Lancashire Primary Strategy: Literacy. Making Writing Real! Presented by Lancashire s Leading Literacy Teachers

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1 Lancashire Primary Strategy: Literacy Making Writing Real! Presented by Lancashire s Leading Literacy Teachers

2 Empowering boys to become successful writers The Teaching Sequence for Writing Teaching sequence Teachers: Pupils: Enjoy reading a range of quality texts. Ask questions. Link to own experience. Visualise. Evaluate. Identify audience and purpose. Talk about how they are thinking and learning. Role play, improvise. Establish clear purpose and audience. Choose quality challenging texts. Model reading strategies, i.e. searchlights, inference and deduction, writer s use of language. (Assessment focuses). Make links between shared, guided and independent work. Start to unpick the writer s craft. Begin to gather ideas for writing Read Real audience and purpose with a clear outcome. Broad, rich and engaging reading curriculum. Planned drama, speaking and listening opportunities. Identify key features of text type/genre and agree success criteria. Practise using different features e.g. paired work constructing and varying sentences through speaking and listening activities. Are secure in knowledge and understanding of structure and language features of text type. Prioritise which features of text children need to learn sentence, text, word. Provide interactive, investigate activities to meet learning intentions e.g. construct, Analyse Define features and characteristics of text/genre. Agree and understand the success criteria. Talk Dynamic and supportive writing environment Assessment for Learning Talk about ideas and begin to map them out on a plan e.g. writing skeleton, or story map. Refer to checklist of success criteria. classify. Provide stimulus for gathering ideas e.g. visual literacy, integrated technologies, drama activities. Plan Use the success criteria. Planned drama, speaking and listening opportunities. Are fully aware of the purpose and audience and write accordingly. Develop a piece of writing over a number of sessions. Refer to success criteria, review their writing and edit in response. Respond to feedback. Are secure in understanding and use of three shared writing techniques. Model the use of success criteria developed from analysis to inform and evaluate writing. Integrate word/sentence level with text level to exemplify their application. Provide stimuli and resources to support and enhance the writing process. Provide an element of choice. Write Demonstration, teacher scribing and supported composition. Self and peer assessment. Use knowledge of reading to help compose and make informed choices in writing. Structured, visual and dynamic Literacy environment. Can reflect on their successes and areas for development. Can identify factors contributing to success and those causing barriers in their work. Are clear in their next steps in learning and engaged in addressing them. Are enthused by the challenge of using their knowledge to produce written work for a particular audience and purpose. Are effective in linking feedback to the success criteria. Are confident in identifying areas of success and those for development that will impact on raising the standard of writing, they can explain and set clear next steps. Provide further opportunities to write in that particular genre setting up the audience and purpose. Review Clear feedback linked to success criteria. Understand next steps in developing writing. Reflect on outcome against audience and purpose. Primary National Strategy Literacy Consultant Network Meeting February/March 2006 Crown Copyright 2006

3 Planning Circles Objectives Familiarisation with text type Hot seating Role Play Freeze Frame Overheard conversation Thought tracking Conscience alley Paired Improvisation Capturing ideas Teacher demonstration For & against Fact boxes Summarising Character profiles Thought bubbles Speech bubbles Post it notes Story map Notes Diary Letter or text messages Problem page Short play script / conversation / dialogue / gossip Teacher scribing Supported writing Independent writing Unit outcome 4

4 Recount Report Instructions Explanation Discussion Persuasion

5 Text-Type Check list Web Purpose Structure PICTURES RELATED TO TEXT REINFORCE MESSAGE Text-Type PICTURES RELATED TO TEXT REINFORCE MESSAGE Language Features Writer s Knowledge

6 The Six Text Types Skeletons for Writing Recount retelling events in time order Who? What? INTRO When? Where? Report Describing the way things are Introduction. Sequential organisation what happened in time order. Closing statement/s Spidergram topic in the centre. Categories at the ends of the spider s legs which could divide into further legs for more detail. Instruction How to do something Sequenced steps Explanation How or why things work or happen This skeleton can be rearranged to represent a cycle, reversible effects or multiple cause and effects. Persuasion Why you should think this * * * Discussion Reasoned argument For Against * * * * * * Arguments given in the form of points with elaboration, explanation and evidence. First point is the case to be argued; the final point is the reiteration and conclusion. Opens with clear statement of issue; Either argument for + supporting evidence; argument against + supporting evidence; Or argument, counter argument one point at a time. From Writing Across the Curriculum by Sue Palmer

7 Main Objective: ~~~~~~~~~ Genre Checklist Gathering Content Planning Drafting Editing and Revising Purpose and Audience ~~~~~~ Language features ~~~~~~~~~ ~~~~~~~~~ ~~~~~~~~~ Key Features: Genre Structure and organisation Writer s knowledge~~~~~~~ Annotated Example K W L ~~~ ~~~~~~~. The Daily Gossip ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~. ~~~~~~ ~~~~~~ ~~~~~~ ~~~~~~ ~~~~~~ ~~~~~~ ~~~~~ _ ~. ~~~~~~~ Introduction Diagram Planning Skeletons Shared Writing ~~ ~~ ~~ ~~ ~~ ~~ ~~ ~ Connectives Punctuation.,?! : ; - ( ) Marking Ladder Success Criteria Objective ~~ ~~ ~ ~~~~~~~ Editing and Revising Symbols Spelling ~~~~ Paragraph // Re-order sentence Better vocab * Missing word ^ Add detail + Punctuation p Bright Ideas and Brain Waves! Technical Vocabulary WAGOLL What a good one looks like

8 THE WORKING WALL The purpose of the working wall is to support children s independent writing. It evolves as a unit of work unfolds, and is not intended to be a tidy display of finished work. The wall should exemplify the writing process from the reading as a writer stage to the nearly finished stage. Final presentations can be displayed in public areas of the school or in anthologies, portfolios or folders. The wall represents a workshop approach to writing where the tools of the trade are accessible, and added to, as the process develops. It is a good idea to allow children to make contributions to the wall; post-it notes are an ideal resource for this. Not all classrooms have a large, spare wall on which to create a working wall. However, the writing process, and appropriate prompts, should be evident or accessible within the classroom. Genre Checklist HOW TO WRITE Reading with a writer s eye This is compiled at the analysis stage. Notes are made on purpose, audience, structure, language features and writer s knowledge. These are ideas and techniques identified in shared texts and noted down to inform writing. They can also be written as bullet pointed lists. Gathering Content WHAT TO WRITE This stage comes between reading as a writer and writing. Children need to be taught different techniques. Ideas for plots, settings, characterisation can be explored and noted. Non-fiction content can be researched and noted. The KWL grid is one method. K (What do we already know?) W (What do we want to know?) L (What have we learned?) Brainstorm what is known. Discuss questions to be researched. Note down information found. Organise facts into paragraph headings (post-it notes can be used and moved to the appropriate paragraph) Planning Drafting Editing+Revising Planning techniques need to be demonstrated. Different ways to plan should be used so that different learning styles are catered for. Sue Palmer s planning skeletons are effective, visual and efficient. Other techniques: spidergrams; bullet points; paragraph labels; pictures; diagrams; mind-maps; story maps. Writing follows teacher demonstration and shared composition. The shared text can be displayed each day to support independent writing. In the shared writing session, demonstrate the age-related skills and techniques that the children are to apply in their independent writing. Support their writing with prompts and models to help them achieve the success criteria. Display the relevant: organisational and structural devices; sentence types; connectives; sentence starters: punctuation vocabulary Be explicit about how long; how much; which skills are to be applied to the independent task; The best editing and revising occurs at the point of writing. Children can see that writing can be changed, rearranged and messed about with as you write. This is easier if all sentences are orally rehearsed before writing. Demonstrate the processes of editing and revising during shared writing sessions. Agree upon symbols to be used by you and the children for editing writing. Discuss the whole finished outcome and ways to improve or make more coherent. Annotate drafts to inform the writing of the final presentation copy. Create marking/ editing partners to evaluate each other s work. Use cross-curricular knowledge. Teach skimming, scanning, note-taking, note-making, text marking, highlighting. Identify which prompts on the working wall will support the children s task. Present final outcome for an audience. Be creative!

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11 K What do I Know? W What do I Want to know? L What have I Learnt? Qu A D S Questions Answers Details Source

12 Character:

13 Dear Diary Imagine that you are the main character in your book. Choose one day in the story and write a diary entry for that day. Write in the first person and remember to say: - what has happened during the day; - who was involved; - how you feel; - what you will do about it all tomorrow. Date

14 Write a Letter Imagine that you are a character from your book. Write a letter to another character. You could write to complain about something they have done, or to ask their advice about something that is happening in the story, or to tell them about what has been happening whilst they have been away. Character s address here: Date: Dear

15 Recount Recount retelling events in time order INTRO Who What Where When? P1: Introduction telling the reader when, who, where, what. E.g. It was a wet and windy Wednesday morning when Class 6b set out on their annual trip to the zoo. Finally, we set off... Describe the journey make it lively and include an anecdote. P2: When we arrived... After a while... P3: At lunchtime... P4: Soon afterwards... P5: At the end of the day... Closing comment: Things to remember: Time connectives Past tense Anecdotes What was seen Feelings A closing comment.

16 Instruction Instruction How to do something Title/aim What is to be done? Requirements ingredients/resources Method What will we do? Things to remember: Imperative verbs Chronological order Ways of ordering, eg. numbers, alphabet, use of time connectives Diagrams/illustrations where appropriate

17 Goal Goal Closing comment Useful tips Introduction What you need Sequenced steps

18 Report Describing the way things are Report Introduction: Main idea 1: Main idea 2: Main idea 3: Concluding paragraph/summary Things to remember: Describe the way things are Present tense (except historical, eg Life in Tudor Times) Non-chronological Third person General participants Provide information clearly and simply

19 Explanation Explanation How or why things work or happen Introduction general statement to introduce the topic. Main idea 1 : Main idea 2: Concluding statement Things to remember: Use how or why in the title A series of logical steps Steps continue until the final state is produced or explanation is complete Simple present tense Causal connectives eg because, so, this causes, Time connectives eg then, next, several months later

20 Persuasion Persuasion To argue the case for a point of view * The issue: * * Statements and supporting argument 1 Statements and supporting argument 2 Statements and supporting argument 3 Reiteration and closing statement: Things to remember: Present tense Logical connectives eg, this shows, however, moreover Make a point then elaborate

21 Discussion Discussion Reasoned argument Opening statement For Against * * * * * * Arguments for plus supporting evidence Arguments against plus supporting evidence Summary and conclusion with recommendation Things to remember: Present tense Logical connectives, therefore, however, on the other hand

22 LGfL Home / Primary National Strategy / Literacy 27 Sep 2006 LGfL home Search Search Our Site Primary Consultants The Full Team Courses / Flyers Newsletters Leading Teachers Network Twilights Planning The Learning Environment Prompts Core Teaching New Y6 Materials Co-ordinators Cross-Curricular Speaking and Listening Intervention Strategies SEN in Special Schools EAL Parental Involvement Able and Talented ICT The ICT 'Bundle' Boys and Literacy Early Years Small Schools Short Stay Schools Transition Assessment Layered Targets Drama Publications Research Useful Links Contact and Administration Search this site Go Trail : home / ICT : The ICT 'Bundle' The ICT 'Bundle' The Summer 2006 ICT Bundle Babies and Toddlers I did a bad thing once Images promethean Images smartboard Lowry My mother was a pirate... Station Think, say, feel... Think, say, feel... (2) Non-fiction text types Little Daisy smartboard resource Question wheel Timers The ICT Bundle is a range of ICT resources are available to support the use of ICT and interactive whiteboard in literacy from the Primary National Strategy and National Whiteboard Network. Each term we will be updating and developing new resources focusing on specific priorities. Some of the files below are extremely large and should not be downloaded unless you have a broadband connection. Alternatively CDs of the bundles can be ordered by contacting the Literacy Team on or ing daniel.hayes@ed.lancscc.gov.uk. (410k) (641k) (2233k) (596k) (5519k) (5026k) (12k) (563k) (299k) (381k) (112k) (60k) The Spring 2006 ICT Bundle Interactive and Multimedia Texts Still Images and Sound Sounds Moving Images and Sound Focus Cards Target Game ( k) ( k) (1010k) ( k) (418k) (25k)

23 Planning Visual Literacy Story Mountain (93k) (5k) help / accessibilit