making writing real! - the lancashire grid for learning … · the teaching sequence for writing...
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Making Writing Real!
Lancashire Primary Strategy: Literacy
Presented by Lancashire’s Leading Literacy Teachers
Prim
ary
Nat
iona
l Stra
tegy
Li
tera
cy C
onsu
ltant
Net
wor
k M
eetin
g
Fe
brua
ry/M
arch
200
6 ©
Cro
wn
Cop
yrig
ht 2
006
The
Teac
hing
Seq
uenc
e fo
r Writ
ing
Teac
hing
seq
uenc
e Te
ache
rs:
Pupi
ls:
Rea
d •
Rea
l aud
ienc
e an
d pu
rpos
e w
ith a
cle
ar
outc
ome.
•
Broa
d, ri
ch a
nd e
ngag
ing
read
ing
curr
icul
um.
• P
lann
ed d
ram
a,
spea
king
and
lis
teni
ng
oppo
rtuni
ties.
Est
ablis
h cl
ear p
urpo
se a
nd a
udie
nce.
C
hoos
e qu
ality
cha
lleng
ing
text
s.
Mod
el re
adin
g st
rate
gies
, i.e
. sea
rchl
ight
s,
infe
renc
e an
d de
duct
ion,
writ
er’s
use
of
lang
uage
. (As
sess
men
t foc
uses
). M
ake
links
bet
wee
n sh
ared
, gui
ded
and
inde
pend
ent w
ork.
St
art t
o un
pick
the
writ
er’s
cra
ft.
Beg
in to
gat
her i
deas
for w
ritin
g
Enj
oy re
adin
g a
rang
e of
qua
lity
text
s.
Ask
que
stio
ns.
Link
to o
wn
expe
rienc
e.
Vis
ualis
e.
Eva
luat
e.
Iden
tify
audi
ence
and
pur
pose
. Ta
lk a
bout
how
they
are
thin
king
and
le
arni
ng.
Rol
e pl
ay, i
mpr
ovis
e.
Ana
lyse
•
Def
ine
feat
ures
and
cha
ract
eris
tics
of
text
/gen
re.
• Ag
ree
and
unde
rsta
nd th
e su
cces
s cr
iteria
.
Are
sec
ure
in
know
ledg
e an
d un
ders
tand
ing
of s
truct
ure
and
lang
uage
fe
atur
es o
f tex
t ty
pe.
Prio
ritis
e w
hich
feat
ures
of t
ext c
hild
ren
need
to le
arn
– se
nten
ce, t
ext,
wor
d.
Prov
ide
inte
ract
ive,
inve
stig
ate
activ
ities
to
mee
t lea
rnin
g in
tent
ions
e.g
. con
stru
ct,
clas
sify
.
Iden
tify
key
feat
ures
of t
ext t
ype/
genr
e an
d ag
ree
succ
ess
crite
ria.
Pra
ctis
e us
ing
diffe
rent
feat
ures
e.g
. pai
red
wor
k co
nstru
ctin
g an
d va
ryin
g se
nten
ces
thro
ugh
spea
king
and
list
enin
g ac
tiviti
es.
Plan
•
Use
the
succ
ess
crite
ria.
• Pl
anne
d dr
ama,
spe
akin
g an
d
li
sten
ing
oppo
rtuni
ties.
Pro
vide
stim
ulus
for g
athe
ring
idea
s e.
g.
visu
al li
tera
cy, i
nteg
rate
d te
chno
logi
es,
dram
a ac
tiviti
es.
Talk
abo
ut id
eas
and
begi
n to
map
them
out
on
a p
lan
e.g.
writ
ing
skel
eton
, or s
tory
map
. R
efer
to c
heck
list o
f suc
cess
crit
eria
.
Writ
e •
Dem
onst
ratio
n, te
ache
r scr
ibin
g an
d su
ppor
ted
com
posi
tion.
•
Self
and
peer
ass
essm
ent.
• U
se k
now
ledg
e of
read
ing
to h
elp
com
pose
and
mak
e in
form
ed c
hoic
es in
w
ritin
g.
• St
ruct
ured
, vis
ual a
nd d
ynam
ic L
itera
cy
envi
ronm
ent.
Are
sec
ure
in u
nder
stan
ding
and
use
of
thre
e sh
ared
writ
ing
tech
niqu
es.
Mod
el th
e us
e of
suc
cess
crit
eria
de
velo
ped
from
ana
lysi
s to
info
rm a
nd
eval
uate
writ
ing.
In
tegr
ate
wor
d/se
nten
ce le
vel w
ith te
xt
leve
l to
exem
plify
thei
r app
licat
ion.
P
rovi
de s
timul
i and
reso
urce
s to
sup
port
and
enha
nce
the
writ
ing
proc
ess.
P
rovi
de a
n el
emen
t of c
hoic
e.
Are
fully
aw
are
of th
e pu
rpos
e an
d au
dien
ce
and
writ
e ac
cord
ingl
y.
Dev
elop
a p
iece
of w
ritin
g ov
er a
num
ber o
f se
ssio
ns.
Ref
er to
suc
cess
crit
eria
, re
view
thei
r writ
ing
and
ed
it in
resp
onse
. R
espo
nd to
feed
back
.
Rev
iew
•
Cle
ar fe
edba
ck li
nked
to s
ucce
ss
crite
ria.
• U
nder
stan
d ne
xt s
teps
in d
evel
opin
g w
ritin
g.
• R
efle
ct o
n ou
tcom
e ag
ains
t aud
ienc
e an
d pu
rpos
e.
Are
effe
ctiv
e in
link
ing
feed
back
to th
e su
cces
s cr
iteria
. A
re c
onfid
ent i
n id
entif
ying
are
as o
f su
cces
s an
d th
ose
for d
evel
opm
ent t
hat
will
impa
ct o
n ra
isin
g th
e st
anda
rd o
f w
ritin
g, th
ey c
an e
xpla
in a
nd s
et c
lear
‘nex
t st
eps’
. P
rovi
de fu
rther
opp
ortu
nitie
s to
writ
e in
that
pa
rticu
lar g
enre
set
ting
up th
e au
dien
ce
and
purp
ose.
Can
refle
ct o
n th
eir s
ucce
sses
and
are
as fo
r de
velo
pmen
t. C
an id
entif
y fa
ctor
s co
ntrib
utin
g to
suc
cess
and
thos
e ca
usin
g ba
rrier
s in
thei
r wor
k. A
re c
lear
in th
eir n
ext
step
s in
lear
ning
and
eng
aged
in a
ddre
ssin
g th
em.
Are
ent
huse
d by
the
chal
leng
e of
usi
ng th
eir
know
ledg
e to
pro
duce
writ
ten
wor
k fo
r a
parti
cula
r aud
ienc
e an
d pu
rpos
e.
Assessment for Learning
Dynamic and supportive writing environment
Talk
Empowering boys to become successful writers
4
Familiarisation with text type
Objectives
Capturing ideas
Teacher demonstration
Teacher scribing
Supported writing
Independent writing
Unit outcome
For & against
Fact boxes Summarising
Character profiles
Thought bubbles
Speech bubblesPost it notes
Story map
Notes
Diary
Letter
Email or text messages
Problem page
Short play script / conversation / dialogue / gossip
Overheard conversation
Hot seating Role Play
Freeze Frame Thought tracking
Conscience alley Paired Improvisation
Planning Circles
Recount Report
Instructions Explanation
Discussion Persuasion
Text-Type Check list Web
Text-Type
Purpose Structure
Language Features Writer’s Knowledge
PICTURES RELATED TO TEXT REINFORCE MESSAGE
PICTURES RELATED TO TEXT REINFORCE MESSAGE
The Six Text Types – Skeletons for Writing
Recount – retelling events in time order Who? What? When? Where? Report – Describing the way things are Instruction – How to do something Explanation – How or why things work or happen Persuasion – Why you should think this
* *
* Discussion – Reasoned argument For Against
* *
* * * *
From ‘Writing Across the Curriculum’ by Sue Palmer
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.
This skeleton can be rearranged to represent a cycle, reversible effects or multiple cause and effects.
Sequenced steps
Spidergram – topic in the centre. Categories at the ends of the spider’s legs which could divide into further legs for more detail.
INTRO
Introduction. Sequential organisation – what happened in time order. Closing statement/s
Gen
re C
heck
list
G
athe
rin
g C
onte
nt
Pla
nn
ing
D
raft
ing
Ed
itin
g a
nd
Rev
isin
g
Gen
re
Writ
er’s
kn
owl-
edge
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Lang
uage
feat
ures
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Purp
ose
and
Aud
ienc
e
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Stru
ctur
e an
d or
gani
satio
n
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Key
Fea
ture
s:
K
W
L
Intr
odu
ctio
n
D
iag
ram
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WA
GO
LL
Wha
t a
goo
d
one
look
s li
ke
The
Dai
ly G
ossi
p ~~
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An
not
ated
Exa
mpl
e
Pla
nn
ing
Sk
elet
ons
Con
nec
tive
s
Tec
hnic
al V
ocab
ula
ry
Mar
kin
g L
adde
r S
ucc
ess
Cri
teri
a
Obj
ecti
ve
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Ed
itin
g a
nd
Rev
isin
g
Sy
mbo
ls
Spe
llin
g
~
~~
~
Par
agra
ph
/
/ R
e-or
der
sen
ten
ce
Bet
ter
voca
b
*
Mis
sin
g w
ord
^
Add
det
ail
+
Pu
nct
uat
ion
p
Pu
nct
uat
ion
. , ?
! “
” : ;
-…
( )
Bri
ght
Idea
s an
d B
rain
Wav
es!
Sha
red
Wri
tin
g
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Mai
n O
bjec
tive
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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 an-thologies, 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.
Gathering Content
Planning Drafting Editing+Revising
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)
Use cross-curricular knowledge.
Teach skimming, scanning, note-taking, note-making, text marking, highlighting.
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;
Identify which prompts on the working wall will support the children’s 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.
Present final outcome for an audience.
Be creative!
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.
THE WORKING WALLTHE WORKING WALL
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
Character:
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…………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………
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
Recount Recount – retelling events in time order 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.
INTRO Who What
Where When?
Instruction Instruction – How to do something Title/aim – What is to be done? Requirements – ingredients/resources Method – What will we do? 1. 2. 3.
Things to remember: • Imperative verbs • Chronological order • Ways of ordering, eg. numbers, alphabet, use of time connectives • Diagrams/illustrations where appropriate
Goa
l Go
al
Use
ful tips
Wha
t yo
u ne
ed
Intr
oduc
tion
Clos
ing
commen
t
Sequ
ence
d st
eps
Report Report – Describing the way things are 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
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…
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
Discussion Discussion – Reasoned argument
For Against
* *
* * * * Opening statement 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…
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The ICT 'Bundle'
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 01257 516144 or emailing [email protected].
The Summer 2006 ICT Bundle|
Babies and Toddlers | (410k)
I did a bad thing once | (641k)
Images promethean | (2233k)
Images smartboard|
Lowry | (596k)
My mother was a pirate... | (5519k)
Station | (5026k)
Think, say, feel... | (12k)
Think, say, feel... (2) | (563k)
Non-fiction text types | (299k)
Little Daisy smartboard resource | (381k)
Question wheel | (112k)
Timers | (60k)
The Spring 2006 ICT Bundle|
Interactive and Multimedia Texts | (73167.3k)
Still Images and Sound | (31423.2k)
Sounds | (1010k)
Moving Images and Sound | (72499.7k)
Focus Cards | (418k)
Target Game | (25k)
help / accessibilit
Planning Visual Literacy | (93k)
Story Mountain | (5k)