The teaching of writing
Typically, when leading to an extended piece of writing, a series of lessons are planned and taught equipping pupils with the skills and information required to independently write in a chosen text type. Teachers use a range of resources to act as a stimulus for writing; including engaging videos and pictures. However mostly writing is based around a high quality class text, which in some year groups is linked to the term’s learning topic.
When planning a series of lessons leading up to an extended piece of writing, the following learning episodes will happen:
· The class teacher will either find or create a modelled text ‘WAGOLL’ which is the same text type as the one the children will be writing in. Pupils are then given the opportunity to become familiar with the modelled example, analysing and identifying the text type’s key features.
· Children will complete speaking & listening/drama tasks to develop spoken language and to further familiarise themselves with the text and genre.
· GPAS lessons will be linked with writing and to the text type. For example, if a class are writing recounts the grammar lessons that week may focus on the past tense or using time adverbials.
· Children will then plan their writing – this may be completed as a class with the teacher, in a group, in pairs or independently; this will largely depend on the learning ability of the individual pupil.
· Using their plans and the modelled example, children will then write their first draft. This to be supported by the use of a success criteria which is on display on the board or printed as a writing checklist for the pupils.
· Children will then be given an opportunity to edit and improve their work. When possible, children will then write a final draft.
Across the school you will also see
· Dynamic grouping to ensure that teaching responds to previous learning/errors
· Lessons with a spelling, grammar, and punctuation focus to pick up on gaps identified from marking and other assessments e.g. termly writing assessments. In KS2, this is recorded in English books and applied in a Curriculum book within cross-curriculum writing
· English boards in classrooms provide support for children’s learning. This will include ‘magpie’ words, GPAS help, a good writing model (WAGOLL), and aspirational vocabulary available for reference. Some classes may also provide word banks or word mats to further support pupils.
· We also have ‘Writing Walls’ where children’s best piece of work from the previous term and their current writing target are on display. This is here for pupils to refer to and to motivate them during writing tasks.
· For extended pieces of writing, checklists are given as success criteria: KS1 focus more on the basic writing skills (e.g. capital letters and full stops) whereas KS2 include text type-specific features.
· Editing is an important part of writing across the school which is evident in books. Where appropriate, children edit work using a purple pen or pencil.