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Curricular Target Exemplification of teaching and learning

Education BradfordWhole School Curriculum Target Area

Improving writing through a focus on composition and effect

Rationale: Composition and effect is the process of writing imaginative, interesting and thoughtful texts which are appropriate to task, reader and purpose. Pupils need opportunities to develop as independent writers, choosing topics, forms and purposes that interest them. They need to be set tasks that prompt them to make use of their knowledge to different text types in adventurous

ways. In the first instance, teachers can help pupils by specifying an audience which helps them to make decisions about the level of formality, choice of vocabulary and form of writing. However, children should be given the opportunity to choose their own audience and adapt their writing accordingly. Teachers need to expose children to texts which will engage them and create

opportunities for pupils to discuss, recognise and explain the writer’s choices and the impact these have on the reader.

School: Term:

Area: Writing - Foundation Stage

FS: Age expected Target Example questions to support planning, teaching and assessment

Write their own names Write labels and captions Segment words into phonemes and choose an appropriate

grapheme to write the word To begin to form simple sentences – sometimes using

punctuationChild Speak Guidance for the practitioner

I can write my own name I can write labels (and captions) I know what a sentence is I am starting to write (a) sentence(s) I can choose what I want to write ! can write for lots of different reasons

Can the children:- tell you what they want by using words or gestures talk to the teacher and to friends using words, phrases & gestures join in - using words - in rhymes & stories say what has happened (in a story or recounting own experiences) say a simple sentence copy their names write some letters from their names write their names count the number of phonemes in a word segment and write words choose a grapheme (from a model) to represent a phoneme in writing write the graphemes in the order that they occur in words say and count the words in a caption/sentence say and write the words in a caption/sentence give oral explanations talk about how they respond to certain words experience and recognise that others sometimes think and feel differently show what a full stop looks like find a full stop in their / teacher’s writing show that a full stop means the end of a sentence write a sentence independently with finger spaces and a full stop?

Exemplification

N.B.See target grid for examples of approaches in each of the six areas of learning & the EYFS document

All areas of learning in Foundation Stage are of equal importance & all are interdependent for children’s learning. They will all have a bearing on writing outcomes

Personal, social & emotional development

Talk to the children about family and friends and why they are important.

Give children opportunities both to speak and to listen, ensuring that the needs of children learning English as an additional language are met.

Encourage children to explore and talk about what they are learning – valuing their ideas and ways of doing things

Encourage children to share their feelings and talk about why they respond to experiences in particular ways

Communication, Language & Literacy Development

Share books, rhymes with repetitive phrases and CDs of stories and encourage children to join in / allow these resources to go home

Books in home language to share with bi-lingual support or parents

Songs and rhymes in home language to encourage joining in

Thinking time built into planning for children to decide what they want to say

Opportunities to talk about and role play familiar stories

Collaborative tasks where children have to talk to each other while working through the task

Meaningful Sp & List activities – e.g. explain to others

Opportunities to write their name for a purpose – e.g. sign up for an activity

Oral rehearsal of sentences to a partner/puppet Modelled sentences in basic and enhanced

provision – The sand is wet/dry/cold. Adults to model correct sentence structure for

children at non-verbal communication stage Activities involving physically making sentences,

ordering words and adding a full stop Opportunities for reading and writing to be

available in all areas of provision

PSRN (Problem-solving, Reasoning & Numeracy)

Use mathematical language in their play Adults to create situations to model

appropriate language Create opportunities for children to work

together, to discuss mathematical play and problems

Give children opportunities to talk about what they are doing

Join in and sing mathematical songs and rhymes

Use reading and writing in challenges

Curricular Target Exemplification of teaching and learning

Physical Development (PD) Use talk to describe how they are moving,

adults to model sentences and extend vocabulary

Modelled language when using malleable materials and tactile experiences e.g. finger paint, cornflour

Snack area – modelled sentences e.g. ‘Today we are eating…..’

Make a book about things I can do with modelled sentences. For example ‘I can ride a bike.’

Book in the snack areas with sentences ‘I like…’ – for the children to complete

Role play stories, for example ‘going on a bear hunt’ to combine talk and movement

Whole body action rhymes e.g. ‘Head shoulders knees and toes’

Knowledge & understanding of the world (KUW)

Introduce vocabulary to enable children to talk about observations and ask questions

Encourage and respond to children’s interests and extend these through questions, discussions and further investigations

Give opportunities to record findings by drawing, writing, making a model or photographs

Encourage children’s evaluations and provide opportunities to speculate on the reasons why things happen/ed or how things work/ed

Creative Development (CD) Be aware of children’s interests Provide opportunities for children to use

and be taught new vocabulary Encourage children to express their ideas

and respond using words and gestures Provide opportunities for children to

discuss what they can do and what they have been doing

Provide opportunities for children to work together and discuss

Opportunities to turn stories into plays, using role play, small world, puppets

Area: Writing – Composition and EffectYear 1

Child speak steps to success

Target Example questions to support planning, teaching and assessment

Generating ideas and planning

I know the reason I am writing and who I am writing for

I can make a simple plan and use it to help me write

I can use ideas from what I have seen and done

Shaping and constructing language

I can say my sentences out loud before I write

I can add carefully chosen new words to my sentences (orally and written) that interest the reader

Drawing on text type conventions

I can use some key features of the text type

I can combine words, pictures and sounds on paper and screen

Independently choose what to write about, plan and

follow it through

Use key features of narrative in their own writing

Convey information and ideas in simple non-narrative

forms.

Find and use new and interesting words and

phrases, including story language.

Create short simple texts on paper and screen that

combine words with images.

Generating ideas and planningWho are you writing for?Why are you writing?Can you explain your plan to your friend or an adult?Have you used some ideas from any books you have read?Are you using the actions from the oral storytelling to remind you of your plan?Are you using the ideas you had when you had ……. experience?Does your story have a beginning, a development and an end?Shaping and constructing languageCan you say, out loud, the sentence you want to write?Are you using the words we have on our working wall to make your writing interesting?Does your story use the language you have seen in books?Have you used any new words that you have not written before?Have you chosen the right word to say exactly what you mean?Does your friend like your sentence?Drawing on text type conventionsCan you make up a story using pictures to show what happens?Can I tell if your character is good or bad?Do you have a real picture in your mind of what your character is like?Have you used the right words to describe your characters?Do your characters interact, (work together, team up etc)?Is the setting you have chosen right for the story you want to tell?Does your writing contain word like last week, then, after that, first, next, after, when? (According to the appropriate genre)Does your writing tell the events/instructions (etc) in the correct order?Do your pictures give the right information and add to the writing?

EAL pupils Exemplification of teaching and learning

Model writing in the form/genre required at word and sentence level.Give EAL pupils a bank of words and pictures for the text type to assist writing. Encourage pupils to choose the 'best' words to write down their ideas.Provide a listening frame to allow pupils to listen to key language needed to scaffold their writing.Pupils can be encouraged to use their first language where appropriate, particularly if there is a support teacher or students with whom they can talk and then translate.Encourage EAL pupils to compose texts that are familiar to them and which have repetitive language structures and predictable language patterns.Encourage EAL pupils to say their sentences before writing using a whiteboard, cut up sentences encouraging pupils to consider word order.Provide sentence starters for the text as this helps model the type of language to be used for the text type.Pre-teach key vocabulary using support staff prior to writing.Model speaking and listening exchanges using language of the text type - this could be done with another adult or with a student.

Both sentence structure and punctuation and text structure strands will combine to support effective composition and effect – particularly important is a growing sense of audience and purpose.

Always begin writing with talk. Model how to say complete sentences and expect the children to speak in complete sentences. Demonstrate by thinking aloud as you plan sentences or complete texts Ensure there is a stimulating provocation for writing. Make it irresistible. Continue in role to help children engage with characterisation and to provide purposes and audience – e.g. the lost animal could stimulate writing of posters, letters to the newspaper, evidence information for the police, plans for routes to the finding place, organisational texts for how to set about finding him, a recount of the journey. Make the writing real – really write to the police, the author of the book, the fire brigade, the headteacher, the shopkeeper, the optician etc and expect a reply. Help children to generate ideas for the content through discussion, role-play, oral story-telling, practical activities (e.g. sequencing photos of an event or activity taken in real-life experiences) Use drama activities to make writing more engaging e.g.

simple role play, hot seating, secret box (provoking artefacts – mystery),small world play, puppets, place a provocation in school grounds

Have materials and stimuli for writing in all areas of provision e.g. backpacks with writing materials, work belts with pens and paper, clipboards, planning sheets, templates, order books

Use working walls to jot down new or particularly relevant words – use post-it notes for speed and easy access

Build collections of new words from a range of contexts – through reading, film, ICT texts, photographs, picture books.

Build a culture of excitement around new words. Celebrate when children find and use new words. Ensure correct meaning is understood in a variety of contexts.

Build collections of words for a variety of purposes – to describe character, setting, feelings etc. and for subject specific writing.

Use kinaesthetic strategies to help children capture ideas and sequences – post-it notes, pictures to move, sentences to order, puppets and small world to rework the ideas

Ensure children are confident users of phonics so that they are free to experiment with composition and effect. At the start of Y1 they should be secure in phase 4 and moving through Phase 5 throughout the year.

Ensure high frequency words and connectives are returned to regularly and

make links through class work in all areas of the curriculum.

Curricular Target Exemplification of teaching and learningArea: Writing – Composition and Effect

Year 2Child speak

steps to successTarget Example questions to support planning,

teaching and assessment Generating ideas and planning

I know the reason I am writing and who I am writing for

Draw on knowledge and experience of texts in deciding and planning what and how to

write


Who are you writing for?Who is your audience?Why are you writing?What is the purpose of your writing?Have you used the appropriate planning grid to help you organise your

I can plan in several ways and use my plan to help me write

I can use ideas from what I have seen, read and done



I can include carefully chosen new words to my sentences (orally and written)

I can improve my writing by including words which add detail and impact


I can use the main features /style of the text type

I can sustain the form I have chosen to write in

I can independently choose the best way of presenting my work using words, pictures and sounds on paper and screen

Sustain form in narrative, including use of person and time

Maintain consistency in non-narrative, including purpose and

tense

Make adventurous word and language choices appropriate to the style and purpose of the text

Select from different presentational features to suit particular writing purposes on

paper and on screen

ideas/writing?Have you used your grid to support your writing?Which ideas have you used from books and films to support your writing?


Can you say your sentence out loud and know if it makes sense or not?Can you write a question or a statement to make your writing more interesting?Have you included in your sentence words which paint a better picture for your reader, e.g. an adjective, adverb or adverbial phrase


Are you writing in the correct verb tense and person all the way through your writing?Can you add in pictures, diagrams etc. to help your reader understand what you have written?Does your final outcome match the text type? Look at the WAGOLL.

EAL Pupils Exemplification of teaching and learning

Model writing in the form/genre required at word and sentence level.Give EAL pupils models of language for the text type as using phrases and groups of words that are bound together can often be problematic for some pupils eg once upon a time; one fine day ;many years ago.Encourage pupils to use interesting words in their writing and encourage them to read their texts out aloud.Provide a listening frame to allow pupils to listen to key language needed to scaffold their writing.


Developing Early Writing Unit 11 Using models from reading to organise instructions sequentially/use a variety of organisational devices

Developing Early Writing Unit 13 Investigate and recognise a range of other ways of presenting texts

Developing Early Writing Unit C Using a variety of simple organisational devices, e.g. arrows, lines, boxes, keys to indicate sequences and

Encourage pupils to understand who their writing is for and why they are being asked to write.Encourage use of interesting describing words eg. an enormous, black cloudEncourage correct use of word order prior to writing down.Model speaking and listening exchanges using language of the text type - this could be done with another adult or with a student.Pupils can be encouraged to use their first language where appropriate, particularly if there is a support teacher or students with whom they can talk and then translate.Pre-highlight copy of texts with key-words or passages already highlighted.

relationships.

Help the child to generate ideas for the content of their writing through discussion, role play and practical activities

Use drama activities to make writing more engaging for the reader and show the child how to use the ideas generated when writing, e.g. simple role play, hot seating, magic box (see writer grids), writing boxes (see writer grids), small world play

Use pictures from simple texts to collect ideas for writing Introduce and collect new words through use of visual texts to

increase child’s vocabulary choices When reading with the children, talk about words which are

effective When reading with the children, talk about whom the writing is for

and why it is written (audience and purpose) Talk about how words are used to achieve the writer’s intended

impact on the reader Use word banks developed with the children through talk for writing

activities to support the children’s range of vocabulary use in writing Play games, e.g. focusing on improving word choices to make

better sentences by changing words (nouns, adjectives, verbs, adding words in, adding words on at the beginning and at the end)

Talk about images and jot down effective vocabulary for use in writing

Help the child to capture and use new words for writing by using film sequences

Demonstrate how to say sentences aloud before writing so that the child understands what they are being encouraged to do

Before writing always encourage the child to rehearse what they want to write aloud so that they are not trying to make it up as they go along

Support the children to create a ‘magpie’ list of exciting and interesting words that they encounter whilst talking, watching and reading

When writing alongside the children, show them how to choose interesting words and make choices in their writing by thinking aloud whilst you write

When writing has been improved, compare the sentences and talk to the child about the effect of the changed vocabulary on the reader

Work with the child to recognise poor word choices


Year 3Child speak


teaching and assessmentGenerating ideas and planning

I know the reason I am writing and I know who my audience is

I can plan in several ways and use my plan to help me

Make decisions about form and purpose, identify success criteria and

use them to evaluate their writing

Use beginning, middle and end to write narratives in which events are sequenced logically and conflicts


Who are you writing for (audience) and why are you writing (purpose)?Which parts of your plan have you used so far?Which parts of your plan do you still need to use?Explain your plan to me.Which ideas have you used from the film/book/role play etc…?What else could you include from the film/book/role play etc … ?

write

My planning makes sense and is influenced by the purpose and audience


I can communicate my point of view in my writing



I can include carefully chosen new words to my sentences (orally and written)

I can include some carefully chosen words for effect and impact, including technical vocabulary

I know when to choose formal and informal language


I can use the main features of the text type


resolved

Write non-narrative texts using structures of different text-types

Select and use a range of technical and descriptive vocabulary

Use layout, format graphics and illustrations for different purposes

What is your opinion?How have you shown your opinion in your writing?


Have you practised saying your sentence out loud – does it make sense and is it effective?Which new words have you added to your writing today?Which words have you put in for effect? Why?How can you improve your sentence further to make it more effective and clearer?


What are the main features of this text type?Show me where you have used them.Have you used them all the way through your text? How do you know that you have written a good piece of writing?How could you improve your writing?Is there something else that you might use in your writing to make it better?What do you think about your writing? Why?How can you present your writing?Could you present it in a different way?How could you improve the presentation?How could you use ICT?


Model writing in the form/genre required at word and sentence level.Encourage use of story language/ language that is familiar to pupils. Encourage pupils to describe place, characters using speech, feelings or emotion depending on the text type.Encourage the use of noun phrases e.g. the golden haired boy or adverbs.Encourage pupils to change the structure of sentences to create effect.


Grammar for Writing Unit 1: Functions of verbs.

Grammar for Writing Unit 9: Write simple non-chronological reports from known information.

I can use some stylistic features suited to purpose and audience

I can compare my writing to a WAGOLL (What A Good One Looks Like)


Encourage pupils to think about whether their writing is suitable for its purpose.Model speaking and listening exchanges using language of the text type - this could be done with another adult or with a student.Provide a listening frame to allow pupils to listen to key language needed to scaffold their writing.Pupils can be encouraged to use their first language where appropriate, particularly if there is a support teacher or students with whom they can talk and then translate.Pre-highlight copy of texts with key-words or passages already highlighted.

Grammar for Writing Unit 10: Functions of adjectives.

Ensure writing is real for the child by setting up real contexts for writing with a true sense of audience and purpose.

Activate the child’s knowledge and generate ideas for writing through practical activities e.g. visiting a place linked to another are of the curriculum as a focus for recount, watching a football match in role of journalist, interviewing people, generating ideas through drama & role play, hot seating, freeze frame, thought tapping, conscience alley, using music as a stimulus for writing, stimulate and collect vocabulary through use of visual texts and film.

Demonstrate how to say sentences aloud before writing so that the child understands what they will be writing.

Before writing encourage the child to rehearse what they write by saying it aloud so that they have practiced what they will write.

Highlight the use of formal and informal language in text. Allow children opportunities to orally rehearse using this language through drama, role play etc.

Play word choice games, e.g. pulling alternative words from the bag. Which is most appropriate for that sentence and why?

Encourage and support the child to create a writer’s notebook and record exciting and interesting words that they encounter while talking, watching and reading.

When reading, talk with children about the effect of vocabulary used upon the reader (Reading as a Writer – Talk for Writing).

Play games (e.g. from Grammar for Writing or Pie Corbett’s Jumpstart) focusing on building the child’s vocabulary choices (adjectives and adverbs), e.g. have an object available such as an old marble or image. Compare the adjectives and praise unusual or effective words.

Model writing for the class, groups and individuals. Demonstrate use of effective vocabulary, text features and appropriate language by thinking aloud.

Use ICT to physically cut up texts, allowing children to experiment with using different language features.

Create differentiated success criteria for children to use to reflect upon their work and set targets. Award points for each feature of the Success Criteria which is successfully used.

Identify sentences from the child’s writing to be improved. Talk about how words could be added, taken out or changed for maximum effect. Ask children to improve them verbally and amend writing.

When the writing has been improved, talk to the children about the effect of the changed vocabulary on the reader.


Year 4Child speak


teaching and assessmentGenerating ideas and planning

I know the purpose for my writing and I know who my audience is

I can plan in several ways and use my plan to help me write


I can adapt my plan during

Develop and refine ideas in writing using planning and problem-solving

strategies

Use settings and characterisation to engage readers’ interest

Summarise and shape material and ideas from different sources to write

convincing and informative non-narrative texts

Show imagination through the


Who are you writing for (audience) and why are you writing (purpose)?Will your audience be interested in your writing?How will you plan your story? Will you use a Story Mountain, Story Board or the 5Ps (people – places – problem – panic - peace)Is there a problem or a panic in your writing?Can you use your plan to tell your story to a partner?Which ideas have you used from the film/book/role play etc?How have you changed these ideas for your writing?


Have you read back your story to yourself or a partner – does it make sense and is it effective?

the writing process


I can communicate and maintain my point of view in my writing


I can orally rehearse and manipulate my sentences before I write



I can use descriptive detail convincingly to paint pictures in my reader’s head

Through careful vocabulary choice I can add humour to my writing




language used to create emphasis, humour, atmosphere or suspense

Choose and combine words, images and other features for particular

effects

Which words have you put in for effect? Why?Can you improve the noun/verb/adjective?Have you used connectives well?Have you used any complex sentences?Do compound sentences help your writing to flow?Will direct speech help your story to move along?Are you writing in the first person? Will it stay that way?Are you writing in the third person? Will it stay that way?


What are the main language features of this text type?What are the main organisation features of this text type?Show me where you have used them.Have you used them all the way through your text?Is your text organised into paragraphs or sections? How do you know that you have written a good piece of writing?What do you think about your writing? Why?How can you present your writing?Could you present it in a different way?How could you improve the presentation?How could you use ICT?

EAL pupils Exemplification of teaching and learning Model writing in the form/genre required at word and sentence level.Provide a listening frame to allow pupils to listen to key language needed to scaffold their writing.Encourage use of imaginative and effective vocabulary by orally rehearsing sentences prior to writing.Encourage pupils to re-construct text types to get a sense of shape and meaning, paragraphing an cohesion of different texts. Do these type of activities collaboratively and using paired work to encourage speaking and listening.Encourage use of carefully chosen words and phrases to add shades of meaning and add interesting information.


Children should be encouraged to use:

descriptive language to establish a specific setting in writing. adjectives and adverbs selectively to add detail, choosing the

most appropriate a developing range of adjectives, adverbs, verbs and nouns in

writing to engage the reader descriptive language to establish a specific setting in writing success criteria to evaluate how effective their writing is for its

reader and purpose

I can use a range of stylistic features to support purpose and engage the reader

I can adapt my content and shape it for effect



Advanced bilingual pupils will also need support with sentence structure and punctuation see EB's guidance and E&E grammar materials for further guidance and activities.Model speaking and listening exchanges using language of the text type - this could be done with another adult or with a student.Pupils can be encouraged to use their first language where appropriate, particularly if there is a support teacher or students with whom they can talk and then translatePre-highlight copy of texts with key-words or passages already highlighted.

Activities from Talk for Writing such as ‘Crossing the River’ and ‘13 Things To Do With a Rainbow’ from Jumpstart Poetry can ignite the creative sparks within children

. They should also develop characters in more detail in

narrative writing. ‘Tell me More’ from Talk for Writing will support this.

‘Word Association’ and ‘Painting a Picture’ will also help with describing settings.


Year 5Child speak

steps to successTarget Example questions to support planning, teaching

and assessment Generating ideas and planning

I know the purpose for my writing and I know who my audience is

I can choose the most appropriate planning style to support my writing

I can adapt non-fiction texts to help me structure my writing of fiction texts, factual writing and poems


I can adapt my plan during the writing process


My viewpoint is consistent and controlled

I can show viewpoint

Reflect independently and critically on their own writing and

edit and improve it

Experiment with different narrative form and styles to write

their own stories

Adapt non-narrative forms and styles to write fiction or factual

texts, including poems

Vary the pace and develop the viewpoint through the use of direct and reported speech,

portrayal of action and selection of detail

Create multi-layered texts, including use of hyperlinks and

linked web pages


Who are you writing for and why are you writing?How have you planned your writing?Have you included everything in your plan in your writing?Has your original plan changed? How?Where did your ideas come from?Which genres have you used in your writing?What is your opinion?How have you shown your opinion in your writing?How have you shown your characters’ personalities?How have you shown how your characters are feeling?


Can you use a more powerful verb instead of said or went?Can you add detail to tell the reader more about how, when or where?Can you add an action after the reporting clause? e.g. …, replied Sam angrily, storming out of the room.How can you make the main characters represent opposites, e.g. good/evil, brave/cowardly, angry/happy?How can you show or hint at how a character is feeling in your story?Could you use [noun phrases/ similes/ metaphors/ personification/ alliteration] to describe the setting or your characters?How can you use [simile/ metaphor/ / personification/ alliteration] effectively to describe the setting or your characters?Should you use a reporting clause to let the reader know who is talking?Could you use reported speech to move the action on more quickly?How have you used humour in your writing?Have you started a new line for a different speaker in your story?Where should the speech marks go?

through characters’ speech and actions




I can use detail convincingly to paint pictures in my reader’s head

Through careful vocabulary choice I can add humour to my writing

I can use pace, where appropriate, to create atmosphere, tension and action





Where should you use a capital letter in direct speech?


Have you used more than one text type in your writing?Have you included the main features of the text types you have used?Have you used these features all the way through your writing?How have you improved your writing?Does your writing match the WAGOLL?Could you present it in a different way?How could you improve the presentation?How could you use ICT?

EAL pupils

As for Y4 and additional guidance:Model writing in the form/genre required at word and sentence level.Encourage pupils to have an awareness of audience and purpose.Encourage pupils to handle aspects of description, action and characterisation using carefully constructed sentences.Analyse text types to encourage pupils to study the language, style and linguistic features. Use min-whiteboards to draft writing and these will be an excellent link between talk and writing.Model speaking and listening exchanges using language of the text type - this could be done with another adult or with a student.Provide a listening frame to allow pupils to listen to key language needed to scaffold their writing.Pupils can be encouraged to use their first language where appropriate, particularly if there is a support teacher or students with

Exemplification of teaching and learning


Grammar for Writing Unit 36 Reported and Direct Speech

Grammar for Writing Unit 53 (Year 6) Language conventions and grammatical features

Help the child to generate ideas for the content of their writing through discussion and role play

Introduce and collect new words through use of visual texts to increase child’s vocabulary choices

Use guided reading sessions to discuss author’s use of vocabulary and techniques to engage reader

Use word banks developed with the children through talk for writing activities to support the children’s range of vocabulary use in writing

Play games, e.g. focusing on improving word choices to make better sentences by changing words (nouns, adjectives, verbs, adverbs etc. adding words in, adding words on at the beginning and at the end)

Use talk partners to generate ideas and orally rehearse writing



I can independently choose the best way of presenting my work, including the use of multi-modal text

whom they can talk and then translate.Pre-highlight copy of texts with key-words or passages already highlighted.Provide pupils with writing frames with a list of words and phrases appropriate for use in the set writing task eg write a news report on the water cycle. words could be Good evening viewers, precipitation, in the mountains, clouds, the sun shining on the sea..etc.

Support the children to create a ‘magpie’ list of exciting and interesting words that they encounter whilst talking, watching and reading

Children to identify the success criteria for their writing through guided and shared reading

Use guided and shared writing sessions to model thought processes of a ‘writer’

Write alongside the children to model the thought processes of a ‘writer’

Use guided writing sessions to support child in improving and editing writing

Give children the opportunity to use flip cameras and easi-speak microphones to record themselves reading aloud their writing and use talk partners to critically evaluate their work/performance

Use text marking to support children with identifying vocabulary choices which have an impact on the reader

Use text marking to support children with checking their work against the success criteria


Year: 6Child speak

steps to successTarget Example questions to support planning, teaching

and assessment Generating ideas and planning

It is clear what the purpose of my writing is and it is clear who my intended audience is

I can choose the genre and

Set their own challenges to extend achievement and

experience in writing

Use different narrative techniques to engage and

entertain the reader


Can the reader tell who you writing for and why are you writing?Why did you choose this genre and text type?How have you planned your writing?Have you included everything in your plan in your writing ?Has your original plan changed? How?Where did your ideas come from? In literacy? Outside literacy?Which genres have you used in your writing?

text type to suit my audience and purpose

I can choose the most appropriate planning style to support my writing

I can adapt non-fiction texts to help me structure my writing of fiction texts, factual writing and poems

I can use experiences outside of literacy to support my writing

My viewpoint is consistent and controlled and, where appropriate, I can maintain more than one viewpoint

I can show viewpoint through characters’ speech and actions


I can use appropriate vocabulary for effect and impact, including alliteration, wordplay and technical language

I can use detail convincingly to paint pictures in my reader’s head

I can use a range of stylistic features manipulated for effect to maintain the

In non-narrative, establish, balance and maintain viewpoints

Select words and language drawing on their knowledge of literary features and formal and

informal writing

Integrate words, images and sounds imaginatively for different

purposes

Extension

Independently write and present a text with the reader and

purpose in mind

Use a range of narrative devices to involve the reader

Identify criteria for evaluating a situation, object or event,

presenting findings fairly and adding persuasive emphasis to

key points

Experiment with the visual and sound effects of language,

including the use of imagery, alliteration, rhythm and rhyme

What is your opinion?How have you shown your opinion in your writing?How have you shown your characters’ personalities?How have you shown how your characters are feeling?


Can you use a more powerful verb instead of said or went?Can you add an adverb to tell the reader more about the verb, e.g. how, when and where?Can you add an action after the reporting clause? e.g. …, replied Sam angrily, storming out of the room.How can you make the main characters represent opposites, e.g. good/evil, brave/cowardly, angry/happy?How can you develop or change the main characters throughout your story?How can you give a hint to the reader to show how a character is thinking or feeling in your story?Could you use the passive voice to hide the agent and build the tension in your story?How can you use [noun phrases/ similes/ metaphors/ personification/ alliteration] effectively to describe the setting or your characters? What effect have you created?Should you use a reporting clause to let the reader know who is talking? Could you use reported speech to move the action on more quickly?Can you manipulate the phrases and clauses in your sentences to vary the pace, build up tension and avoid repetition?Have you started a new line for a different speaker in your story?Where should you use punctuation and capital letters in direct speech?

Drawing on Text Type conventions

Have you used more than one text type in your writing?Have you included the main features of the text types you have used?Have you used these features all the way through your writing?How have you engaged the reader?How have you improved your writing?Does your writing match the WAGOLL?Could you present it in a different way?How could you improve the presentation?How could you use ICT?

reader’s interest

I can use pace, where appropriate, to create atmosphere, tension and action







I can comment on the language I have used and how it engages and impacts on the reader

I can evaluate and improve my skills as a writer

I can independently choose the best way of presenting my work, including the use of multi-modal text

Extension



As for Y5 and additional guidance:Model writing in the form/genre required at word and sentence level.Support advanced bilingual pupils to have an awareness of audience and purpose.Support EAL pupils to handle aspects of description, action and characterisation using carefully constructed sentences.Model speaking and listening exchanges using language of the text type - this could be done with another adult or with a student.Build in 'thinking time' prior to expecting a response either orally or in written form.This will allow pupils to process their thoughts and language to be used.Provide a listening frame to allow pupils to listen to key language needed to scaffold their writing.Pre-highlight copy of texts with key-words or passages already highlighted.Pupils can be encouraged to use their first language where appropriate, particularly if there is a support teacher or students with whom they can talk and then translate.Provide pupils with writing frames with a list of words and phrases appropriate for use in the set writing task eg write a news report on the water cycle. words could be Good evening viewers, precipitation, in the

Grammar for Writing Unit 44 Adverbials

Grammar for Writing Unit 45 Active and passive voice

Grammar for Writing Unit 53 Language conventions and grammatical features

Help the child to generate ideas for the content of their writing through discussion and role play

Introduce and collect new words through use of visual texts to increase child’s vocabulary choices

Use guided reading sessions to discuss author’s use of vocabulary and techniques to engage reader

Use word banks developed with the children through talk for writing activities to support the children’s range of vocabulary use in writing

Play games, e.g. focusing on improving word choices to make better sentences by changing words (nouns, adjectives, verbs, adverbs etc. adding words in, adding words on at the beginning and at the end)

Use talk partners to generate ideas and orally rehearse writing Support the children to create a ‘magpie’ list of exciting and

interesting words that they encounter whilst talking, watching and reading

Use guided and shared writing sessions to model the thought processes of a ‘writer’

Write alongside the children to model the thought processes of a ‘writer’

Children to identify the success criteria for their writing through guided and shared reading

Use guided writing sessions to support children in improving and editing their writing

Give children the opportunity to use flip cameras and easi-speak

I can use stylistic features and emotive vocabulary for persuasive effect

mountains, clouds,the sun shining on the sea..etc.

microphones to record themselves reading aloud their writing and use talk partners to critically evaluate their work/performance

Use text marking to support children with identifying vocabulary choices which have an impact on the reader

Use text marking to support children with checking their work against the success criteria

Give children the opportunity to quickly plan a piece of writing – time limit – build up to 40 mins

Give children the opportunity to write an extended text showing awareness of text cohesion and links between and within paragraphs

Give children the opportunity to use a range of openings and vary sentences for effect

Ask children to identify the main features of different text types and use these appropriately in a writing task

Ask children to write and punctuate a range of differently structured sentences

Ensure that children realise that there is a real audience for their writing, even if it’s only the tester

See progression papers for more details of key features:Primary Framework—Literacy—Text types—Progression papers

Resources :

Developing Early Writing Grammar for Writing Talk for Writing Boys’ Writing flyers Text Type flyers Sue Palmer skeleton books Writer grids (ECaW) Jumpstart Literacy (Pie Corbett)

curricular target exemplification curr… · web viewuse word banks developed with the children...

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