The John Moore Primary School. Writing Policy

Transcription

1 The John Moore Primary School Writing Policy Title: Writing Status: Final Version: 1.1 History: Approved December 2003 Reviewed March 2007 Reviewed November 2009 Revised February 2013 Owner Staff / Curriculum Committee

2 INTRODUCTION: This policy explains our school s approach to the teaching of writing. This policy should be read alongside policies on Reading and Speaking & Listening which altogether constitute our English Policy. 1.0 OUR AIMS IN TEACHING WRITING: We teach writing because we want the children in our school to: Be able to communicate through writing Be prepared for writing tasks throughout their lives Be able to undertake work in other subjects Have confidence in their writing Be able to express themselves through writing Develop good transcription skills 2.0 THE COMPONENTS FOR WRITING: The content of our writing teaching is guided by the National Curriculum, The Primary Framework for Literacy and Letters and Sounds. Writing is made up of: Grammar including punctuation Knowledge of context Text Handwriting and presentation Phonics / Spelling / Vocabulary 2

3 3.0 How we teach writing We use a variety of teaching approaches to develop children s writing. These include: Interactive approaches (e.g. involve children / using whiteboards / use interactive whiteboards/use of ICT) Shared sessions where a teacher will be working with the whole class demonstrating, sharing ideas and giving examples. These sessions include both modelling and shared writing Talk for writing where children have the opportunity to rehearse what they will write and explore new vocabulary relating to the genre they are studying At the end of each non-fiction unit, teachers plan an extra dimension which allows the children to embrace not only the key features of the genre but also their own creativeness Guided Writing sessions where the teacher works with small groups. The teacher focuses on the group s or individual s writing needs Guided sessions when the teacher works with the whole class, inputs information, miniplenaries and reminders during whole class writing sessions. Opportunities for children to practice their skills and knowledge learnt or demonstrated..(e.g. through written work in other curriculum areas) Homework and the co-operation of parents. Focused writing outcomes where children are required to use a range of skills in producing a longer piece of writing Encouraging the drafting, editing and publishing process. Ensuring that the children write every day Children become effective independent writers 4.0 Handwriting and Presentation In the Foundation Stage and Year 1 children focus on letter formation and pencil control. 3

4 In the Spring Term of Year 1, children may be introduced to a joined style of Handwriting (if they are secure with letter formation). This is taught through The Write Path scheme written by Julie Palmer. Letters are taught in groups of similar formation. From Year 2 to Year 6 this is reinforced and developed further. All children in Key Stage 2 use a fibre tip pen for Handwriting practise (except children in Y5 and Y6 who have already received their cartridge pen and pen licence these children will use their cartridge pen for all writing opportunities) We have agreed that class teachers will give approximately 30 minutes per week to the teaching of handwriting and regular practice. We believe that handwriting is taught best through the process of: Teacher demonstrates Children practice Teacher monitors and gives feedback Teacher demonstrates We have also agreed that the use of ink pen be restricted to children in KS2. Only children who have neat, joined handwriting will be allowed to use ink pen for general writing. Children receive a pen licence to indicate that their handwriting has reached the required standard for an ink pen. In Year 3 and 4 ink pens are fibre tipped and in Year 5 and 6 children move onto a cartridge pen. We believe that it is important for children to develop a sense of pride in their work and an understanding of the need for work to be neat and well presented. (See Presentation Policy) Handwriting practice will be undertaken in appropriately ruled books and photocopiable sheets. As children progress through KS2 teachers may feel that children can use the practice sheets provided in The Write Path Handwriting scheme or a blank line guide sheet. Handwriting sheets are stored in a handwriting folder. It is important for children to ensure that they take the same level of care and pride in their writing in all subjects and not just in their literacy books. 5.0 Spelling We use a variety of methods and approaches for the teaching of spelling. Below is the progression and the methods used to teach spelling: 5.1 YR and KS1 Develop phonological awareness (hearing initial / final / medial phonemes) 4

5 alongside knowledge of letter sounds (single and combinations) through Letters and Sounds To be taught throughout Foundation Stage and Key Stage One (and if necessary to individuals in Year 3) Practise segmenting and writing phonically regular words (especially High Frequency words) use games, dictation, whiteboard practise etc. Learn to spell tricky words ( i.e. non-regular) through daily practice (Look Say Cover Write Check) - reinforce individual practice during shared work, and teach strategies for aiding visual memory (use long vowel if short vowel doesn t work, say it in a funny way, use a mnemonic) Once children have been taught strategies, words may be sent home for further practice (but not to replace teaching / practice in class) Use Try it books or sheets in writing sessions to encourage checking visual appearance of words. Our spelling scheme is introduced to those children in Foundation Stage who have a good grasp of their phonics. This then continues throughout the school. Spelling lists are matched to the level of each individual child after they have taken a diagnostic test to determine the level at which they are working. This is reviewed termly. Lists are changed weekly. Children in year 1 practise the list 3 times at home. Children in year 2 have a weekly spelling test. Teach children how to use dictionaries (before they reach this stage pre-dictionary resources must be readily available to the children e.g. lists of words on children s work table) In KS1 classrooms all the high frequency words should be displayed Children in Foundation Stage and Key Stage 1 are also grouped according to the Letters and Sounds phase they are working within. This enables teachers to teach more accurately and better meet the needs of the children in the phase that they are teaching. 5.2 KS2 Continue to use above approaches Ensure correct spelling of all High Frequency and Medium Frequency words from Letters and Sounds Teach grouping of words according to spelling rules (based on Support for Spelling ) Systematic teaching of word endings and related rules Develop dictionary and thesaurus work - ensure dictionaries are used to check unknown words Make lists of words related to topics and display. Target word lists each week taken from the above lists or children s own errors Dictionaries should be available in classrooms Spelling lists are matched to the level of each individual child after they have taken a diagnostic test to determine the level at which they are working. This is reviewed termly. Lists are changed weekly. KS2 children have a weekly spelling test. Children in Year 3 who have been identified on our Phonics tracking grid as not making the expected level will continue to participate in the daily teaching of Letters and Sounds. Teachers should mark spelling errors within Literacy books in accordance with the 5

6 individual child s spelling ability. Time will be given for these words to be practised. Across a 10 day unit of work there should be 4 grammar sessions of 15 minutes and 6 spelling sessions of 15 minutes) 6.0 Grammar and Punctuation As in all other areas of writing we are guided in our teaching by the Primary Framework for Literacy. Throughout Key Stage 2, teachers ensure that during the teaching of the word and sentence level aspect of the Literacy curriculum they are also teaching, spelling, grammar and punctuation. Our main resource for KS2 is Nelson English and Grammar for Writing. We believe good practice in grammar teaching to include the following: Encouraging children to think in sentences: THINK IT SAY IT WRITE IT READ IT Grammar sessions should be FUN Grammar sessions should be short and snappy, but regular (Across a 10 day unit of work there should be 5 grammar sessions of 15 minutes and 5 spelling sessions of 15 minutes) Display rules of punctuation etc Reinforcement of grammar is crucial. Teachers should frequently revisit aspects of grammar which children either find difficult or don t understand. Selective or targeted marking is useful to make children reflect on their performance in grammar Encouraging children to speak accurately assists with the teaching of grammar Children need to be reminded about grammar conventions in ALL writing opportunities 6

7 7.0 Text Work / Writing for Different Purposes The Primary Framework for Literacy guides teachers about the content and the timing of teaching writing for different purposes. Good practice in writing for different purposes includes the following: The use of frameworks (e.g. writing frames) Applying skills and knowledge to other subjects Using a try it sheet or a book to have a go at words or phrases Using a range of teaching strategies (see section How We Teach Writing) Big books, visualisers and interactive whiteboards can be used for sharing children s work as well as that of published authors. Ensuring that there are good links between writing in Literacy sessions and the foundation subjects Children have the opportunity to practise their writing skills through different areas of the curriculum. 7.0 Assessment and record Keeping Each teacher is continually assessing and evaluating their children s performance by working alongside them, marking and giving feedback. (See Marking Policy) This informal evaluation enables teachers to plan accurately for the following session or week. Guided Writing groups can be planned according to recent marking. Our formal assessment arrangements for writing are as follows: KS1 AND KS2 SATs 7

8 Non Statutory SATs for Y3,4 and 5 Our school designed Letters and Sounds sheet which follows the child from the Foundation Stage until Y6 (see KS1 Literacy Assessment pack) Diagnostic Spelling assessments Target setting will be reviewed as part of the Curriculum Policy Review. At present the school sets Layered Class Targets based on SATs analysis and overall teacher judgements. APP grids are used to track and monitor the progress of each individual child. Gaps in the children s knowledge can easily be identified and addressed. Teachers set individual writing targets based App assessments, Sats analysis and informal class assessments. Children colour a smiley face when they have met their writing target. APP bookmarks are in all children s literacy books which allow the teacher to date when a child demonstrates that they are meeting the criteria for the given statement within a level. At the end of Autumn, Spring and Summer term class teachers assign each child a National Curriculum level which is kept on out Pupil Tracker System. Teachers meet each term with the Head teacher for a Pupil Progress Meeting. During this meeting individual children are discussed and any children not making expected progress are highlighted and interventions may be put into place. Self assessment involves the children in their own learning and helps to them to become a reflective learner. This may be done through the use of success ladders for and peer marking which is introduced in early KS1 and done as a class and subsequently done between pairs further up the school. PLEASE REFER TO OUR ASSESSMENT POLCIY FOR FURTHER INFORMATION 8.0 Homework/Parental Involvement Parents will be informed of their child s progress during parent s evenings and in the end of year reports. Any major concerns will be raised outside these times. 8

9 Homework may include: spelling, handwriting practice, writing for different purposes, grammar practice. Policy revised and agreed in February This policy will be updated on a regular basis as part of the School Improvement Plan. 9