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1 Published on 16-Dec-2010 Year 2 Non-fiction Unit 1 Instructions Instructions (4 weeks) This unit is the first in a block of four non-fiction units in Year 2. Four weeks are suggested for work on instructions, but it would be advisable for the unit to be split into two units of two weeks each. The unit can be linked to many other curriculum areas. The unit has three phases, with oral or written outcomes and assessment opportunities at regular intervals. Phase 1 The teacher demonstrates oral instructions and children practise giving and following oral instructions. Phase 2 The teacher demonstrates how to read and follow simple written instructions and children read and follow simple written instructions. The teacher and children analyse language features of written instructions. Phase 3 The teacher demonstrates how to write instructions and the teacher and children write a set of instructions together. Children write their own instructions and evaluate. Overview Introduce the unit with a game following verbal instructions, given by the teacher and children. Gradually increase the number of instructions in the sequence. From the labels in the classroom pick out those that are instructions and discuss some of their features such as direct imperative register, short length and lack of superfluous words. Carry out an activity in a foundation subject such as planting beans (see Developing Early Writing), making a kite or cooking and then scribe the instructions for the class so another class can be told how to do it. Use diagrams to make some of the steps easier. Draw out some of the organisational features used to make it straightforward: statement of purpose, listing materials or ingredients, sequential steps, direct/imperative language. Read and follow simple sets of instructions such as recipes, plans, constructions that include diagrams. Children write simple instructions independently, for example getting to school, playing a game Framework objectives covered: Year 2, Term 1: T13 read simple written instruction in the classroom, simple recipes, plans, instructions for constructing something; T14 note key structural features; T15, T16 and T17 write simple instructions using models from reading to organise instructions sequentially and appropriate register; use diagrams as part of a set of instructions. Page 1 of 9

2 Objectives To ensure effective planning of literacy teachers need to ensure they plan for all elements of literacy effectively across the year ensuring that assessment for learning is used to plan and amend teaching. It is essential that core skills such as phonic strategies, spelling, and handwriting are incorporated into these exemplar units to ensure effective learning. Most children learn to: (The following list comprises only the strands, numbered 1 through 12, that are relevant to this particular unit.) 1. Speaking Speak with clarity and use appropriate intonation when reading and reciting texts 2. Listening and responding Listen to others in class, ask relevant questions and follow instructions 3. Group discussion and interaction Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement 5. Word recognition: decoding (reading) and encoding (spelling) Read independently and with increasing fluency longer and less familiar texts Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns Know how to tackle unfamiliar words that are not completely decodable Read and spell less common alternative graphemes including trigraphs Read high and medium frequency words independently and automatically 6. Word structure and spelling Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters Read and spell less common alternative graphemes including trigraphs 7. Understanding and interpreting texts Draw together ideas and information from across a whole text, using simple signposts in the text Explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points 8. Engaging with and responding to texts Engage with books through exploring and enacting interpretations Page 2 of 9

3 9. Creating and shaping texts Draw on knowledge and experience of texts in deciding and planning what and how to write Maintain consistency in non narrative, including purpose and tense Select from different presentational features to suit particular writing purposes on paper and on screen 10. Text structure and organisation Use appropriate language to make sections hang together 11. Sentence structure and punctuation Use question marks, and use commas to separate items in a list Prior learning Check that children can already: Listen to and follow at least three consecutive instructions. Read and follow simple written instructions. Teaching sequence phase 1 It is suggested that the two-week sequence outlined below be repeated with different content and extension work for the second two weeks of the block. Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support. Reading; investigating questions, discussion (3 days) Teach children a new game, for example in physical education. Gradually build up the number of instructions, recapping for children as you go. Encourage children to ask questions about sequence, details, etc. Using either written methods or a tape recorder or digital sound recorder, record the final version of the instructions for future reference, leaving out some key language features for editing later. Ask groups of children to develop their own simple games and teach them to others. Discuss with children what makes instructions clear, for example including what you need, the purpose of the game, a clear sequence. Read several sets of simple instructions relating to classroom activities or other curriculum areas, for example how to come into school in the morning, how to plant beans (see Developing early writing Ref: ). Ask children to read and follow simple instructions independently or in small groups. Ask what made the instructions easy to follow or hard to follow. Look at sets of instructions and identify a) what they are for (look at importance of titles) b) form and structure, for example 'You will need ' sections, layout of instruction sequence, numbers, bullet points. Note similarities and differences between sets, for example use of diagrams, different subtitles, hyperlinks in electronic texts. Page 3 of 9

4 Learning outcomes: Children can follow a series of simple instructions correctly. Children can effectively give oral instructions in the correct sequence. Children can read and follow a simple sequence of instructions related to another curriculum area or classroom procedure. Children can identify key features of written instructions. Teaching sequence phase 2 Rereading and analysis; investigating and writing sentences (3 days) Focus on language features. Ask children to play a game based on 'Simon says ' where they give instructions orally to one another for a simple procedure, for example for coming into the classroom and sitting down, first by giving orders: Open the door; and then by describing the process: First you open the door. Children must test instructions by doing exactly and only what they are told. Compare language features of the two versions and practise writing instruction sentences in the two different styles. Encourage children to use different ways of giving instructions (imperative mood or present tense second person) consistently and apply known spelling strategies independently. Reintroduce a written version of the instructions you recorded for the game at the start of the sequence. Include some inconsistencies of tense and inappropriate use of adverbs or adjectives. Discuss with children why these are not needed and demonstrate the editing process. Discuss how diagrams can clarify processes and add diagrams to modelled writing. An interactive whiteboard (IWB) could be used here to support diagrams and, where appropriate, use ICT and insert hyperlinks to diagrams. Learning outcome: Children can write a series of instructions, including diagrams. Teaching sequence phase 3 Shared and independent writing (4 days) Use shared writing to develop a set of instructions based on a well-known classroom procedure or on another curriculum area, for example how to make a simple folding book. (Children should be familiar with the process first.) Ask children to rehearse steps in the process orally before contributing to writing. Add diagrams to clarify the process, discussing what these should look like and model how to come to agreement. Review what has been learned so far about instructions and develop a short checklist of what makes effective instructions. Ask children to write simple instructions independently, using the checklist to help them. Evaluate the success of the instructions by passing them to someone else to follow, for example a parallel class. What will children need to do to make instructions even better next time? Record this for future reference. Page 4 of 9

5 Learning outcome: Children can write a simple sequence of instructions to be followed by another child or group. They use appropriate tense consistently, indicate sequence clearly, for example through numbering or use of sequencing words, and include a detailed diagram. Complete teaching sequence It is suggested that the two week sequence outlined below be repeated with different content and extension work for the second two weeks of the block. Note: Children working significantly above or below age related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support. Phase 1: Reading; investigating questions, discussion (3 days) Teach children a new game, for example in physical education. Gradually build up the number of instructions, recapping for children as you go. Encourage children to ask questions about sequence, details, etc. Using either written methods or a tape recorder or digital sound recorder, record the final version of the instructions for future reference, leaving out some key language features for editing later. Ask groups of children to develop their own simple games and teach them to others. Discuss with children what makes instructions clear, for example including what you need, the purpose of the game, a clear sequence. Read several sets of simple instructions relating to classroom activities or other curriculum areas, for example how to come into school in the morning, how to plant beans. Ask children to read and follow simple instructions independently or in small groups. Ask what made the instructions easy to follow or hard to follow. Look at sets of instructions and identify a) what they are for (look at importance of titles) b) form and structure, for example 'You will need ' sections, layout of instruction sequence, numbers, bullet points. Note similarities and differences between sets, for example use of diagrams, different subtitles, hyperlinks in electronic texts. Learning outcomes: Children can follow a series of simple instructions correctly. Children can effectively give oral instructions in the correct sequence. Children can read and follow a simple sequence of instructions related to another curriculum area or classroom procedure. Children can identify key features of written instructions. Phase 2: Rereading and analysis; investigating and writing sentences (3 days) Focus on language features. Ask children to play a game based on 'Simon says ' where they give instructions orally to one another for a simple procedure, for example for coming into the classroom and sitting down, first by giving orders: Open the door; and then by describing the process: First you open the door. Children must test instructions by doing exactly and only what they are told. Compare language Page 5 of 9

6 features of the two versions and practise writing instruction sentences in the two different styles. Encourage children to use different ways of giving instructions (imperative mood or present tense second person) consistently and apply known spelling strategies independently. Reintroduce a written version of the instructions you recorded for the game at the start of the sequence. Include some inconsistencies of tense and inappropriate use of adverbs or adjectives. Discuss with children why these are not needed and demonstrate the editing process. Discuss how diagrams can clarify processes and add diagrams to modelled writing. An interactive whiteboard (IWB) could be used here to support diagrams and, where appropriate, use ICT and insert hyperlinks to diagrams. Learning outcome: Children can write a series of instructions, including diagrams. Phase 3: Shared and independent writing (4 days) Use shared writing to develop a set of instructions based on a well known classroom procedure or on another curriculum area, for example how to make a simple folding book. (Children should be familiar with the process first.) Ask children to rehearse steps in the process orally before contributing to writing. Add diagrams to clarify the process, discussing what these should look like and model how to come to agreement. Review what has been learned so far about instructions and develop a short checklist of what makes effective instructions. Ask children to write simple instructions independently, using the checklist to help them. Evaluate the success of the instructions by passing them to someone else to follow, for example a parallel class. What will children need to do to make instructions even better next time? Record this for future reference. Learning outcome: Children can write a simple sequence of instructions to be followed by another child or group. They use appropriate tense consistently, indicate sequence clearly, for example through numbering or use of sequencing words, and include a detailed diagram. Assessment Assessing Pupils' Progress In this exemplified unit we have identified the 'main' assessment focuses for reading and writing. However, it is important to remember that teachers should interpret and adapt the teaching sequence to meet the needs of particular classes and this may affect the types of evidence which it is desirable and possible to gather. In order for a judgement to be made against writing assessment focuses 1 and 2 it is important that children are given space and time to develop their own ideas and define their own purposes for writing. Opportunities to plan for this will arise throughout the literacy curriculum as well as through the application of skills across the curriculum. The suggested outcome for this unit is a simple sequence of instructions to be followed by another child or group, where possible for a real purpose. It should build on Year 1 Non-fiction unit 2 and represent progression from this. It is important to be aware that with good teaching, many children will be able to go beyond this, and to encourage this where possible. The teaching of this unit should particularly support the collection of evidence against Reading assessment focuses 1 (Use a range of strategies, including accurate decoding of text, to read for meaning) and 4 (identify and comment on Page 6 of 9

7 the structure and organisation of texts including grammatical and presentational features at text level) and also Writing Assessment Focuses 3 (organise and present whole texts effectively, sequencing and structuring information, ideas and events), 4 (construct paragraphs and use cohesion within and between paragraphs) and 8 (use correct spelling). It is important to remember to link this work for the children with the learning they do during discrete spelling and phonics sessions, and encourage them to apply their knowledge when reading and writing. Evidence against a variety of assessment focuses will be collected at many points during the teaching sequence. Independence and opportunities to make decisions are integral to children's development in reading and writing, and it will be important to collect evidence of achievement against the assessment focuses from occasions where children can demonstrate some independence and choice away from direct teaching. Suggestions for the collection of assessment information against a range of assessment focuses are found below. Opportunities for assessment The following are examples selected from the teaching content for this unit of work that will support planning for effective assessment as an integrated part of the teaching and learning process. Evidence gathered during this ongoing work will contribute to the periodic assessment of pupils' progress. Learning outcomes Example of teaching content and assessment opportunities Evidence Approach to assessment Children can identify key features of written instructions The children and the teacher have looked at sets of instructions in shared and guided work. They make a list of the key features to use as a checklist of success criteria when writing their own instructions later. Checklist Peer- and selfassessment, discussion. Children write a set of instructions for a well-known classroom procedure or a process they are familiar with in another curriculum area, such as How to make a birthday card or How to clear up after an art lesson. Children can write a simple sequence of instructions to be followed by another child or group, using appropriate tense consistently, and including diagrams or illustrations. They plan independently what to include in each section, using a planning scaffold to support their ideas. For example, they could use a writing frame that prompts them with appropriate connectives or they could use a visual frame showing chronological photographs or diagrams of the procedure taking place (see example in the Steps for Learning). Before writing the instructions, they use their planning to check that they have organised content into the correct order. For example, they ask a friend to follow the order of content and make sure the procedure works or they match each section of their planning with a photograph/illustration and then check that the photographs are chronologically ordered. These can be numbered correctly on the reverse if necessary. Children's writing or electronic text, teacher observation Marking, teacher observation Key aspects of learning Page 7 of 9

8 For further information, see the booklet Progression in key aspects of learning (Ref: ) from Learning and teaching in the primary years: Professional development resources (Ref: G). Enquiry Children will ask questions arising from work in another area of the curriculum, for example questions about planting beans. Reasoning Children will sequence actions logically to form a set of instructions. Evaluation Children will give instructions orally and in writing. They will judge the effectiveness of their own work. Social skills When working collaboratively children will learn about listening to and respecting other people's contributions. Communication Children will develop their ability to discuss as they work collaboratively in paired, group and whole class contexts. They will communicate outcomes orally, in writing and through ICT if appropriate. Page 8 of 9

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