SSIF Project Rich Text Strand

for upper KS2 teachers

Day FourWellshurst

9am – 3.30pm

Aims

Continue to consider a range of approaches to rich texts in the classroom

Reflect on supporting pupils’ writing through metacognitive approaches

Think about the implications of Ofsted’s curriculum proposals

Begin to explore effective modelling

Consider the use of multiple rich texts at once, including non-fiction

Develop some approaches to ‘greater depth’

Day Four Agenda

9am Getting meta about writing

Feedback messages (gap task 1)

Organising knowledge

10.30 Break

11am Grouping Fiction and Non-fiction

Lis Wood, SLE, St Richard’s Catholic College

12.30 Lunch

1.15 Sharing planning (gap task 2)

1.30 Modelling, planning and developing GDS: writing the

news (and poetry!)

Suzy Buist, SLES

2.45 Working tea and a little ‘point of view’

3.30 Close

Delegate requests

Modelling the writing process - scaffolding for a range of pupils – in this session

Evidence that this staged approach to teaching writing works – Myhill, EEF,

experience

How to get children to greater depth – LL strand and this session

Spelling and vocabulary improvement strategies – 9 May and LL strand

Using talk for writing effectively – Year 3/4 strand mainly

Assessing writing - effective feedback for children – LL strand

More non-fiction literature – this session

More guidance and examples on how to use multiple texts together as part of

a teaching sequence – this session

Linking reading into effective writing – this session

What happened in the 15 minutes

before this picture was taken?

What will happen in the

next 15 minutes?

POINT OF VIEW

Are you the man? Do you know the man?

Are you the all-knowing narrator? Or are you the lion?

TIME

Did this happen in the past?

Is it happening now?

In pairs write an

opening and a

closing sentence

In pairs write the

second and

penultimate sentence

In pairs write an

opening and a closing

sentence

In pairs write the second

and penultimate

sentence

FICTION NON-FICTION

Getting ‘meta’ about writing

What kind of talk have you been engaged in?

What language were you using?

What were you focusing on?

Did you use any ‘writerly’ terms?

What attention did you pay to the reader?

The task

and its

audience

Purpose

Implications

for the text

https://jamesdurran.blog/2019/01/24/re-thinking-success-criteria-a-simple-device-to-support-pupils-writing/

Implications for the text

Purposes

Task and audience

Write a narrative

about a thrilling

encounter

between a lion and

a man.

I need to think

about how I have

written narratives

before and choose

the best way

strategy…

I know, I’ll start by

planning the

effect I want on

the reader…

My knowledge of myself (my approach

to writing); the task (what I know

about narratives); and strategies

(different ways to write a narrative). Starting with how I

would create a

thrilling effect has

helped me on to the

next step.

Has this improved my

understanding of the

task?

Yes, now I can check

how well I’m doing by

testing out my

language choices to

see if my writing is

working. Ingredients of an effective narrative,

technical writing skills, subject knowledge

of lions and appropriate setting.

Gap Task 1 Feedback

Feedback to at least one colleague on today’s training, ensuring you

focus on the key messages you think are important for your school.

What key messages did you feedback?

Who did you talk to?

What happened next?

‘The curriculum will be at the core of the proposed framework, recognising the

close connection between curricular content and the way that this content is

taught and assessed in order to support children to build their knowledge and

to apply that knowledge.’

Gap task 2 Feedback

Teach at least one learning sequence

inspired by the ‘rich text’ inputs so far,

and be ready to describe and evaluate it

next time we meet. Please bring your

plan, sample resources and related pupils

outcomes to help.

Takeaway tasks

Plan and deliver a 10 – 20 minute CPD session for your colleagues based on today’s training, focusing on a key message important for your school.

Compile a suite of complementary texts (including poetry, non-fiction, fiction) to enhance and extend pupils’ reading experience. Bring these to the next session and be able to talk about how you have used them.

We meet again on 3 July.

Evaluation

References & further reading

Ofsted curriculum briefing Dec 2018

https://www.slideshare.net/Ofstednews/curriculum-workshop-126193516

Subscription site that includes some knowledge organisers

https://www.mracdpresent.com/

EEF Metacognition and Self regulated learning guidance report 2018

https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-

self-regulated-learning/

Thoughts on ‘psychic distance’ in writing

https://emmadarwin.typepad.com/thisitchofwriting/psychic-distance-what-it-is-and-how-to-

use-it.html