Writing at Forest and Sandridge€¦ · - Endorsement quotes correctly punctuated - Prepositional...
Transcript of Writing at Forest and Sandridge€¦ · - Endorsement quotes correctly punctuated - Prepositional...
Writing at Forest and Sandridge
Text based approach to writing.
It is important to link writing to a text which supports the skills learnt in that phase.
A text should last for a term to allow children to get to grips with the text and fully understand the text.
Writing will then cover two genres for each text. A fiction genre and a non-fiction genre. These writing genres
should last for approximately 3 weeks.
It is advised that in KS2 children should focus on a shorter text/picture books during terms 1,3 and 5. During
terms 2,4 and 6 children should focus on a longer text. This text could be started as a whole class story in the
term before.
Writing to
entertain
Writing to
inform
Writing to
persuade
Writing to
discuss
AU 1 AU 2 SP 1 SP 2 SU 1 SU 2
Lower
School
Middle
School
Upper
School
Year 1 and 2
(Lower School)
Story (including
retellings)
Description
Poetry
In-character/role
Recount
Letter
Instruction
Year 3 and 4
(Middle School)
Narrative
Description
Poetry
Characters/Settings
Explanation
Recount
Letter
Biography
Newspaper
Advertising
Letter
Speech
Poster
Year 5 and 6
(Upper School)
Narrative
Description
Poetry
Characters/Settings
Report
Recount
Biography
Newspaper
Essay
Advertising
Letter
Speech
Balanced argument
Newspaper
Review
Add a Slide Title - 4
Topic: Around the world in
80 days.
Purpose: Persuade
Main outcome: A holiday
brochure.
Smaller outcomes: A radio/TV
voiceover
A persuasive letter
Success Criteria:
Persuasive Voiceover
- Expanded noun phrases
- Adverbials to link writing
- Prepositional openers
- Rhetorical questions
- Imperative verbs
Success Criteria:
Persuasive Holiday
Brochure
- Expanded noun phrases
- Endorsement quotes
correctly punctuated
- Prepositional openers
- Rhetorical questions
- Imperative verbs
This will help children to
recognise different
genres. Pupils are more
likely to notice specific
text features and
structures, grammar and
sentence structure, word
level and choice and
punctuation.
By covering a main
persuasive outcome over
a three week period and
then other smaller
persuasive outcomes
during this time, children
are able to embed their
understanding of the
associated grammar and
punctuation.
Long Term Plan – Yearly Overview
Year 5/6 Example
Text Main Outcome Other writing opportunities (Short bursts)
Term 1: The
Man Who
Walked
Between the
Towers
Narrative: Write an alternative
ending to the story.
Inform: News report based on
the story - Petit Dot in the sky.
Narrative: Setting description
Narrative: Character description
Inform: Police report
Inform: Wanted advert/poster for Petit
Inform: Instructions: How to be a great walker.
Inform: Biography for Petit
Term 2: Narrative:
Persuasion:
Term 3:
Term 4:
Term 5:
Term 6:
The Learning Process
Collect it
Deconstruct it
Construct it
Plan it
Write it
Edit it
Celebrate it (clip it clap it)The writing process should be displayed in each classroom, on the working wall, so that children know where they are in the writing process.
Collect it – HOOK
- Purpose: For children to be equipped with the best possible language to apply in their writing.
- Provide rich texts and experiences. Incorporate your hooks here. E.g. Stig of the dump, drawing tigers, trip, visitor, film clips, Literacy Shed.
- Use this as an opportunity to take photos for working walls and books so that children can refer back.
- Organise words and information according to purpose and function.
- Spellings identified for correction – children will be referring back to this throughout their writing.
Deconstruct it
- Have opportunities to explore age related texts to better understand layout and features.
- WAGOLLs (what a good one looks like)
- Level of language should be ahead –challenging but within reach
- Grammarsaurus
- https://grammarsaurus.co.uk/
- This can be displayed on working walls as an example of what children can achieve.
Construct it
- Focus on the teaching of new knowledge needed to write the final piece.
- Precision teaching, modelling, relating to the purpose and function of the text as well as focussed grammar activities.
- E.g. Year 4, narrative – teach the use of fronted adverbials
Plan it
- Once children are immersed with the language and knowledge of the topic and structures of the text type, they can plan their own piece of writing.
- This must be a useable plan.
- The plan should incorporate ideas from the construct it phase. E.g. a character description, their character on their plan should come from this.
Write it
- Pupils should be ready to write.
- Still structure the writing with revisions throughout the lesson.
- This process could take up to 3 days.
Edit it
- Editing needs to be taught and practised before children edit their own work.
- Self-editing and peer editing.
- Focus on the skills which have been taught during the unit of work.
Celebrate it
- Children write up their favourite piece in best.
- All final pieces will be displayed in the corridors on clipboards.
- Opportunity to leave a post it/certificate/wrist band on the work to congratulate them and tell them why you like it.
- One piece of writing a term should be published. Children can choose their favourite piece of writing from the term that they write up and display. The teacher will monitor this to ensure children are writing a range of extended pieces throughout the year.
Alan Peat – Sentence Types
Early Years Year 1/2 Year 3/4 Year 5/6
• 1Ad
• 1ed
• And sentences
• B.O.Y.S – coordinating
conjunctions
• 2Ad – expanded noun
phrase
• Simile
• 3__ed – verb tense
• List sentences – commas
for list
• Double ly ending -
adverbs
• ____ ing, ____ ed –
fronted adverbials
• Short – for impact
• The more, the more
• Ad, same ad - adjective
• 2 pairs - (2 pairs of fronted
adverbials)
• Verb, person
• Emotion word, (comma) –
fronted adverbials
• De:De - colons
• Some; others sentences –
semi colon
• Irony
• Imagine 3 examples:
• Personification of weather
• 3 bad – (dash) question? -
dash
• Noun, which, who, where –
relative clause
• If, if, if, then –
subordinating
conjunctions
Bold words – where possible
please refer to grammatical
terminology when discussing these
sentence types.
Use these sentence types at the start of
lessons to help with sentence structures. To be
used once or twice a week to keep them
interesting.
Alan Peat – Sentence TypesThursday 22nd February 2018
WALT: Use fronted adverbials
Emotion word, (comma)
She shouted to the boy.
Challenge: Use your purple pen to edit and improve your sentence using other sentence types.
Early Years and Year 1
This could be done
through whole class input
as a discussion. Used as
and when appropriate.
Early Years/KS1
• Word of the
day/week to be
displayed in the
classroom and
then kept on the
working wall.
KS2
• Word of the day to
be displayed in
the classroom and
written into
dictionaries with
the definition.
Word of the Day
Children are introduced to a new word for the day.
This is a word which children are able to use in their
writing throughout the week and extends their
vocabulary.
Shades of meaning
Use shades of meaning as an opportunity to extend
children’s vocabulary.
Today you will be focussing on vocabulary.
1. Think of some descriptive words that we could up level
today.
2. Now use a thesaurus to make a list of synonyms.
3. Put these synonyms in order to show severity.
4. Use the coloured cards to put these words in order.