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A literacy plan should reflect the learning journey through a unit of work. Like all journeys, the plan should have a specific destination and journey time. There may be detours, hold-ups or opportunities for acceleration which arise from Assessment for Learning, but the acquisition and application of skills provide the driving force.
Different schools have different planning formats and expectations for teachers' plans. Whatever format you are expected or prefer to use there are basic principles for effective planning.
The Teaching Sequence, as exemplified in the Units and Teaching Sequence link in this section, provides the structure for a Literacy plan. Each day leads on from, and builds upon, the previous day's learning. The plan is usually based upon the sequence of Creating Interest - Immersion in text - Analysis of text - Gathering content - Writing. Opportunities are also planned for incidental writing* and the teaching of phonics and spelling. An effective plan is skills driven not activity or resources driven.
The amount of detail given about lesson activities and resources is up to individual teachers. It is useful to write the lesson skill first and then the activities through which it will be taught and applied so that 'learning' not 'doing' leads the lesson. However, the more engaging and interactive the activities are, the more effective the learning.
*Short writing opportunities throughout a unit linked to the theme of the unit or class novel, e.g. letters, notes, posters, diary entries, lists, poems...