The Trumpington Federation

The Journey of a Writer Wednesday 20th April 2016

Clare Wilkinson - Assistant Head Teacher

Polly Edge - Reception Teacher

The Trumpington Federation

Ref: https://uk.pinterest.co m/pin/5146770636386 66104/

The Trumpington Federation

The Complexity of Writing • • • • • • • • • •

Understand purpose Audience Generate and gather ideas Draw upon a store of words Sufficiently well developed motor control Purpose and organisation of print Letter-sound relationships Remember some tricky words Create a sentence Use conventional features of different genres

The Trumpington Federation

The Trumpington Federation

‘Children’s abilities to express their ideas fluently, drawing upon a rich store of words, expressions, sentences and different types of language, have been created by many, many, many interested adults.’ Gateway to Writing – The National Strategies

The Trumpington Federation

Underpinning Ethos • Anything they create will be valued • Generate a ‘have a go’ attitude so they are willing to take risks • Focussing on ‘correctness’ could deter them from writing

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Enabling Environments The environment plays a key role in supporting and extending children’s development and learning. Early Years Foundation Stage Principle

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Enabling Environments

The Trumpington Federation

Enabling Environments

The Trumpington Federation

Enabling Environments

The Trumpington Federation

An Inspiring Environment Instantly accessible resources are extremely important if writing is to become an integral part of children’s play. • Indoors and outdoors • Designated writing area • Respond to children’s interests and requests • Selection of paper, card, pens, envelops, sticky labels, boxes, tape, clipboards, chalks etc • Puppets, familiar characters, books, signs, cards and familiar labels

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Strategies Used in School • • • • • • • • •

Modelled writing Shared writing Talk for writing Establishing the concept of a word Pointing out words – again and again Purposeful writing Guided writing Celebrating writing Structured phonic sessions

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Introduction of letter sounds and tricky words s

a

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p

i

n

m

d

g

o

c

k

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e

u

r

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b

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ff

l

ll

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j

v

w

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y

z, zz

qu

ch

sh

th

ng

ai

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igh

oa

oo

ar

or

ur

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oi

ear

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ure

Phase 2

Phase 3

er

The Trumpington Federation

The Trumpington Federation

Phonics teaching • Daily 20 minute pacey phonic session with supporting activities in the learning environment throughout the day • The session consists of: – Revisit previous learning – Teach new sound/word– with actions, multisensory – Practise – reading (blending) and writing (segmenting) with the new sound – Apply – reading a story

Early Learning Goals – by the end of the Reception year at school it is expected that… Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

The Trumpington Federation

How to support your child at home: • Support their language development • Reading and making up stories • Talking about the purpose of writing – modelling writing • Purposeful – shopping list, thank you note, birthday cards, postcards, holiday books, maps, instructions etc. • Have fun!

KS1 – What next? • Daily phonics sessions continue • Daily opportunities for purposeful writing linked to the ‘Creative Curriculum’ • ‘Real books’ are sent home • Wider reading • Writing splits into: – – – –

Spelling Composition Handwriting Vocabulary, punctuation and grammer

KS1 – What next? • • • • • • • • • •

I can spell words containing each of the letter sounds I have been taught. I can name the letters of the alphabet in order. I can use simple spelling rules. I can write the correct spellings in simple sentences I hear my teacher say. I can write lower-case letters in the correct direction, starting and finishing in the right place. I can write numbers 0-9. I can join my sentences together to make a story. I can read my sentence and check that it makes sense. I can use capital letters and full stops. I can explain what these words mean: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark.

Questions?

Thank you for coming!