Literacy-Aims of Session

To further develop teachers’ knowledge and understanding of• Establishing an informed baseline and

identifying pupils’ needs• Planning to bring about improvement• Communication LOP Writing Levels 3,4• Activities for improving Writing

EVIDENCE BASE

Baseline

What do we know about the pupil?

SET TARGETS and Plan

QUANTITATIVE AND QUALITATIVE

EVALUATE OUTCOMES AND

IMPACT

MONITOR PROGRESS

MAKE CHANGES

Implement-Teach

Improving Learning

Teaching and Learning Cycle

Teaching and

Learning

Familiarisation

Problem solving

Modelled

SharedGuided

Independent

Sharing with an audience

Establishing an informed Baseline

Think, Pair, Share

How would you go about establishing an informed baseline?

Using the LOP Writing L3,4

Level 4-Vikings-Model using Writing Skills Assessment Form

WorkshopTeachers working in pairs using WSAF and one Level 3 writing sample (The Disaster)to identify :• Skills already established • Next steps to move child’s learning on

Planning/Target Setting

• Model-Use a sample

• Set medium term targets

• Use pro-forma for Planning

• Consider monitoring strategies/evidence

Improving Writing

Workshop-”The Disaster”

Activity--Connectives-The Big Dog

Activity-Descriptive language-Nodrog

Connectives

. The big dog enjoyed barking. Moreover he was good at it, and very loud. However, the baby needed to sleep so the dog had to go in the garden. He barked and yelped until he grew sleepy. At last he stretched out under the stars and fell asleep. Unfortunately.......

Other ways to say...

.

ANDAlsoTooNot only -but alsoIn additionFiurthermoreMoreover

BUTHoweverYet,On the other handIn contrast

Time Connectives

.

FIRSTFirst of all..The first thing we did ..When we set off .....Early one morning....One afternoon ....

NEXTIt was not long before....Soon ...In a few minutes ....After a long time ....Before long ....A Little later …

THENAfter a while ..While ...When ..Suddenly ..Without warning ..Quick as a flash ..

FINALLYIn the end .....At last ..Eventually ....At the very last minute..We finished the day by …

Descriptive language

Nodrog went down the path. At the

end

he saw a house. He went to the

door

and rang the bell. A woman opened

the door. She had eyes, a nose and

a

mouth.

EVIDENCE BASE

Baseline

What do we know about the pupil?

SET TARGETS and Plan

QUANTITATIVE AND QUALITATIVE

EVALUATE OUTCOMES AND

IMPACT

MONITOR PROGRESS

MAKE CHANGES

Implement-Teach

Improving Learning

Next StepsSchool based- Liaise with class teacher regarding base-lining. Arrange

observations Talk to pupils. Analyse samples of pupils’ writing and assign a level Identify groups and begin to plan for intervention Day 3-sharing good practiceIndependent- Familiarise yourself with Levels of Progression in

Communication including 1 and 2 Familiarise with content on Website

Revisit Aims

To further develop teachers’ knowledge and understanding of• Establishing an informed baseline and

identifying pupils’ needs• Planning to bring about improvement• LOP levels 3,4• Activities for improving Writing

Contacts