Section 2 Question 2: Follow Up Writing Activity (Process)

Front

• Presentation of a stimulus

Back

• Explain how you will “hook in” the learners.

• Examples: song, movie, video clip, website, things they can hear, see, smell, touch, taste.
  

• Different genres have different conventions / features / structures.

• Before writing, children need to read texts to become familiar with the conventions of different text types.

• Shared reading is an essential step in the effective teaching of writing.

Front

• Familiarisation with genre

Back

• Explain prior learning/experience (which then influences length of time spent at this stage)

• Explain how you will look at examples of chosen genre

• Explain the features that are important and how you will analyse for features. Read, analyse, dissect

• Identify features, language, style, etc.

• Shared reading: give time for class to enjoy reading examples of the text type together.

  • Look closely at key sections from a writer’s perspective.

  • Look at how the text/genre is structured – boxing up.

• In Groups/pairs discuss/agree the distinctive language or grammar choices; distinctive features of the text.

Front

• Capturing ideas

Back

• Take time to come up with and share ideas

  • e.g., talking and listening, role play.

• Try out vocabulary.

• Practise ideas and techniques.

• Research (not required for all genres).

• Explain process for making ideas audible and visual.

• Explain planning template.

• Explain close analysis of text, such as highlighting descriptive language.

Front

Teacher demonstration

Back

• Explain what you do to share a model of writing to establish features of genre.

• Teachers: write with pupils, explain their choices of words and phrases, amend their work as they produce it.

• Learners: see and hear a model of composition and transcription , develop insight into the writing process. recognise that writing rarely appears fully formed but needs planning, thinking, editing, and redrafting.

Front

Drafting

Back

• • State appropriate learning intentions and success criteria 

  • Use the context of the Middle Primary Cathcart class to identify groups and explain the guided/independent writing

  • Formative assessment/reviewing/editing. 

Front

Shared Writing

Back

• Teacher and pupils collaborate to compose text.

• The teacher: scribes , draws on the pupils’ ideas

  • encourages ‘magpieing’ and ‘never dodging a good word’

• The pupils: contribute ideas, may work in pairs (to generate phrases/sentences to share)

  • discuss with teacher which ideas/phrases/words are most effective and why.  

• Frees the learners to focus on composition as the teacher manages transcription

• Provides a forum for discussing the decisions writers make.

• Helps children understand that brainstorming and rejecting ideas is part of oral drafting (and composition).

• Enables the class to focus on a particular aspect of the writing, e.g., planning, writing an introduction, organising sentences in a paragraph, using simile to describe, using speech marks.  

• Scaffolds children to use the language of the success criteria to talk about their work (e.g., signposting sentence, technical vocabulary, imperative verb)

• Very useful for all learners when the text is new.

Front

Guided Writing

Back

• The teacher works with a group of children on a piece of writing that offers an appropriate level of challenge to the group.

• Through discussion, the teacher prompts the learners

• Children compose and transcribe

• Guided writing sessions have a specific focus:

  • A stage in the writing process i.e. planning or redrafting

  • A feature of the text, such as paragraphs or characterisation.  

Front

Independent writing

Back

• values learners’ voice and creativity

• enables pupils to practise and apply skills taught in modelled writing and shared writing

• encourages risk-taking and ‘having-a-go’

• promotes writing stamina

• provides assessment evidence.