Using literacy curricular targets in Year 6: materials for teachers, parents and carers

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1 Using literacy curricular targets in Year 6: materials for teachers, parents and carers These materials have been designed to support literacy teaching in Year 6. This leaflet identifies some possible high-value curricular targets for literacy and associated children s targets, which are linked to key PNS teaching resources and QCA National Curriculum Tests: Implications for Teaching and Learning leaflets. Accompanying this material is a leaflet for parents and carers, about activities they can do with their children at home, that is designed to complement teachers own work with the children. The leaflet outlines some of the children s targets and suggests a variety of activities that can be done at home to support children in achieving these targets. Curricular target setting Curricular targets are drawn from in the. They are based on age-related expectations; they steer improvements, guide teaching and set the focus for s linked to what has been taught. Basing the targets on children s personal achievements helps them to recognise how well they are doing and make their own s of what they need to do next in order to progress. The process of curricular target setting is already well established and effective in many primary schools and settings. Curricular targets are informed by the analysis of children s work, discussions with children, teacher information and test performance. These curricular targets are translated into school and class targets. Most schools that are successfully using curricular targets have embedded their use within literacy and mathematics. The focus is deliberately on a small number of curricular targets that can be applied both within literacy and mathematics lessons and across other areas of the curriculum. Curricular target setting has been a particularly effective part of the Intensifying Support Programme, where focusing on four targets a term (two targets for literacy and two for mathematics) helped teachers to focus their teaching and to help their class achieve age-related expectations. Using these materials These materials support the curricular target setting process already established in many primary schools. Curricular targets have been identified for literacy. These materials also offer a structure to support teachers to set their own curricular targets. The process of using these curricular targets would be as follows. Identify curricular targets to focus on during a half term. The aim is that as many children as possible in the class are working at age-related expectations (or above). The targets will need to be personalised for children with diverse needs, so, as appropriate, differentiate the year-group target into targets for different groups and/or individuals (based on the teacher s specific knowledge of the class and individuals). The examples of possible children s targets have been exemplified into age-related targets and above age-related (extension) targets. Teachers should refer to the relevant strands in the for literacy to track back to earlier year groups for children working below or well below agerelated expectations. However, reaching at least age-related targets for all children should be the starting point and it is important to avoid the assumption that there are three fixed ability groups in a class. These targets have been turned into language accessible to children in the I can statements. 1

2 * It is important that teachers plan, teach and assess children's progress towards the achievement of the learning objective from the relevant strand from the. The 'I can' statements are simply a communication device to share the learning with children, parents and carers. The achievement of these is therefore only an indication of overall progress towards the achievement of the learning objective from the. Link the curricular targets to teaching and ongoing day-to-day Teachers identify the necessary subject-specific knowledge required related to each target/ learning objective. Teachers identify links with other relevant strands from the that will support the achievement of the specific targets. For example, the use of the speaking and listening links between reading and writing strands in literacy. Teachers identify in their planning a unit of work where they intend to review what the children already know and understand and where they intend to explicitly teach the relevant literacy. They will also need to consider opportunities to practise and apply this knowledge and understanding within literacy lessons and across the curriculum, where appropriate. Teachers identify in their unit of work opportunities for ongoing of children's progress towards the achievement of targets/ learning objectives from the. Children s targets are shared with the children in the class and displayed in the classroom, along with learning prompts to support the achievement of the targets and examples of success from children and adults. Teachers share with parents and carers the leaflets about the targets linking, where appropriate, to home learning opportunities. Review progress against the targets using day-to-day strategies and adjust planning and teaching accordingly Teachers and children assess and record progress using shared success criteria. The s feed into the school pupil tracking system to review individual progress towards and beyond age-related expectations The leaflet for parents and carers is designed to be used over the year. The leaflet makes it clear that the 'I can statements indicate some of the things most children will be able to do by the end of Year 6 and that the activities suggested will help children work towards these achievements. It also clarifies that children learn at different rates some children will find the activities easy, other children will take longer to be able to do them. This might be something to suggest that parents and carers discuss with their child s teacher. These materials complement all the other National Strategy materials. 2

3 Example Year 6 reading comprehension targets - fiction, plays and poetry QCA AF3 Level 3 to 4 empathise with characters in non-fictional texts, as well as fictional QCA AF5 Level 3 to 4 identify the intended effect of particular language choices QCA AF6 Level 3 to 4 identify the effect of different sections of a text Strand 7 Understanding and interpreting texts (fiction, plays and poetry example) Understand underlying themes, causes and points of view Explore how word meanings change when used in different contexts Understand how writers use different structures to create coherence and structure Appraise a text quickly, deciding its value, quality or usefulness Recognise rhetorical devices used to argue, persuade, mislead and sway the reader I can explain how a writer has created a mood or feeling, making reference to the text I can say whether a writer has been successful in their purpose, e.g. to make me laugh/ cry/ think I can identify the narrative voice in a text and explain how the writer has achieved this I can give reasons why the writer has written a text from a certain perspective Possible extension: I can talk about how a piece of writing affects me, commenting on language, theme and style How has the writer created [setting, mood/ character/ theme]? Who is the voice in the text? What happens if we change the voice? Has the writer been successful in creating [a setting/ mood/ character/ theme/ making you laugh, etc.]? What else could the writer have done? Which character does the writer want you to like or dislike? How have they done this? Have they succeeded? What message do you think the [author/ character] wants to give us here? Choose a passage describing a significant moment and question the children on the [mood/ atmosphere] before and after the event. How has the [mood/ atmosphere] changed? Why has it changed? What do you think the writer wants you to think/ feel at this point in the [story/ play/ poem]? How have they done this? Focus on a paragraph or section of text and summarise the [events/ mood/ atmosphere/ feelings, etc.]. Describe how the writer showed different characters reactions to the same event. What did [a character] mean when they said [give suitable example]? Explain the use of words [ and ] in this text. Highlight an important phrase in the text and ask: What do you think is the effect of this phrase on the reader? Why do you think [a character] would have found [an event from the text] [surprising/ scary/ upsetting, etc]? Explain [a character s] motives or feelings throughout the story. How do you know what their motives or feelings are? What clues are given to show that [a character] is [liked/ disliked/ envied/ feared/ loved/ hated, etc]? Commenting, analysing and evaluating - use a range of reading comprehension strategies to get meaning from a text - are able to locate and comment on the choice and effect of language used to create setting, characters, narrative structure and to develop themes - are able to analyse a text and evaluate its success referring to language, theme, style and layout to justify their ideas Developing Reading Comprehension and The Simple View of Reading Papers on Subject Leader DVD handbook Understanding Reading Comprehension, fliers 1, 2 and 3 ref: DfES to Learning: working with children in Key Stages 1 and 2 DfES PNS Exemplified Possible extension: I can explain how - understand how successful the writer narrative has been in creating a perspective has an mood or feeling, referring For further subject knowledge support see Principles and impact on the PNS Year 6 Helping children to achieve age-related to the expectations: themes, language explanation Year 5 and 3 6 Reading Targets, Understanding reader National Strategy used and the narrative Reading Comprehension Fliers and Developing Reading Crown copyright Materials 2007 perspective Comprehension Paper

4 Example Year 6 reading comprehension targets - non-fiction QCA AF2 Level 3 to 4 skim and scan text to find evidence and reread for meaning to confirm accuracy QCA AF5 Level 3 to 4 identify the intended effect of particular language choices QCA AF6 Level 3 to 4 identify the effect of different sections of a text 4

5 Strand 7 Understanding and interpreting texts (non-fiction example) Understand how writers use different structures to create coherence and structure Appraise a text quickly, deciding its value, quality or usefulness Recognise rhetorical devices used to argue, persuade, mislead and sway the reader Understand underlying themes, causes and points of view Explore how word meanings change when used in different contexts I can state the purpose of different non-fiction texts and give reasons referring to the text and structure I can identify the purpose, audience and organisation for different non-fiction texts Possible extension: I can say whether a piece of non-fiction writing has been successful or not, commenting on purpose, audience and form Possible extension: I can identify how print, images and sound combine to create meaning What is the purpose of this text? How do you know? Who is the intended audience? What are the clues? What are the language features? How has this text been organised? What presentational devices have been used? What effect has the [writer/ page designer/ editor] tried to achieve by using [a presentational device/ language feature], e.g. headings/ subheadings/ illustrations/ use of language/ use of punctuation/ size and style of font/ colour/ use of space/ topic sentences/ charts/ out-take boxes? Has the [writer/ page designer/ editor] been successful in their judgements about [purpose/ audience/ form/ use of language]? Why do you think the author wrote [words/ phrases from the text]? What alternatives could they have written? How does the [writer/ page designer/ editor] make sure that the reader reads the text in a certain way? Compare two non-fiction texts on a similar theme or topic. Evaluate the purpose, audience, form and use of language. For further subject knowledge support see Principles and explanation Year 5 and 6 Reading Targets, Understanding Reading Comprehension Fliers and Developing Reading Comprehension Paper Commenting analysing and evaluating - use a range of reading comprehension strategies to get meaning from a text - know that nonfiction texts are organised according to their purpose and intended audience - understand that non-fiction texts can be read in nonlinear ways - are able to read quickly and efficiently by skimming and scanning - are able to analyse and evaluate the success of a text, referring to language features and structure to justify ideas Developing Reading Comprehension and The Simple View of Reading Papers on Subject Leader DVD handbook Understanding Reading Comprehension, fliers 1, 2 and 3 ref: DfES to Learning: working with children in Key Stages 1 and 2 DfES PNS Exemplified PNS Year 6 Materials 5

6 Example Year 6 writing targets - creating and shaping texts QCA AF1 Level 3 to 4 develop a significant event from different points of view to interest or amuse the reader QCA AF5 Level 3 to 4 use adverbials to vary sentence construction Strand 9 Creating and shaping texts Use different narrative techniques to engage and entertain the reader Integrate words, images and sounds imaginatively for different purposes Select words and language drawing on their knowledge of literary features and formal and informal writing Set their own challenges to extend achievement and experience in writing I can create interesting characters in my stories by mixing action, description and dialogue I can use figurative language effectively to describe the setting, mood and characters in my writing Possible extension: I can create and develop characters in my writing by mixing action, description and dialogue using direct and reported speech Possible extension: I can use a range of narrative devices to engage the reader in my writing Can you use a more powerful verb instead of said or went? Can you add an adverb to tell the reader more about the verb, e.g. how, when and where? Can you add an action after the reporting clause? e.g., replied Sam angrily, storming out of the room. How can you make the main characters represent opposites, e.g. good/evil, brave/cowardly, angry/happy? How can you develop or change the main characters throughout your story? How can you give a hint to the reader to show how a character is thinking or feeling in your story? Could you use the passive voice to hide the agent and build the tension in your story? How can you use [noun phrases/ similes/ metaphors/ personification/ alliteration] effectively to describe the setting or your characters? What effect have you created? Should you use a reporting clause to let the reader know who is talking? Could you use reported speech to move the action on more quickly? Can you manipulate the phrases and clauses in your sentences to vary the pace, build up tension and avoid repetition? Have you started a new line for a different speaker in your story? Where should you use punctuation and capital letters in direct speech? For further subject knowledge support see Principles and explanation Year 6 Writing Targets - are able to create and develop characters in stories using action, description and dialogue - understand how to manipulate phrases and clauses for an effect on the reader - are able to use punctuation within the sentence use speech punctuation accurately GFW Unit: 44, 45 and 53 (Yr5 Unit: 36) UKLA/PNS Boys Writing Fliers DfES G Learning: working with children in Key Stages 1 and 2 DfES PNS Exemplified PNS Year 6 Materials Quality texts to support the teaching of writing 6

7 Example Year 6 writing targets - text structure and organisation QCA AF3 Level 3 to 4 use changes in time or place to create sections in a text QCA AF6 Level 3 to 4 group related information within a section by using cohesive links Strand 10 Text structure and organisation Use varied structures to shape and organise text coherently Use paragraphs to achieve pace and emphasis I can organise my writing into clear sections or paragraphs considering the purpose and audience I can use a range of connecting words and phrases to organise my writing coherently Possible extension: I can organise my nonfiction writing with a clear introduction and conclusion, including topic sentences for each section/ paragraph N.B. The emphasis for these prompts will depend on whether the texts being discussed are fiction or non-fiction What is the purpose of your writing? How do you know? Who is the audience for your writing? How do you know? How could the writing be organised on the page to help the reader (i.e. what form should it have)? Which tense does the writing need to be written in? Why should it be written in this tense? What happens if we change the tense? When should you begin a new paragraph or section? Which of the connecting words and phrases from our class display/ shared writing could you use to link your ideas? Could you vary where the connectives are used in a sentence? E.g., However, he was not satisfied. He was, however not satisfied. What should you write in your introduction to tell the reader what the text is generally about? What should you write in your conclusion to tell the reader the main points? In your non-fiction writing, what should you write in your topic sentence to tell the reader what the paragraph or section is about? For further subject knowledge support see Principles and explanation Year 6 Writing Targets are aware of purpose, audience and form to plan and organise their own writing are able to use a range of categories for connecting words and phrases relevant to purpose are able to structure their own writing into coherent paragraphs or sections know and use appropriate grammatical and organisational features fit-forpurpose GFW Unit: 46, 52 and 53 (Yr3 Unit: 8 and Yr5 Unit: 38) UKLA/PNS Boys Writing Fliers DfES G Learning: working with children in Key Stages 1 and 2 DfES PNS Exemplified PNS Year 6 Materials Quality texts to support the teaching of writing 7

8 Example Year 6 writing targets - sentence structure and punctuation QCA AF5 Level 3 to 4 use subordinate clauses to develop ideas and thoughts QCA AF6 Level 3 to 4 demarcate most sentences correctly with capital letters and full stops, using exclamation marks carefully according to meaning QCA AF6 Level 3 to 4 use punctuation within the sentence, e.g., using the comma to support divisions QCA AF5 Level 3 to 4 use adverbials to vary sentence construction Strand 11 Sentence structure and punctuation Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways Use punctuation to clarify meaning in complex sentences I can use a variety of simple and complex sentences in my writing to have an effect on the reader I can manipulate the clauses in a sentence for different effects on the reader Possible extension: I can manipulate phrases and clauses in a sentence to have specific effects on the reader Could you join two ideas to make a complex sentence using a conjunction, e.g. although, since, whenever, whilst, because? Where does the comma need to go to mark boundaries between [words, phrases or clauses]? Do your sentences sound right when you read them aloud? Could you use a different sentence type to [change the pace/ build up the suspense/ draw in the reader with a question]? Could you use a different sentence opening to [change the pace/ build up the suspense/ avoid repetition]? Could you manipulate the clauses in your complex sentences to have more of an effect on the reader? What is the effect? Could you use a variety of simple and complex sentences to [vary the pace/ build up suspense/ avoid repetition]? Could you drop in a clause to give the reader more information? e.g. David, wiping the tears from his eyes, walked wearily up the steep hill. Could you add adverbial information to add detail about when, where or how something happens? For further subject knowledge support see Principles and explanation Year 6 Writing Targets use a range of simple, compound and complex sentences understand how to manipulate phrases and clauses for an effect on the reader use appropriate punctuation within sentences to clarify meaning vary the pace/ style of their writing to suit the purpose and audience GFW Unit: 44, 47 (Yr5 Unit: 43) UKLA/PNS Boys Writing Fliers DfES G Learning: working with children in Key Stages 1 and 2 DfES PNS Exemplified PNS Year 6 Materials Quality texts to support the teaching of writing 8

9 * It is important that teachers plan, teach and assess children's progress towards the achievement of the learning objective from the relevant strand from the. The 'I can' statements are simply a communication device to share the learning with children, parents and carers. The achievement of these is therefore only an indication of overall progress towards the achievement of the learning objective from the. 9

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