Aims

• To look at what English teaching looks like in a KS1 classroom.

• To share strategies to develop writing skills.

• Planning a teaching Sequence. • Dyslexia Friendly Classrooms

What writing have you seen in KS1?

What writing looks like in KS1

The development of writing at KS1

Strategies to support children’s writing development.

Oral tradition – children need to internalise story language

Imitate,

Innovate,

Invent

Presenting a traditional tale

TASK

In groups of 3 or 4 you are going to present one of the Traditional Tales using the story telling actions.

You will have 30 minutes to prepare this ready to present back to the group.

Try this with your classes and evaluate in preparation for the Cross Curricular Writing Training on 15th.

The Effective Teaching of

Writing • Teach children the writing process • Teach children to write for a variety of purposes • Teach children to become fluent with handwriting,

spelling, sentence construction • Use reading to teach writing and link the two • Set specific goals for individual children • Teaching grammar within the writing process

Learning to Write Composition

What am I learning about? Links to reading and

exploration. Do they know enough about this subject? How can their

understanding be enhanced/deepened?

Who is it for?

How do I say it in writing?

Audience/Purpose/Content

Transcription How do I write it

down?

Spelling

Handwriting

Grammar

Teacher Demonstration

Teacher scribing

Supported writing

Guided writing

Independent Writing

Edit, review and improve

The Teaching Sequence for Writing Capturing Ideas

Oral rehearsal

Talk

For

Writing

Final outcome :

WOW Factor!

Familiarisation with the genre / text

Start with the Wow Factor. Have emersion activities to absorb children into the topic.

Add in ways of helping them to find out more from their starting point and expand vocabulary eg reading around a subject or genre.

Encourage them to discuss and understand what they have read eg responding, features

‘Book Talk’ The purpose is to give children the

opportunity to explore and respond to a text at their own level, through talk.

It is an open-ended discussion with no wrong answers, and not a barrage of closed comprehension questions!

Children should be encouraged to build/elaborate on previous contributions, until a good range of key aspects of the text (ideas, language, pictures, structure, layout etc) has been fully explored.

‘Book Talk’

Children will internalise language patterns and reuse them in their writing if they read a lot.

We need to maximise the opportunities that

children have to read in order to allow them to experience written language and internalise.

It is essential to choose texts that engage

children as reading for enjoyment will help feed the imagination.

Consider the experiences that the children are lacking and giving them these experiences to help them develop ideas for the writing process. E.g.

Debate within the rainforest topic.

This phase is also a chance for the children to plan their own writing e.g. how they are going to change

characters and settings etc.

Short writing opportunities Post it notes Story map Wow words Sentence Letter Poem Email or text message

Fact box Poster Advert Character profile Think, say feel bubbles

Break

Building a Unit

What did you like/ dislike about the story? What sort of character do you think the squirrel is? Why might he be like this? What could have happened to him? What emergency could he be expecting? What did you find interesting? What do we already know? Things that puzzle me.

think think

say feel

Fact

Boxes

Vocabulary Investigations

Explore the meanings of

words using dictionaries and

find alternative words using a

thesaurus.

Word association – ‘Magpie’ Things to be afraid of – e.g. darkness, snakes,

giants

Spot the truth – in pairs - Scaredy Squirrel is very brave.

- Scaredy Squirrel is a nervous squirrel

- He got attacked by a killer bee.

3 statements – which is true?

Paired debating game – do

Martians/killer bees exist? Would there

be a shark in the park?

- “I think that Martians exist because ...” (child

1)

- “ Furthermore, .......” (response) (child

1)

- “ On the other hand.....” (reply) (child 2)

Describe the setting where Scaredy Squirrel lives. • Draw it.

• Describe to a partner what you have drawn

• Brainstorm vocab - Writer’s Toolkit, Descriptosaurus.

• Write short description

Innovate • Where else could Scaredy Squirrel live?

• Write the advantages/ Disadvantages of living in each

Examples of Guided Group Focuses • Speaking and Listening

• Phonics/ Spelling – always give LA groups opportunities to write

• Connectives

• Adjectives/ Nouns for Impact

• Punctuation

Use information texts to research

squirrels

What do we think of Scaredy

Squirrels daily routine?

What other activities could

he add into his day?

Short writing opportunity –

Scaredy Squirrel diary.

Use information texts to research

squirrels

What do we think of Scaredy

Squirrels daily routine?

What other activities could

he add into his day?

Short writing opportunity –

Scaredy Squirrel diary.

Look at a variety of persuasive

texts, adverts etc.

Pick out features using

Skeleton Discussion Books

Look at a text persuading a

rabbit to come out of a

burrow. Pick out the features

and add to working wall.

Hot Seating using puppets

Interview the squirrel. Why does he not want to

come out of the tree? What our thoughts on ths?

How could we persuade him to come out of the

tree? Use persuasive vocabulary.

Short Writing opportunity- What would you say

to the squirrel to convince him to come out of the

tree?

Hot Seat a different squirrel

Alternative point of view. This squirrel likes to

come out of his tree. Find out why.

Writing Opportunity – Write a letter to Scaredy

Squirrel from the other squirrel convincing him

to come out of the tree.

Conscience Alley

Why should the squirrel come down from the

tree?

Write an alternative exit plan

Instant message Scaredy squirrel Try to persuade Scaredy Squirrel to leave

his tree via Instant messages/email.

Teacher can be Scaredy

Squirrel and reply.

Persuade the world to buy Scaredy squirrel’s emergency survival kit. Create a TV, magazine or radio advert. TV advert - video Magazine – publishing programme - digital photography Radio - Audacity or similar audio programme – layers persuasive talk and music

• Write a narrative about another squirrel convincing Scaredy Squirrel to come out of the tree.

• Write a letter to Scaredy Squirrel to convince him to come out of the tree and perhaps writing a reply from Scaredy Squirrel. Edit/ Review.

• Posters to pin up around the park to encourage people to talk Scaredy squirrel down from the tree.

• Write a narrative where Scaredy Squirrel comes out of the tree.

• Can these strategies be used with other texts?

• Adapt Unit Plan

Planning a unit –within creative curriculum 20 Example Stickman/Scaredy Squirrel.

Innovation/ Imitation/Invention

Planning circles

Writing Resources Literacy Shed

Talking Tin Lids

Sound Mats

Story Mountains

Story Teller’s Chest

Now it’s your turn !!! Task

You are going to work in groups of 3 or 4 and a mixture of KS1 and KS2. Take a story and plan a unit of work using suitable strategies for supporting children’s writing development.

Unit Planning