Lancashire Primary Strategy: Literacy. Primary Framework Support for Writing

Transcription

1 Lancashire Primary Strategy: Literacy Primary Framework Support for Writing Strands 9 to 11 Years 1 to 6 Progression Statements Learning Objectives Pupil Targets Steps in Learning with classroom examples

2 Strand 9 Creating and Shaping Texts Year One Progression Summary Learning objectives Steps in Learning During Year 1, children begin to write across a wider range of text types and purposes. As their knowledge of language features and vocabulary grows, they make authorial decisions about their own writing with growing confidence and independence. Use key features of narrative in their own writing Step in learning 1 During independent writing, children focus on narrative structure. They make basic authorial choices about what to include in a narrative text with a beginning, development and ending. The simple structure of the plot allows them to plan the content of their story independently and through oral rehearsal with a talk partner. Step in learning 2 During guided writing, children explore ways of developing character through a narrative. Writing a traditional tale extends their range of text types and moves them from personal recounts (first person) to third person narrative. Step in learning 3 Children apply what they know about developing plot and characters. They extend their knowledge of narrative features by focusing on the interaction of characters and events in a setting. They increase their levels of writing independence through the use of visual and digital texts. They also make progress in the precision of their language choices by considering more detail about one part of a narrative Pupil Targets 1c 1b 1a Produce ideas about what to include in a narrative with a beginning, development and ending. Choose appropriate and interesting words for writing from alternatives supplied (e.g. from a word bank). Find and use appropriate and interesting words in stories, poems and non-fiction texts.

3 Strand 9 Year One Classroom Classroom Classroom Step 1 Step 2 Step 3 Classroom example: Writing narrative (story structure) Writing independently, children draw three pictures to tell a story (real or imagined) where they are the main characters. Their pictures show: an opening that establishes setting and introduces character(s) the complication or main event(s) a resolution/ending. Children take turns telling their story to a partner, using the first person to narrate what happened with the help of their pictures. During guided, supported or independent writing, as appropriate, they discuss main character, other characters, setting, opening, what happened and the ending. They write or orally compose a sentence for each picture, creating a short narrative text. Classroom example: Writing narrative (traditional tales) After shared writing where a simple plot has been drafted for a traditional tale, children are guided in creating the characters. They are not responsible for planning the narrative structure so they can focus in more detail on vocabulary and language effects. As part of their own retelling of a traditional tale, children discuss the main characters during guided writing. They decide which characters show the archetypal opposites of good and bad, rich and poor, old and young, for example. They use a familiar resource such as an electronic word bank to help them choose and discuss words that will help them reflect these opposites in their writing. JACK is brave... kind... helpful... a bit lazy. The GIANT is mean... spiteful... a bully and a coward. Focusing on one pair of characters, they plan how they will reveal character information to the reader / listener by telling them what each person said. What did they say? Working in pairs, children add speech bubbles to pictures of two main characters to show what they are like or how they feel. JACK: Please don t cry, Mum. I will go to market. GIANT: Come here you! Bring me that magic hen right now. Children perform the dialogue in their speech bubbles for their group or class and the other children guess which character is which. Using examples from the children s own speech bubbles, a plenary session establishes how a writer can use dialogue to give information to a reader about a character. Classroom example: Writing narrative (fantasy settings) In a previous lesson, an imaginary setting in a fantasy world, the main characters and a basic three-part plot structure have been established using visual images. Images of a background and characters are used as the basis for the next stage of story drafting. During guided writing the teacher models use of the word setting and guides children in planning how the characters will behave in the fantasy setting already created. Children create the text to tell the first part of the story, either orally or by drafting their own sentences. As children compose each sentence, the teacher prompts them to reveal what each character is like in their writing by choosing words carefully. As each sentence is drafted, children discuss what they have written and explain how their word choices show what the characters are like: the things they do, the things they say and the words used to describe them. If using digital images and creating an ICT text, it may be appropriate for children to adapt the images to match the sentences they write, for example, by pasting characters into a background or by adding their own text to each image. Some ICT texts will also allow children to use the support of read-me aloud text/audio facilities to check or read back their independent writing.

4 Strand 10 Text Structure and Organisation Year One Progression Summary Learning objectives Steps in Learning During Year 1, children acquire a growing bank of knowledge and skill in organising the content of different kinds of texts. They begin to apply their growing knowledge of simple text structures when writing their own texts, making choices from a widening repertoire of structural conventions. They learn how to group sentences together and make progress in applying these skills to create increasingly cohesive texts. Group written sentences together in chunks of meaning or subject Write chronological and non-chronological texts using simple structures Step in learning 1 Children decide how to provide information by writing a clear statement. In shared or supported writing, they write a caption in the form of a single complete sentence. Step in learning 2 Children write instructions that require chronological organisation. In guided writing, they decide on the order of the sentences and begin to use some vocabulary to support the chronological structure of their text. Step in learning 3 Children focus on the organisation and structure of a non-chronological text. They assemble information about a subject and, in guided writing, decide how to organise the content. Pupil Targets 1c 1b 1a Develop the sense of a sentence. Write single words and phrases. Write and order simple instructions. Label information correctly. Assemble written sentences together that are about the same thing.

5 Strand 10 Year One Classroom Classroom Classroom Step 1 Step 2 Step 3 Classroom example: Writing non-fiction (captions) Classroom example: Writing non-fiction (instructions) Classroom example: Writing non-fiction (nonchronological information text) As part of the preparation for a class display the children write a caption to go with each item or image on show. The first few captions are composed through shared writing to demonstrate the need for complete information (This is a sunflower seed./dogs are the most popular pets in our class. Rather than: sunflower seed/dogs most popular). If items in the display include a chronological element (such as events during a school visit or stages of an experiment) this aspect of the textual organisation is undertaken/supported by the teacher so that the children can focus during composition on the structure and organisation of a sentence to give information about one thing. During guided or independent writing, children consider what the reader needs to know that is not evident in the display item itself, how they signal the beginning and end of the sentence to the reader (especially if the sentence is a long one that extends to a second line) and whether the information is clear. When all the captions are completed, the children are given time to read the collection of sentences as a complete text in situ with the display. They discuss whether any information is missing and collaboratively compose any additional captions required. After using and following simple instructions orally and reading instructions during shared reading, children are guided in composing their own instructions. They give instructions orally to a partner for completing a short process such as playing a game they have invented or how to make something. To support them in organising the instructions in the best order children can use three or four photographs taken when they originally completed the process themselves. They place them in the correct order to remind them of the main stages. Children also use three or four sentence starter cards showing temporal connectives to support the chronological organisation of the sentences they use and to introduce words that help them to create textual cohesion: First/Then /Next/Finally. During independent writing they give the instructions orally to a partner, each take a turn, and then reflect on how well each set of instructions worked. Children collect information about a given subject or theme, including text and images. They select the most relevant and interesting information and discard some content in order to create one page of an information text. For example, children contribute in pairs to a page each of a class digital text about animals who live in different habitats. Having collected the content for their text, children are guided in deciding how to structure it. For example, they decide on the order and layout of text and images. During guided writing, they are encouraged to read aloud so that they can consider the most helpful organisation for their reader. They are encouraged to avoid random placing of text and pictures that are visually effective but not meaningful when read from beginning to end.

6 Strand 11 Sentence Structure Year One Progression Summary Learning objectives Steps in Learning During Year 1, children develop their use of simple sentences for a widening range of writing purposes. They begin to apply basic sentence grammar and punctuation more deliberately, increasingly aware of the need to convey meaning clearly for a reader. Compose and write simple sentences independently to communicate meaning Use capital letters and full stops when punctuating simple sentences Step in learning 1 Through shared writing, children develop their understanding of what a sentence is and when complete sentences are appropriate. They mark sentence boundaries and make the connection between sentence punctuation and meaning in their own writing. Step in learning 2 Children extend the range of sentence types they use and recognise to include statements and questions. They apply what they know about questions in guided or independent writing, as appropriate. Step in learning 3 Children apply what they know about sentence structures in independent writing of their own recounts. Pupil Targets 1c 1b 1a Develop the sense of a sentence. Write single words and phrases. Be able to say and write a simple sentence independently. Use capital letters and full stops when punctuating a simple sentence. Consolidate the sense of a sentence, write simple sentences independently. Use capital letters and full stops to punctuate a sentence.

7 Strand 11 Year One Classroom Classroom Classroom Step 1 Step 2 Step 3 Classroom example: Writing sentences (Captions) Children s understanding of simple sentence structure is extended through shared reading and shared writing. Shared writing demonstrates the differences between labels around the classroom (words or phrases) and the captions the children write for a display (sentences). Also see, Year 1, Strand 10 - Writing Non-fiction (captions), Step in learning 1. They become more familiar with the basic vocabulary needed to talk about sentences (word, sentence, line, capital letter, full stop, beginning/end) and they discuss why some writing requires the use of complete sentences (their own captions) and other texts (display labels) do not. The teacher demonstrates that sentences do not have to be short. Children are shown how a short sentence can be extended to include more information and are invited to contribute to shared composition of additional captions for their display. We planted sunflower seeds. We planted thirty sunflower seeds. We planted thirty sunflower seeds in April. Demonstration and shared writing also show why sentence boundaries need to be demarcated when a caption of two or more sentences extends over more than one line. We gave the seeds water. Here is Dan with the watering can. We took turns each day to water the seeds. Classroom example: Writing sentences (poetry) During guided and independent writing, children compose their own poems based on a pattern of questions and answers. Using models from their reading they make up their own versions of question and answer poems. They recreate a simple structure of a question followed by an answer and their attention is drawn to the way that the repetition of words in both question and answer creates word patterns in pairs of lines. Who slammed the door? My sister slammed the door. Who broke the window? My sister broke the window. Who spilt the tea? My sister spilt the tea. What colour are sunflowers? Sunflowers are yellow. What do sunflowers smell like? Sunflowers smell like sunshine. How tall are sunflowers? Sunflowers are as tall as me. Activities may include orally composing several different answers to a single question, collaboratively drafting answers to the same questions as those in the model being used, writing their own question and answer poems during guided writing or framing their own list of questions for a partner to use as a writing frame. Reflection on their writing establishes criteria to help the children identify sentences that are questions: sentence ends with a question mark, usually anticipates an answer, often begins with what/who/when/where/why/which/how. Classroom example: Writing sentences (Recount) Children use oral drafting as the starting point for their own written recounts of a personal event or experience. Using a strategy modelled for them during shared writing, they recount their narrative orally and ask questions to one another in pairs to help them add information to some of their sentences. Question cards for children to use as prompts: When? Where? Who? What else was interesting? 1. We went to Bridge Farm. When? Last week we went to Bridge Farm. 2. We fed the lambs. When? First we fed the lambs. What else was interesting? First we fed the soft, fluffy lambs. 3. Then we went to see the tractor. Where? Then we went into the barn to see the tractor. They record their first draft of simple sentences and, through guided/supported writing or peer support, they refine or extend their sentences to provide information as effectively as possible.

8 Strand 9 Creating and Shaping Texts Year Two Progression Summary Learning objectives Steps in Learning Children build on their knowledge and experience of texts during Year 2 and grow more confident in planning for writing. Their handling of a range of forms becomes more consistent (for example, in their use of person and tense) as well as more creative (for example, in adapting forms and exploring vocabulary Make adventurous word and language choices appropriate to the style and purpose of the text Step in learning 1 In shared writing, children contribute their own language choices for a collaborative poem based on a model that uses patterned language. Step in learning 2 In guided writing of poetry, children focus on finding and choosing words to describe accurately the close details they have observed from first-hand experience in another curriculum area. Step in learning 3 Children work with a response partner during talk for writing and independent writing. They apply what they have learned about language choices, style and poetic forms to write a humorous poem. They are given time to explore their ideas through play and experimentation. Pupil Targets 1a 2c 2b Make language choices appropriate to different text types. Consider and select from alternative choices. Choose words for effect, making writing interesting for the reader. Demonstrate use of adventurous word choices and detail to engage the reader.

9 Strand 9 Year Two Classroom Classroom Classroom Step 1 Step 2 Step 3 Classroom example: Writing poetry (language choices): In Phase 3 of Poetry Unit 1 the teacher has modelled and explored writing in several different patterned forms, focusing on playful and inventive language choices and vocabulary. In shared writing, the teacher models the drafting of the first two or three lines of a poem using one or more of the language patterns already explored. Children join in and contribute to the rest of the poem, continuing the same patterned language. They are encouraged to make inventive and creative choices that extend their vocabulary rather than choices that rigidly follow a particular format. Children contribute new words they have made up using the same patterns as a poem where new vocabulary has been created for effect: Model poem Our version Juicy fruits Oranges are squeezesome, juiceful and bumpylicious. Apples are munchive, crunchious and scrunchylicious. Delicious desserts Chocolate is Ice cream is Other examples could use repetition of sound patterns or visual patterns on the page or screen. Poems with rigid rhyme patterns are not suitable for this activity because children s choice of rhyming words for each line will limit their language choices. Classroom example: Writing poetry (word choices) Children have already discussed and made notes or drawings of closely observed details during a prior activity in another curriculum area. For example, they have observed minibeasts with a magnifying glass or microscope during a science activity and made observational drawings, or they have made notes about the close-up details of a large painting during a visit to an art gallery. Using a poem they have discussed during shared reading as a model, or using a poetic form they are familiar with (such as a list poem) children write their own poems during guided writing. They are guided in finding, trying out and selecting the most effective words to describe the subject in detail. They are supported in making word choices appropriate to the style of their poem and its purpose. A list poem about Van Gogh s painting, Starry Night Purpose: to describe the painting in detail. [highlighted text] First ideas Starry Night A blue and green sky Twirly clouds Shiny stars An orange moon like a letter c A big tree with branches that look like feathers Little houses A church with a sharp spire Blue hills Dark fields Changes during guided writing Starry Night An emerald and sapphire sky Swirling clouds Bright, glowing stars A hot orange crescent moon A tall, feathery tree Tiny houses with bright roofs A church with a pointed spire Indigo hillsides And shadowy fields. Classroom example: Writing poetry (style) Children work independently in pairs to write a humorous poem on an appropriate theme or subject. They are given time to use their knowledge of forms (e.g. lists, riddles, puzzles, limericks, shape poems, nonsense poems) language choices (e.g. vocabulary, patterned language) and style/mood (e.g. humorous, scary, sad) to play around with ideas for their poem and try them out through reading aloud, playing with language and recording any suggestions. They are appropriately supported during independent writing, ensuring that they remain focused on choosing language that is humorous and discussing why they prefer one suggestion to another. For example, some children use a checklist or a model poem as a scaffold. Talk for writing a poem First ideas What kind of poem shall we write? What will make it funny? the characters? the things that happen? the words? Jokes Language play Words we could use Lines we could use Ideas to keep Pairs are invited to share some of their initial ideas in a mid-session plenary so that they receive feedback from the rest of the class before going on to write the final version of their poem.

10 Strand 10 Text Structure and Organisation Year Two Progression Summary Learning objectives Steps in Learning During Year 2, children make progress in the way they organise whole texts by planning how best to group content together into sections. They also begin to take account of the way meaning links from section to section. Use planning to establish clear sections for writing Step in learning 1 In independent writing, children use a support structure such as a writing frame to help them plan what to include in each section of a set of instructions. Step in learning 2 Children independently plan how to organise the content of an explanation text. They follow a suggested and familiar structure for planning, such as a flow chart but they create the planning structure themselves. Step in learning 3 Children write a non-chronological report during independent writing. They apply what they know about planning strategies to decide independently how to plan the content of each paragraph in their writing. Pupil Targets 1a 2c 2b Write sentences in the order that they have been planned. Writing shows characteristics of chosen form based on structure of known texts. Use basic sequencing of ideas or material, using connecting words and phrases making sure the layout is clear to the reader.

11 Strand 10 Year Two Classroom Classroom Classroom Step 1 Step 2 Step 3 Classroom example: Writing Non-fiction (instructions) 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. 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 (example below). 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 (example below) and then check that the photographs are chronologically ordered. These can be numbered correctly on the reverse if necessary. s (Sequenced pictures of how to plant and look after a tree) How to: You will need First Next Finally Classroom example: Writing Non-fiction (explanations) The teacher has demonstrated how to use a particular, simple strategy to support planning for writing an explanation. Children have read and discussed examples of explanations. Children plan what to include in their own explanation text and the order in which it will be included. For example, they plan how to organise an explanation of the life cycle of an animal they have studied or a process they have undertaken in a technology lesson. They discuss the content with a talk partner and then apply the same planning structure the teacher demonstrated to organise their own text. For example, they create a flow chart to note the order of main points to be made (and possibly the causal connectives they will use to begin each section) or a cyclical diagram if the process being explained is one that repeats itself. Children are asked to use a cyclical planning strategy to explain a process they have learned about in another curriculum area. Some children use the structure to make notes and others use a combination of simple illustrations and notes. Child s planning Classroom example: Writing non-fiction (nonchronological reports) Children have gathered the information they need to write a non-chronological report. For example, they have been learning about what life was like locally before they were born and have discussed during shared writing which information is important and interesting enough to include. The specific purpose and audience for their writing have also been established during prior discussion. Children decide independently how to plan the paragraphs for their report. They are given a selection of resources to help them discuss and plan with a partner or a small group. A selection that includes A3 paper and pens, a set of small blank cards and several sheets of plain A4 paper will help to give them a range of choices about the planning approach they take. Pairs/groups join up to compare the different ways they have planned their writing and discuss which content they have planned to include in each paragraph. (See Framework site for pictorial table) In the plenary session, children give their opinions about the best way to plan the paragraphs in a nonchronological report, giving their reasons. They are prompted by the teacher to compare the different ways that groups have shaped and organised the content, paying particular attention to the first and final paragraphs. Children are given some additional editing time during the next lesson so that they can further refine their planning in light of the shared feedback, before they write their report.

12 Strand 11 Sentence Structure Year Two Progression Summary Learning objectives Steps in Learning During Year 2, children begin to include some longer sentences to add more detail and variety to their writing. They experiment with coordinated clauses to create compound sentences using and, or, and but and they begin to use subordinate clauses to explain when and why. The range of punctuation evident in their independent writing extends to include question marks. Write simple and compound sentences and begin to use subordination in relation to time and reason Step in learning 1 During shared writing, the teacher demonstrates how to combine simple sentences to create a compound sentence. Children contribute to drafting a story by suggesting compound sentences. They reflect on the difference in effect between two simple sentences and one compound sentence. Step in learning 2 In guided writing, children focus on sentence construction during the process of writing a sustained story in the style of a familiar author. They edit their first drafts, experimenting with both simple and compound sentences and comparing their effects on style. Step in learning 3 During independent writing, children extend the range of sentence structures they use. They begin to use subordination for time and reason to help them sequence or connect events and develop character. Pupil Targets Begin to demonstrate consistency in the use of first or third person and tense when writing simple sentences. 1a 2c 2b Use conjunctions to join compound sentences. Use question marks, exclamation marks and commas in a list with some accuracy.

13 Strand 11- Year Two Classroom Classroom Classroom Step 1 Step 2 Step 3 Classroom example: Writing narrative (traditional stories) Classroom example: Writing narrative (style) Classroom example: Writing narrative (extended stories) Children are planning their own version of a traditional tale they know well, reversing the stereotypes of the two main characters. Shared writing is used to focus children s attention on the way they can create sentences for effect during the next stage of writing. The teacher models drafting the first few lines in the style of the original story. Simple sentences are drafted and read aloud, modelling consistency of tense and person (Cinderella was... She shouted... She was nasty to her...) The teacher edits the drafted text to combine two sentences, creating a compound sentence using and, or or but. Cinderella 1. Cinderella was a selfish girl. She shouted a lot. She was nasty to her stepsisters. 2. Cinderella was a selfish girl. She shouted a lot and was nasty to her stepsisters. The new sentence is read aloud and the effect compared with the original, shorter sentences, checking that tense (past) and person (third) are still maintained. This process is repeated and the children contribute their own suggestions for compound sentences, first using two simple sentences drafted by the teacher and then without prompting. 1. Cinderella was going to the ball. Her stepsisters were not allowed to go. 2. Cinderella was going to the ball but her stepsisters were not allowed to go. 1. Shall I wear the silver dress? Shall I wear the gold one? she asked her fairy godmother. 2. Shall I wear the silver dress or shall I wear the gold one? she asked her fairy godmother. In guided and supported writing, children continue their own version of the traditional tale, writing both simple and compound sentences Children have explored the style of a particular author through reading and discussion and are familiar with several books or stories and their characters. They are writing their own story in the same style using a principal character created by the author. Working on their first drafts, children edit a section of the narrative that includes characterisation. They focus on combining short sentences into longer ones where appropriate, and are guided in discussing the effects of the changes. They are encouraged to read back and reread both versions: 1. to check whether they are reflecting the style of their chosen author; 2. to consider the effects of short or long sentences and the way they join. Main character: Sam (The Man Whose Mother was a Pirate by Margaret Mahy) Extract from child s new story: Sam was the son of a pirate. Sam had a pirate ship. Sam was brave. He liked adventures. He had seen the whole world. Sam s ship could fly. Sam saw the moon. He had an idea. I will fly my ship. I will go to the moon, he thought. Teacher: example prompts for guided writing Repetition of Sam. Create one longer sentence? Sam was the son of a pirate so he had a pirate ship. Discuss other options: Sam was the son of a pirate. That s why he had a pirate ship. Sam s ship could fly. Doesn t need to be a longer sentence because this is a surprising piece of information so it s effective. Refer to one or two examples of short, simple sentences for effect in the original book. He had an idea. He had this idea because he saw the moon. How can you show that in your writing? He saw the moon. Suddenly he had an idea. He saw the moon and suddenly he had an idea. He saw the moon. That s when he had an idea. When he looked at the moon he had an idea. Children continue editing their sentences in this part of the text and are guided in maintaining a focus on sentence construction using connectives. Children are independently planning and writing their own sustained stories, with success criteria that reflect their prior learning about sustaining narrative: for example, sequencing events, development of setting and character, using story language. During the writing process, children build on their knowledge of sentence structure and apply their skill in shaping sentences deliberately for effect. They are provided with resources they can access independently to support and focus them on creating complex sentences that use subordinate clauses for time (... after the lights went out.) and reason (... because she was so happy.) to add detail about plot and character. Children are given appropriate levels of individual support to help them include subordinate clauses during independent writing. s An aide memoire A list or a set of word cards of subordinating connectives to provide ideas for connecting clauses. because if therefore so in order to when while until after before Two cards Each showing a prompt question to think about when composing a new sentence (Why? When?). Sample sentences that model different structures: When she was tired, the girl fell asleep. The girl fell asleep when she was tired. If you do that, I will be angry. I will be angry if you do that. The boy was sad. He started to cry. The boy was sad so he started to cry The boy started to cry because he was sad Because he was sad, the boy started to cry. A writing response partner Have we used long and short sentences? Have we used different kinds of sentences?

14 Strand 9 Creating and Shaping Texts Year Three Progression Summary Learning objectives Steps in Learning PLEASE NOTE: There are two steps in learning relevant to this strand in Year 3. The teacher models notemaking during shared writing. Children contribute to selecting vocabulary from an information text to create notes, for later use when they write a report on the same topic. Select and use vocabulary appropriate to different text types. Make decisions about which form of writing to use for a particular audience and purpose. Select and use a range of technical and descriptive vocabulary Step in learning 1 Children independently evaluate their writing against a success criterion for purpose that was agreed collaboratively when planning. Step in learning 1 The teacher models note-making during shared writing. Children contribute to selecting vocabulary from an information text to create notes, for later use when they write a report on the same topic. Step in learning 2 During guided writing for planning, children make decisions about the purpose and form of their writing. They are guided in using these to set their own success criteria. Step in learning 2 Children write an instructional text during guided writing. They compose each instruction in detail, selecting the most specific vocabulary possible, including appropriate technical vocabulary. Step in learning 3 Using talk to reflect on their writing, children independently evaluate how successful and effective their texts are, using success criteria for form and purpose that they set for themselves when planning. Step in learning 3 Children use a range of ICT information texts to select particular words and phrases that will be effective in persuading a reader. Writing independently, they use their chosen vocabulary as the starting point for an information text. Pupil Targets 2a 3c 3c Use specific vocabulary, varying nouns, verbs and adjectives. Apply what they know about form and purpose to decide what will make their writing effective. Use a developing range of adjectives, adverbs, verbs and nouns in writing to engage the reader. Use success criteria to evaluate how effective their writing is for its reader and purpose.

15 Strand 9 (1) Year Three Classroom Classroom Classroom Step 1 Step 2 Step 3 Classroom example: Writing Narrative (adventure stories) Children have written an adventure story independently and in guided writing, over several days. Their stories will be available for other children in the class to read as books and on screen. Success criteria for form and purpose were established during shared writing, based on what they already know about the features of adventure stories. After completing their own first draft, children are reminded of the success criteria the class agreed when planning. They are given time to read the adventure story written by their response partner and vice versa. In pairs, they discuss how effective each of the two stories is for its audience. Focusing closely on one success criterion relating to purpose, each child suggests how their partner s first draft could be improved. Success criterion for PURPOSE The adventure story will be exciting for my readers. Discussion Guide 1. Did you find the story exciting? 2. Which parts, in particular, were exciting? 3. Why? 4. What made you want to keep reading? 5. Which parts of the story could be more exciting for a reader? 6. How? 7. What needs to be changed? 8. Does anything need to be added? 9. Does anything need to be taken out? Children use the feedback from their response partner to edit and improve the final draft of their text. Classroom example: Writing narrative (letters) In Phase 3 of Unit 4, children refer back to the key features of letters, a text type they have discussed in prior lessons where the teacher demonstrated how to write a letter and modelled both organisation and layout. During guided writing, children use the features of the text type to set success criteria for their own letters to an author. The group agrees on a limited number of criteria to use during the writing process. Teacher guidance ensures that these are tightly focused on the purpose and form of the children s writing, as appropriate to the context for the activity. Children have explored the work of two or more favourite authors and compared different books or stories by the same writer. They have written book reviews and discussed their personal preferences. Each child in the class will write a letter to their preferred author, to explain their preferences and ask a question, for example, about the way the author plans or decides on characters and plot. In guided writing, children set the following success criteria for their letter to an author: Purpose 1. To give information: The letter will give the main points about which books I enjoyed most and why. 2. To question: The letter will ask one important question about the author. Form The letter will be organised into clear sections with a paragraph for each one: an introduction, main points about books I enjoyed, a question about writing and an ending/thanks. The letter will use a formal layout and language: address and date, greeting, ending Classroom example: Writing narrative (play scripts) Children have completed Narrative Unit 5 and performed their play scripts based on familiar stories. In small groups, they reflect on the final outcomes of their writing. They discuss and evaluate how successful the scripts were in light of the success criteria they set themselves at the planning stage. Which criteria did they meet most successfully? Which were the most difficult to achieve? Using a simple method of recording, each child summarises how effectively their play script met their own criteria for success. For example, they shade in their degree of success for each as shown below: My success criteria for a play script based on... (name of story). Shows the actual words characters say Tells the story in the right order Builds suspense right to the end Action is fast-moving Script layout for dialogue is correct N O YE S A plenary session allows the class to share and compare their evaluations: Which success criteria were the most difficult to meet? Why? Were the success criteria too challenging or could the children have met them if they had done something differently? What did they learn about setting their own success criteria for writing?

16 Strand 9 (2) Year Three Classroom Classroom Classroom Step 1 Step 2 Step 3 Classroom example: Writing non-fiction (reports) Children have read a range of reports, and focused on their precise use of vocabulary and controlled use of description. In Phase 1 of Non-fiction Unit 1, the teacher demonstrates how to make notes for a report using ICT information texts as a source of information. The teacher models retrieving key information to answer a particular question, using an ICT text. Relevant words and phrases are selected to be used in the report and noted, for example by creating a second document on screen or by writing them on a whiteboard. The teacher draws children's attention to topic-specific nouns, verbs and adjectives that will contribute to an accurate report and contrasts note-making with other forms of writing as the words are selected and noted, for example, by copying and pasting. Using a second ICT text containing information about the same topic, the teacher invites children to suggest which words to select. Through shared writing, the children contribute to the notes and, if appropriate, suggest how to edit the notes to organise them into a sequence that will support writing the report. A follow-on shared or guided writing session makes use of the notes to write a report on the same topic. First few lines of source text: Light is an important form of energy for living things on Earth. When there is no light at all, humans cannot see anything. We see when light enters our eyes. Light always travels from a source. It can pass through some materials but not all and that is why we get shadows. Some surfaces reflect light. Reflection is the reason we can see anything. Notes What is light? form of energy light enters our eyes travels from a source passes through materials - not all - shadows surfaces reflect reflection Classroom example: Writing non-fiction (instructions) In Phase 3 of Primary Framework Unit 2, children write their own instructional text using the same structure that the teacher has demonstrated during shared writing. The instructional text should relate to a process the children are familiar with or have used recently in another curriculum area such as design and technology or science. In guided writing, children collaboratively write a set of instructions for another child of the same age to follow, for example, a child in another class or one in their own class who is not familiar with the process in question. After agreeing on the correct order for the instructions they compose each one in more detail. The teacher guides them to make precise vocabulary choices that describe or explain as accurately as possible what to do at each stage. They are prompted to use correct technical vocabulary where appropriate. Children are writing instructions for operating the CD player used during school assemblies. First suggestion: Put the power on at the plug. Improved version using more specific and technical vocabulary: Connect the power by switching on the plug on the wall. First suggestion: Press the button to turn on the CD player. Improved version using more specific and technical vocabulary: Press the big red button on the left to turn on the CD player. Classroom example: Writing non-fiction (information texts) With a writing partner, children independently draft the text for a brochure about a holiday venue for children. The brochure is intended to provide information about the facilities and also to persuade readers to book a holiday. Children collect words and phrases they think will be effective persuasive devices. They use a range of ICT texts selected by the teacher, such as appropriate bookmarked or saved web pages for holiday resorts and online family tourist destinations. Children can focus particularly on headings and subheadings to limit the level of reading challenge if appropriate. They select, copy and paste individual words and phrases or retype them if necessary into a new document and save this as a list of useful persuasive words for their own holiday brochure'. family friendly delightful fantastic fun for children of all ages luxurious maximum adventure world-class experiences Children use their chosen persuasive vocabulary as a starting point for writing their holiday brochure using ICT. Pairs can add their own ideas and then share or even combine their electronic word lists to create a larger, more useful selection of vocabulary. They can use the same document and type the additional text they need or create a new file, cutting and pasting the words they need from their list as they write: This island is so family friendly you will never want to leave. We have small cabins as well as a big hotel and it's not expensive. There are four delightful swimming pools. Your children will love it here! There are lots of cafés and the food is fantastic. We only serve children's favourites and no cabbage. If fun for children of all ages is what your family wants, visit us now!

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18 Strand 10 Text Structure and Organisation Year Three Progression Summary Learning objectives Steps in Learning During Year 3, children refine the way they organise content. They progress from gathering related material into sections, to the deliberate use of paragraphs to support meaning. They sequence material in more considered and coherent ways, increasingly aligned to the needs and expectations of their audience. This becomes evident in the use of connectives to signal sequence, place and time within and between paragraphs. Group related material into paragraphs Step in learning 1 Children plan the content of each paragraph in a non-chronological report. In shared writing, they begin to group related material that has already been organised into sections, and decide how the sections will be ordered, grouped or re-grouped as paragraphs. Step in learning 2 In independent writing, children plan the content and order of paragraphs in an instructional text, using information they have grouped into sections during guided writing. Step in learning 3 Children are guided in improving an ICT information text they have written independently. They evaluate the text and the choices they have made about structure and organisation. Pupil Targets 2a 3c 3c Demonstrate clear sections in different forms of writing. Group related material into paragraphs. Organise ideas and related points into paragraphs.

19 Strand 10 Year Three Classroom Classroom Classroom Step 1 Step 2 Step 3 Classroom example: Writing Non-fiction (reports) The teacher has already demonstrated how to group information for a nonchronological report in another curriculum area, using several different sources. This collection of notes, extracts and short summaries shows how related information is gathered together into sections. It is used in this lesson as a resource for shared writing. Shared writing is used to demonstrate the way that information already grouped according to content can be organised into paragraphs. The teacher uses two shared texts to move between the original section plan and a new paragraph plan for the report. For example: - a large format planning sheet shows the original information grouped into sections and a paragraph plan is drafted on-screen using a digital projector and screen for display; - the original section plan was created using digital text extracts and notes from ICT sources; this and the new plan for paragraphs are two separate files displayed at the same time using an interactive whiteboard (IWB). The teacher demonstrates how to plan what will go into each paragraph in the report, showing that paragraphs are not necessarily the same as sections. Some sections, particularly long or complex sections, may require more than one paragraph in order to convey information clearly for the reader. Children are actively involved in the decision making, as a plan for the content of each paragraph is created. :Endangered species: whales This large format example organises information under the headings below. It includes children s notes made from a book about whales, hard copy of extracts from two websites stuck onto the appropriate sections and adhesive notelets that children used to make notes when discussing a DVD they have watched about endangered species. Section plan to group information collected from reading General information about whales (information has been written directly onto the sheet or stuck onto the paper) Details about whales (information has been written directly onto the sheet or stuck onto the paper) Why they are in danger of becoming extinct (information has been written directly onto the sheet or stuck onto the paper) The teacher uses the section plan above to gather and shape information for each paragraph in the final report. Demonstration shows how information from one section provides the content for more than one paragraph. The content for each paragraph is sourced from the section plan but written in note form, modelling the way a writer can avoid recording the same information twice. Paragraph plan for a non-chronological report Opening - general information 1. opening whales are mammals not fish many kinds 2. some kinds in danger - why? Detailed description of life and habits 3. some different kinds of whales 4. habitat they go where there is food - what they eat 5. blue whale: how many left, size, habitat 6. amazing facts about blue whales Ending - link information to reader 7. one powerful fact (e.g. might take 100 years of protection before blue whale is out of danger) we can all help - what our school is doing for endangered animals Classroom example: Writing Non-fiction (instructions) Children draft a set of instructions for an activity or procedure in another curriculum area. The instructions are for an activity that is not completely straightforward. They plan the order and content of the paragraphs, based on information they have already gathered and grouped into related sections. They try out one another s instructions to check that they are clear and accurate, with a focus on the organisational devices that help to make the instructions clear for the person following them. Children give one another feedback on how easy it was to follow the instructions correctly. When they have agreed where, in particular, the detail was difficult to follow or understand, they discuss how the content or order of paragraphs could be improved, for example, by separating a long or complex paragraph into two or more shorter paragraphs. Children have walked the alternative route to the school office from their classroom while building work is underway. They have made notes for each stage of instructions about how to get to the office during the temporary arrangements. They use their notes to draft the content of each paragraph. Para 6 last bit hall to office When you get to the hall you have to decide which way to go because the library is used for lessons sometimes. On Mondays and Tuesdays, open the library door and go in. The office door is straight ahead of you but on Wednesdays, Thursdays and Fridays go past the library door and turn left into the corridor. The office is the second door on the left. Edited version after paired discussion Para 6: If it is a Monday or Tuesday, open the library door and go in. The office door is straight ahead of you. Para 7: If it is a Wednesday, Thursday or Friday, go past the library door and turn left into the corridor. The office is the second door on the left. Classroom example: Writing non-fiction (information texts) Children have researched a particular area using reference materials including ICT sources. They have decided how to present information and have made informed choices by using structures from different text types. Working collaboratively, they have written an ICT-based presentation which includes different text types. In guided writing, children reflect on the decisions they have made about the way that information is grouped and presented. Teacher questioning and guidance move the focus through two different levels of response: the grouping of information (what s included in each section, chapter or screen) and the detail of information (content of each paragraph). 1. What about the amount of information on each screen? Some screens are filled with text and others include very little text to read. Is one way better than the other, or doesn t it matter? 2. The section on sport in history and sport today only has one page but the page doesn t fit on the screen. I have to scroll down to read it all. There are six paragraphs. Why did you decide not to split that information into two separate pages? 3. The last paragraph on this page only has one sentence. You could easily have tagged it onto the end of the paragraph above it because they re both about keeping fit. I think I can guess why you decided to write it that way. Can you explain your reasons?