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These units of work have been produced to support
teachers.
They aim to
- Link reading and writing objectives so that
reading work is used to support writing;
- Work on a set of objectives over a longer block
of time in order to focus on quality writing tasks;
- Use quality children's literature as a basis for
fiction work rather than a succession of decontextualised texts;
- Provide opportunities for children to work on a
more extended piece of writing;
- Focus on moving from dependence to independence,
where children are able to explore and experiment with specific
techniques they have been taught both in guided and independent time. In
this way children are always being shown how to be successful at
something first;
- Link guided work to focus for the teaching of the
shared text level work;
- Emphasise the use of collaborative tasks.
The units provide an outline of the text level work.
Key sentence level objectives, that are linked to the text level focuses,
have been identified, but may need to be added to depending on the needs
of the class. Word level objectives have also been identified from the
Medium Term Plans but the focus of teaching of work level objectives will
need to be based on teacher's assessment of the needs of the
children.
Key resources accompany the units. Those activities
that have a supporting resource are indicated on the weekly plans by
*R.
Although key texts have been identified for each
unit, the units have been produced so that they allow for teachers to use
other texts within the range.
It is envisaged that some teachers will adopt the
units of work as the basis for their literacy teaching using many of the
activities and resources provided, whilst others might find the basic
progression of teaching through the units helpful, but want to use
different texts, activities etc. that meet the particular needs of their
class and school. Others may be interested to look at how someone else
might tackle this work but have much more exciting ideas
already!
We hope these practical materials are useful and supportive.
We would appreciate any feedback to the editor
on how you found them.
Lewisham Literacy Team
July 2001/October 2002/January 2003
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