Writing at Forest and Sandridge€¦ · - Endorsement quotes correctly punctuated - Prepositional openers - Rhetorical questions - Imperative verbs This will help children to recognise

Writing at Forest and Sandridge

Text based approach to writing.

It is important to link writing to a text which supports the skills learnt in that phase.

A text should last for a term to allow children to get to grips with the text and fully understand the text.

Writing will then cover two genres for each text. A fiction genre and a non-fiction genre. These writing genres

should last for approximately 3 weeks.

It is advised that in KS2 children should focus on a shorter text/picture books during terms 1,3 and 5. During

terms 2,4 and 6 children should focus on a longer text. This text could be started as a whole class story in the

term before.

Writing to

entertain

Writing to

inform

Writing to

persuade

Writing to

discuss

AU 1 AU 2 SP 1 SP 2 SU 1 SU 2

Lower

School

Middle

School

Upper

School

Year 1 and 2

(Lower School)

Story (including

retellings)

Description

Poetry

In-character/role

Recount

Letter

Instruction

Year 3 and 4

(Middle School)

Narrative

Description

Poetry

Characters/Settings

Explanation

Recount

Letter

Biography

Newspaper

Advertising

Letter

Speech

Poster

Year 5 and 6

(Upper School)

Narrative

Description

Poetry

Characters/Settings

Report

Recount

Biography

Newspaper

Essay

Advertising

Letter

Speech

Balanced argument

Newspaper

Review

Add a Slide Title - 4

Topic: Around the world in

80 days.

Purpose: Persuade

Main outcome: A holiday

brochure.

Smaller outcomes: A radio/TV

voiceover

A persuasive letter

Success Criteria:

Persuasive Voiceover

- Expanded noun phrases

- Adverbials to link writing

- Prepositional openers

- Rhetorical questions

- Imperative verbs

Success Criteria:

Persuasive Holiday

Brochure

- Expanded noun phrases

- Endorsement quotes

correctly punctuated

- Prepositional openers

- Rhetorical questions

- Imperative verbs

This will help children to

recognise different

genres. Pupils are more

likely to notice specific

text features and

structures, grammar and

sentence structure, word

level and choice and

punctuation.

By covering a main

persuasive outcome over

a three week period and

then other smaller

persuasive outcomes

during this time, children

are able to embed their

understanding of the

associated grammar and

punctuation.

Long Term Plan – Yearly Overview

Year 5/6 Example

Text Main Outcome Other writing opportunities (Short bursts)

Term 1: The

Man Who

Walked

Between the

Towers

Narrative: Write an alternative

ending to the story.

Inform: News report based on

the story - Petit Dot in the sky.

Narrative: Setting description

Narrative: Character description

Inform: Police report

Inform: Wanted advert/poster for Petit

Inform: Instructions: How to be a great walker.

Inform: Biography for Petit

Term 2: Narrative:

Persuasion:

Term 3:

Term 4:

Term 5:

Term 6:

The Learning Process

Collect it

Deconstruct it

Construct it

Plan it

Write it

Edit it

Celebrate it (clip it clap it)The writing process should be displayed in each classroom, on the working wall, so that children know where they are in the writing process.

Collect it – HOOK

- Purpose: For children to be equipped with the best possible language to apply in their writing.

- Provide rich texts and experiences. Incorporate your hooks here. E.g. Stig of the dump, drawing tigers, trip, visitor, film clips, Literacy Shed.

- Use this as an opportunity to take photos for working walls and books so that children can refer back.

- Organise words and information according to purpose and function.

- Spellings identified for correction – children will be referring back to this throughout their writing.

Deconstruct it

- Have opportunities to explore age related texts to better understand layout and features.

- WAGOLLs (what a good one looks like)

- Level of language should be ahead –challenging but within reach

- Grammarsaurus

- https://grammarsaurus.co.uk/

- This can be displayed on working walls as an example of what children can achieve.

Construct it

- Focus on the teaching of new knowledge needed to write the final piece.

- Precision teaching, modelling, relating to the purpose and function of the text as well as focussed grammar activities.

- E.g. Year 4, narrative – teach the use of fronted adverbials

Plan it

- Once children are immersed with the language and knowledge of the topic and structures of the text type, they can plan their own piece of writing.

- This must be a useable plan.

- The plan should incorporate ideas from the construct it phase. E.g. a character description, their character on their plan should come from this.

Write it

- Pupils should be ready to write.

- Still structure the writing with revisions throughout the lesson.

- This process could take up to 3 days.

Edit it

- Editing needs to be taught and practised before children edit their own work.

- Self-editing and peer editing.

- Focus on the skills which have been taught during the unit of work.

Celebrate it

- Children write up their favourite piece in best.

- All final pieces will be displayed in the corridors on clipboards.

- Opportunity to leave a post it/certificate/wrist band on the work to congratulate them and tell them why you like it.

- One piece of writing a term should be published. Children can choose their favourite piece of writing from the term that they write up and display. The teacher will monitor this to ensure children are writing a range of extended pieces throughout the year.

Alan Peat – Sentence Types

Early Years Year 1/2 Year 3/4 Year 5/6

• 1Ad

• 1ed

• And sentences

• B.O.Y.S – coordinating

conjunctions

• 2Ad – expanded noun

phrase

• Simile

• 3__ed – verb tense

• List sentences – commas

for list

• Double ly ending -

adverbs

• ____ ing, ____ ed –

fronted adverbials

• Short – for impact

• The more, the more

• Ad, same ad - adjective

• 2 pairs - (2 pairs of fronted

adverbials)

• Verb, person

• Emotion word, (comma) –

fronted adverbials

• De:De - colons

• Some; others sentences –

semi colon

• Irony

• Imagine 3 examples:

• Personification of weather

• 3 bad – (dash) question? -

dash

• Noun, which, who, where –

relative clause

• If, if, if, then –

subordinating

conjunctions

Bold words – where possible

please refer to grammatical

terminology when discussing these

sentence types.

Use these sentence types at the start of

lessons to help with sentence structures. To be

used once or twice a week to keep them

interesting.

Alan Peat – Sentence TypesThursday 22nd February 2018

WALT: Use fronted adverbials

Emotion word, (comma)

She shouted to the boy.

Challenge: Use your purple pen to edit and improve your sentence using other sentence types.

Early Years and Year 1

This could be done

through whole class input

as a discussion. Used as

and when appropriate.

Early Years/KS1

• Word of the

day/week to be

displayed in the

classroom and

then kept on the

working wall.

KS2

• Word of the day to

be displayed in

the classroom and

written into

dictionaries with

the definition.

Word of the Day

Children are introduced to a new word for the day.

This is a word which children are able to use in their

writing throughout the week and extends their

vocabulary.

Shades of meaning

Use shades of meaning as an opportunity to extend

children’s vocabulary.

Today you will be focussing on vocabulary.

1. Think of some descriptive words that we could up level

today.

2. Now use a thesaurus to make a list of synonyms.

3. Put these synonyms in order to show severity.

4. Use the coloured cards to put these words in order.