and see if wecan improve the links between the different paragraphs to make themconnect together better.

● I’m going to start by making sure we all know what a connective is, soturn to your partner and quickly suggest some connectives – they canbe single words or phrases. Write them on your whiteboards.

● Take quick feedback.● When we write stories, we often need to let our readers know when

things happened. Let’s think of all the connectives we can use whichshow that time is passing – I’ll start us off with ‘A few days later’. Whatothers can you think of?

● Scribe children’s suggestions. Refer to PCM 11 ‘Connectives’ forexamples of time connectives if required – FLS Book page 47.

● Sometimes, though, we want to use different connectives, not to showthat time is passing, but to join ideas or sentences together. So insteadof writing, ‘Thespina was frightened. She still went on,’ as two separatesentences, I might say: ‘Thespina was frightened but she still went on,’ or ‘Although Thespina was frightened, she still went on,’ using either‘but’ or ‘although’.

● Can you think of any more like that?● Scribe suggestions, referring to PCM 11 for other connectives if

required.

● I’m going to read my story so far, and we’re going to look at the beginningof each of my paragraphs to see whether I’ve used any connecting wordsor phrases, and if so, whether I could improve on them.

● Read aloud the paragraphs of ‘Thespina and the Scorpidon’ that havebeen scribed so far (paragraphs 1-5), asking children to identify theconnectives used (‘once’, ‘when’, ‘the following morning’).

● Briefly discuss the effect of adding a connective word or phrase to thebeginning of paragraphs 2 and 4.

● Ask children to do the same activity with their own stories, checking onconnectives that link the paragraphs. Support individuals to improve theirwork if necessary.

● When you carry on with your story next week, try to remember to usedifferent connectives so that your story moves forward. You might wantto write yourself a note on your plan, e.g. ‘Remember to useconnectives.’

● Think about all the work we’ve done this week, then look at this week’starget: ‘I am learning to write a story that engages my reader and buildsup to the most exciting part.’ Decide if you think you’ve achieved thattarget.

● Children’s plans and stories● Version of ‘Thespina and the Scorpidon’ that has been scribed so far● FLS Book page 47, PCM 11: ‘Connectives’ for reference

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Week8

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Focus for the week: Completing and reviewing a story The children write an ending for their stories and then look at ways to improve their writing. They will editand proofread. They review their learning throughout the module and set a target for further improvement.


Text levelIf you are reading narrative this week, draw attention to the end of the story. Involve the group inconsidering whether the ending is satisfying – is the problem resolved?

When doing shared writing, involve the group in suggesting revisions that could be made. Encouragethem to think about the needs of the reader and talk about what can be added, clarified, removed orcorrected.

Sentence levelReview work on sentence structure, talking about ways to join ideas within sentences using connectivesand commas. Involve the group in identifying and suggesting examples of adjectives that help create animage.

Word levelExpect the group to be increasingly independent in recognising misspelt words in their own writing and inmaking corrections. Give time for them to do this in their writing across the curriculum. Reinforce a rangeof strategies for remembering spellings.

Sharing workAt the end of the week children will have completed their ‘Fantastic tales’. Provide an opportunity forthese to be shared with the class, for the children to find out what the reader thought of the story.

Self-assessment and target settingThe group are reviewing the progress they have made and setting themselves a writing target for the endof the week. You might want to allocate a moment when their progress is praised in front of the wholeclass. The teaching assistant could explain what each child has achieved.

Key pointsEnding the story● The resolution, or ending, of a story is the part that many children have problems in writing.● They need practice in thinking through what will happen in the last part of their story, how it will

happen, and how they want their readers to feel when they’ve finished reading.● Myths and legends usually end on a positive note, with good overcoming evil.

Re-drafting and editing● Children often have difficulties with re-drafting and editing their own work because they know what

they meant to write.● It helps to look at one aspect at a time, e.g. writing in paragraphs, or spelling correctly words they

tend to have trouble with, rather than asking them simply to ‘check through your work for anymistakes’.

● Reading aloud in a low voice helps some children to hear the need for sentence punctuation.

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Teacher’s comments on guided writing



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Summary – Week 8

Focus for the week: Completing and reviewing a story

Week 8

Monday

Tuesday

Wednesday

Thursday

Friday


Guided writing(teacher) Use shared writingstrategies to compose theclimax of the shared story– the confrontation.

Independent activityChildren complete own‘confrontation’ scene.Reread own story so far.

Independent activityUse ‘Checklist for revisingand improving a story’ toreview their own work.


Homework taskReading journal: analysethe ending of a story.

Supported session 8:1Demonstrate writing theresolution of the sharedstory. Children beginwriting their ownresolutions.

Homework taskSpelling: self-checkingroutines; identifying spellingstrategies.

Supported session 8:2Children write ownresolution and begin toedit story.

Homework taskWriting journal: prepare abook blurb for a story theyhave written.

Supported session 8:3Children consider whichactivities have helpedthem most, then reviewlearning and select apersonal target.


TA’s Story Staircase planfor ‘Thespina and theScorpidon’Shared story as scribedso farPCM 12: enlargedparagraph 6 of ‘Thespinaand the Scorpidon’ FLSBook page 48


Children’s own plans andstories.

Shared story as scribedso farTA’s Story Staircase planfor ‘Thespina and theScorpidon’PCM 8 for referenceChildren’s plans and stories

Homework Activity 7:‘Useful but tricky words’

Pupil’s plans and stories


PCM 13 ‘Checklist forrevising and improving astory’ FLS Book page 49Children’s own plans andstories

Copy PCM 14 ‘Activitiesin Module 2’ FLS Book page 50

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Week 8: Monday Guided writing session

Notes for the teacher to use in the session and for the teachingassistant’s referenceAims: To write the climax of the story – the confrontation with the beast

Objective: Y5 T2 Text 11 To write own versions of legends, myths and fables, using structures and themes identified in reading

Example text: The planning notes and scribed story are based on ‘Thespina and the Scorpidon’ (PCM 8) but could be replaced by teacher’s own story

● Show the group the poster for this module and introduce this week’s target: ‘I amlearning to resolve the problem in my story with a satisfying ending, and improvingit to make it more interesting for a reader.’

● Remind children that last week they wrote their own myths up to the point wheretheir hero or heroine confronts the beast. This week they will be completing theirstory, and editing it to see if they can improve it in any way before they publish itor make it available to their audience.

Preparation ● Remind the children of the point in the story reached in Week 7’s sessionsfor writing (Thespina on her way to palace; mysterious bird drops bundle; cape of invisibility;

was the bird sent by the gods?). Display enlarged copy of paragraph 6 –‘Thespinasoon reached the palace’ (PCM 12 and FLS Book page 48) – and refer to the notesfor this paragraph on the TA’s Story Staircase plan. Read the paragraph to the group,briefly discussing word choices and use of complex sentences after reading.

Shared ● Explain that you will be continuing to write the part of the story which, on thewriting – Story Staircase, is supposed to be ‘The most exciting part of the story’. This is(demo) where you have to describe what happened and how the beast was killed, so you

will be trying to make it very dramatic and gripping for the reader, who hasn’t seenthe plan and doesn’t know what’s going to happen.

● Demonstrate writing the first sentence in the paragraph, explaining that you will nowreveal to your readers what was in that heavy bag you mentioned earlier in the story.

● Move on through the paragraph, talking about word choices and sentenceconstruction as you go, e.g.

● ‘The smell of the chicken is going to wake the Scorpidon up, but I’m not just goingto write that, I’m going to show how it wakes up, by saying its ‘lip quivered and itseyes slid open greedily,’ because those details will make my readers picture what itlooks like close up … I’m starting this sentence with the connective ‘although’because I want the readers to realise that the monster can hear Thespina even if itcan’t see her, so she’s still in danger … I think I’ll use a question here –’Surely oneof them was bound to hit her?’ – to show what she’s thinking … I’m ending thissentence with the phrase, ‘her knife raised’ to add tension and make my readerswant to find out what happened next … I’m going to start a new paragraphbecause something dramatic is about to happen … I want the bird to come tohelp her, but I need to make it exciting, so I’ll choose a really powerful verb,‘plunged’, to get the idea of it diving down and add ‘with the speed of an arrow’for emphasis … The eagle’s going to use its talons – do you remember they’vebeen mentioned earlier in the story, when she untangled the baby eagle’s talonsfrom the fishing net? Well these are ‘razor-sharp’ … I want my readers to be ableto picture the fight between the Scorpidon and the eagle, so I’m choosing verystrong verbs like ‘seized’, ‘bellowed’ and ‘thrashed’ … When it dies, it’s going tomake a grisly noise … ‘a terrible gurgling sound’ … I’ll finish off this confrontationwith a very short sentence, to add impact, ‘The Scorpidon was slain.’I think the word ‘slain’ is suitable because it’s old-fashioned storybook language.’

Supported ● To help you to write a really dramatic, exciting confrontation in your story, I wantcomposition us to rehearse some phrases and sentences that you could use. Think of the

moment your hero or heroine first sees the beast in your story – how will they feel?Talk to your partner about how you feel when you’re very scared, then write acouple of phrases on your notepads, or on your plans.

● Take a couple of ideas, emphasising the effect of describing reactions, e.g. her handsbegan to sweat and her mouth became dry’ rather than ‘she was scared stiff’.

● Use the same technique to help pairs try out a variety of ideas, e.g. for how theirbeast moved, or sounded, or some detail of its appearance.

Conclusion ● Tell the group that tomorrow in independent time they will be writing their ownconfrontation. Remind them to continue to write in the past tense, and to usesome of the tips they have learned today about how to make the story exciting andkeep the reader gripped.

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Objective ● Y5 T2 Text 11 To write own versions of legends, myths and fables, using structures and themes identified in reading.

Activity ● Children use their Story Staircase plans from Week 6 and the story they started in Week 7 to write the episode where the hero or heroine confronts the beast.

Links to supported ● Children will finalise their stories and edit them in the remaining supported sessions sessions.

Success criteria ● Episode of story where hero or heroine confronts beast completed.

Resources ● FLS Book pages 41 and 44–46 Children’s plans and stories from Weeks 6 and 7

Objective ● Y5 T2 Text 13 To review and edit own writing to produce a final form, matched to the needs of an identified reader.

Activity ● Children use a checklist to review their own work.

Links to supported ● Children began this process in Supported session 8:2. sessions

Success criteria ● Story reviewed against checklist..

Resources ● FLS Book page 49, PCM 13: ‘Checklist for revising and improving a story’

● FLS Book pages 41 and 44–46 Children’s own plans and stories

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Teaching sequence


Get setEstablish purposeof story resolution

Use talk toprepare for writing


Finishing lineIndependentcomposition

Resources

Session notes

● This week we need to finish our stories and then spend a bit of timeimproving them. This week’s target is: ‘I am learning to resolve theproblem in my story with a satisfying ending, and improving it to make itmore interesting to a reader.’

● You’ve worked really hard on them, so you want them to be as good asyou can make them.

● Let’s check where we’ve got to on the Story Staircase. ● Refer to planning for ‘Thespina and the Scorpidon’. ● We’ve built up the story to the most exciting part, where the hero or

heroine met the beast. What do we still need to do?● Children give feedback.● That’s right, we’ve got to work out the resolution of the story: that is,

what was the outcome of the confrontation – was the beast killed, or didit run away, or did the hero or heroine befriend it? – and tie up all theloose ends. If we don’t, our readers will feel fed up and dissatisfied,because they’ll be left wondering what happened.

● If we look at my plan for this bit of the story, it says: ‘People find her withdead beast. Bird turns into god – helped her because she helped injuredcreature.’ So what I’ve got to do is decide which people find Thespina andexplain exactly who the bird is. Also I need to make it clear that Thespinahas sorted out a problem that was affecting everyone, not just her.

● Think about the things you will have to explain and sort out as you getnear the end of your own story. Turn to your partner and tell them twothings you know you’ve got to do.

● Children discuss in pairs.

● Demonstrate composing and writing the last two paragraphs of thestory, explaining the choice of words and sentence construction fromtime to time, e.g.

● I want lots of people on the island to find out what’s happened, so I’mgoing to suggest that they heard the fighting, all that bellowing andshrieking that was in the last paragraph. So I’ll put: ‘The noise of thefight brought the king and many others running to the scene.’ Let’simagine how they’d react when they got there … they’d be amazed,wouldn’t they? I’m going to say, ‘Not only was the Scorpidon dead, buta gigantic eagle stood next to a young girl, its talons covered in blood’… That’s so they all know that the eagle did the killing … Now I’m goingto make the eagle change into a god, not just any god, but the king ofthe gods, Zeus … I can explain here why Zeus decided to helpThespina, and also get Zeus to tell the king how he should behave infuture … I’m going to finish by suggesting that Thespina lived happilyever after, without saying it … I’ll write: ‘They were no longer poor, butshe still liked to live in the countryside amongst the animals and birds.’That shows she’s still the same sort of person she was at the beginning.But I want to show that the king learned his lesson, so I’ll say how hegave away lots of his treasure.

● Let’s re-read it to make sure I’ve explained everything I needed to.

● I want you to make a start on writing your resolution now. You can carryon tomorrow, so there’ll be plenty of time.

● Children write independently. ● Think about what you’ve learned about story resolutions and how to

write them. Can anyone think how this skill might be useful at othertimes?

● TA’s planning notes for ‘Thespina and the Scorpidon’ from Weeks 6 and 7● PCM 8 for reference● Story as scribed so far● FLS Book pages 41 and 44–46 Children’s plans and stories

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Week 8: Thursday Supported session 8:2

Teaching sequence


Get setReread to ensurecontinuity

GoIndependent composition

Using responsepartners

Finishing linePreparation for independent work

Application ofskills

Resources

Session notes

● Today we’ll start to do some editing and improving of our stories,because that’s an important part of this week’s target.

● First of all, though, I’m going to give you some time, say 10 minutes orso, to carry on with your story while I’m here to help you if you need it.

● Read through the last complete paragraph you wrote, and up the pointyou’ve reached, then check your planning notes before you carry onwriting, so that you know what you’re going to do next.

● Support children as they write independently, encouraging them to tryout sentences in their heads, or to you, before they write.

● Just finish the sentence you’re writing, please, then I’ll tell you whatwe’re doing next. It doesn’t matter if you haven’t finished, you can carryon tomorrow.

● When I say we’re going to edit and improve our stories, what sort ofthings could we do? (Use PCM 13 and FLS Book page 49.)

● Scribe feedback. If children do not suggest the following, include them in the list: – check the plot makes sense;– choose effective words that create pictures in the reader’s mind; – write in paragraphs; – punctuate all sentences properly; – use a mixture of short and long sentences; – use connectives to link ideas and paragraphs; – check spellings of any words that I know I tend to misspell; – check spellings of words if I’m not sure.

● It’s not easy to check your own work, because you know what youmeant to say, and it’s difficult to imagine you’re reading it for the firsttime. But that’s what we’re aiming at.

● I’m going to choose one thing on this list, then I’ll give you a fewminutes to check your story for that one thing, all the way through, andmake any changes that you spot. Then we’ll swap stories with a partnerand check their story for the same thing, to see if they can spot anythingyou missed. Try not to let them! The thing I’ve chosen is, ‘Are all yoursentences correctly punctuated?’ Off you go, three minutes.

● Children edit own story for sentence punctuation. ● After a few minutes, ask children to swap and check their partner’s story

for sentence punctuation.

● Did anyone manage to correct all their own mistakes before their partnergot to see them?

● In tomorrow’s independent time, you’ll have a checklist to help you withediting. Work through one thing at a time, on your own first, then swapwith someone else if you want.

● Can you think of times when you could use the skills of editing, otherthan when you’re writing stories?

● Which aspect of editing do you find hardest?

● FLS Book pages 41 and 44–46 Children’s plans and stories

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Teaching sequence

On your marks

Get setChildren considerlearning stylesand assessthemselves

GoChildren reviewlearning andassessthemselves

Finishing lineChildren set owntargets

Children sharetargets

Resources

Session notes

● Today is our final session on story writing and we shall be doing twothings:1) we’re going to think about all the different ways we’ve worked over

the past four weeks so you can reflect on which activities helped youthe most;

2) we’ll then review all that you’ve learned, and record what you can do.

● It’s important for all of us to find out what kind of learners we are, andwhat sort of things we each find helpful, because everyone learns in aslightly different way. For instance, some people find having the radio onwhile they do their homework helps them to concentrate, and others findthat it stops them concentrating. Some people like to use pictures anddiagrams to help them remember things, and others prefer a written list.

● If you know how you learn best, you can use that knowledge to helpyourself.

● Display enlarged copy of PCM 14 ‘Activities in Module 2’ FLS Bookpage 50 and ask children to write ‘more’ on one side of a slip of paperand ‘less’ on the other.

● This is a list of some of the different activities we’ve done, and as we gothrough each item, I’d like you to decide whether that activity was one that you found helpful (or not) in your efforts to get better at planningand writing stories. You can hold up either the ‘more’ or the ‘less’ side,and maybe say a little bit about why you found some activities moreuseful than others.

● Work through the list, encouraging the children to identify (if they can)why some activities helped them more than others.

● Now we’re going to think of all the skills and the knowledge you gained doing this module.

● Open your target sheet for this module, and at the bottom you’ll find alist of statements, all starting with ‘I can’. As I read them to you, I wantyou to decide whether you think, ‘Yes, I can do that now,’ ‘I cansometimes do that,’ or ‘I need more practice to be able to get better atthis.’

● If it’s a straight ‘yes’, will you please put a tick in the box; if it’s‘sometimes’, please mark it with a little diagonal line; and if it’s ‘needmore practice,’ please put a cross. Be honest, because you’ll only becheating yourself if you’re not.

● Read through the statements, allowing children time to decide whichmark to make for each.

● Now look at your list and choose one of the statements that you haven’tticked because you don’t feel very confident about it yet. That statementwill become your personal target for when you write stories, just bychanging the ‘I can’ at the beginning to ‘I am learning to’. You can makenotes on the target bank in your FLS Book.

● Children give feedback on their individual targets.

● FLS Book page 50, PCM 14 ‘Activities in Module 2’, enlarged ifnecessary

● FLS Book pages 41 and 44–46 Children’s plans and stories

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Teaching assistant’s comments on the group at the end of Module 2

Examples

● Evidence of learning● Completion of independent tasks● Issues arising● Questions for teacher

Comments by teacher and teaching assistant on progress in Module 2Note the target that each child has set for themselves at the end of the module.

Name

Progress

Target

Name

Progress

Target

MODULE 2 END OF MODULE REVIEW SHEET FOR TEACHER ANDTEACHING ASSISTANT

MO

DU

LE2

END

OF

MO

DU

LE R

EVIE

W S

HEE

T FO

R T

EAC

HER

AN

D T

EAC

HIN

G A

SS

ISTA

NT

41

Name

Progress

Target

Name

Progress

Target

Name

Progress

Target

Name

Progress

Target

Documents

Further Literacy Support - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/pdf/3694b31c91ad... · INTRODUCTION TO THE FURTHER LITERACY SUPPORT PROGRAMME iv National Literacy Strategy