Visual Literacy Project

“I’m having fun in our literacy lessons.”

Year 3

Colmers Farm Junior School

Situated in Rednal

243 on role

Poor social & economic

High number eligible for free school meals.

Poor use of language

Aims

Raise the attainment in writing and narrow the gap between the attainment in reading and writing.

Change their perceptions as writers.

To motivate reluctant writers. Gain success

To extend the vocabulary used and the ability to express ideas orally and written.

To enjoy their learning by involving them in a range of activities.

JEnjoys readingAnxious about writing

Focus Group

I

Spent a lot of time in America.

Reluctant to talk

JaLoves to talkHas lots of ideasHated writing

CuSpeech impedimentLacked confidenceLimited writing

CGreat ideasFluent talkerLacked motivation to write

DUnder achievingLack of self esteemLack of concentration

Perception SurveyPerception Survey

I don’t like writing ‘cos it’s long.

It’s hardI don’t like it much

I don’t do any at home

My spelling and

handwriting is rubbish!When I get stuck I

can’t think

It makes my hand tired

LEGENDS

POCAHONTAS

To write in the style of a familiar story

To investigate and collect sentences or phrases for story openings.

To describe and sequence events.

The children were studying the Romans, so the end piece of writing was to be a Roman Legend

ACTIVITIES

•Camera angles and use of colour

•Conscience Alley

•Hearts and minds

•Sentence composition working with talking buddy

•Zones of relevance – character of John Smith and the governor.

•Zones of relevance for appropriate vocabulary for writing a setting.

•Story board

•Writing a letter home.

•Building up a working wall

Final piece was the Roman Legend

Writing Instructions

Write a variety of instructions for different purposes using a range of organisational devises.

Write in note form.

Shrek 1 and 2

To identify the different purposes of instructional texts.

ACTIVITIES

Hot seating - Shrek

Drama – the journey to the Kingdom of Far Far Away.

Character study of the Fairy Godmother

Zones of relevance – what an Ogre needs

connectives

Looking at appropriate texts – children made rules for writing instructions.

How to Look After An Ogre

Writing A Spell

Link with Design Technology

•The children planned making a sandwich.

•Tasted different types of bread

•Discussed fillings

•Survey of favourite fillings

•Wrote instructions for making a sandwich.

This way to This way to the Kingdom the Kingdom

ofofFar Far Far Far AwayAway

This way to This way to the Kingdom the Kingdom

ofofFar Far Far Far AwayAway

1. When you leave the swamp turn left.

2. Go along the path until you get to the wolf’s house then turn left.

3. Travel along the road and turn right at Grandma’s cottage.

4. Carry on along this road and then by the three pigs house go round the houses.

5. Follow the road that goes to the pond

6. Go round the pond and pass the gingerbread man’s house.

7. At the next join in the road go right.

8. Finally go on until you reach the Kingdom of Far Far Away.

By Bonnie Stevenson and

Curtis Sommers

YOU ARE THERE

OBSERVATIONS

•Enthusiasm to write.

•Children have more confidence to talk through ideas.

•Want to finish a piece of work .

•Greater independence.

•Not so bothered with handwriting and spelling.

•Reading and comprehension skills have developed.

Writing can be fun!

I have some good pieces of writing. They have been on the wall so I am happy.

The DVDs help me get ideas so I don’t think so hard.

I like talking with my talking buddy and writing sentences with him.

I can think better and get good ideas to write. I like it when I get a sticker.

I can have lots and lots of ideas and write lots.

Writing Summary

KS1 End of

Unit 1

Mid term End of Unit 2

C 2b 2a 2a 3b

Cu 2c 2a 2a 3c

D 2b 3c 3c 3a

J 2b 2b 2a 2a

Ja 2c 2b 2b 3c

I 2c 2b 2a 2a

KS1 Oct Dec Feb

C 2a 2a 3c 3a

Cu 2c 2b 2a 2a

D 2a 2c 3c 3b

J 2b 2c 2b 2a

Ja 2b 2b 2a 3c

I 2c 2b 2a 2a

Reading Achievements

WHERE TO NEXT ?

•Continue to extend the approaches developed.

•Sustain the progress made by the children

•INSET to encourage this approach across the whole school

•Ensure that visual literacy is embedded into the school’s literacy learning.