Writing Information for Parents 2011/2012

Junior School English As teachers and parents we need to understand that speaking, listening, reading and writing work together. They are not only interdependent but mutually enhancing. Speech supports and propels writing forward. Pupils do not improve writing solely by doing more of it; good quality writing benefits from focused discussion that gives pupils a chance to talk through ideas before writing and to respond to friends' suggestions. Ofsted subject report on English

As teachers, we want our students to expand their language skills so that they can become better communicators in their chosen disciplines. Reading is vital to this growth and has been found to have a reciprocal relationship with writing. It is generally agreed that the development of good reading habits and skills improve students’ ability to write. Igniting writing experiences that meet the needs of all students, Christopher M. Spence

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English units of work

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Planning a unit This is a unit overview of a topic that is taught in year 4. This is guidance for the teachers. Stories set in imaginary worlds (4 weeks) This is the second of four narrative units in Year 4. In this unit children will develop their use of different settings in narrative from Year 3 and build on the work from Unit 1 to organise texts into paragraphs. The unit has three phases which have oral and written outcomes including a quest or adventure narrative in the fantasy or science fiction genre. To support children's writing, photoediting software is used to create fantasy landscapes. The images are used to plan stories and develop the use of language to create atmosphere. The unit can be linked to other curriculum subjects or themes. Phase 1 Read, compare and contrast a range of texts with fantasy settings. Identify common features and themes from the narratives. Discuss how settings influence the reactions of characters. Express opinions about the mood and atmospheres created by different authors of narratives with fantasy settings. Phase 2 Create fantasy settings using photo-editing software. Use images to discuss character responses to settings. Construct a narrative using the images, and drawing on common features and themes of stories set in fantasy settings. Organise the story into paragraphs and identify how cohesion is created within and across paragraphs. Phase 3 Demonstrate how to organise the narrative into paragraphs using cohesive devices to connect ideas. Children write their own narratives arranged into paragraphs, ensuring that ideas are linked within and across paragraphs. Overview  Begin reading a serial story aloud (and continue through the unit), for example the first in a series of books set in the same imaginary world. Provide others in the series for children to read independently throughout the unit. Collect together information from the text about the setting to build up a picture of the imagined world. Note examples of descriptive language and talk about the type of mood or atmosphere they create. Children to present evidence in another form, for example as map or illustration.  Read a short story set in another imaginary world. Focus on particular characters and discuss what they do in that setting: is their behaviour what the children would expect or has it been affected by the setting in some way? Children express own opinions using evidence from text and listen to views of others.  Discuss the way that authors develop imaginary worlds over a series of books, for example revealing more detail, introducing new characters. Encourage examples based on children's independent reading.  Improvise what would happen if new characters were introduced to an imagined world. Use freeze-frame to explore thoughts of different characters.  Children work collaboratively to plan and write a longer story, organised into chapters, about an adventure in an imagined world. Discuss ways to use language to create atmosphere or suspense and demonstrate how to use figurative or expressive language in short passages.

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Core learning in English by strand Creating and shaping texts Children learn to:  write independently and creatively for purpose, pleasure and learning  use and adapt a range of forms, suited to different purposes and readers  make stylistic choices, including vocabulary, literary features and viewpoints/voice  use structural and presentational features for meaning and impact Year 3  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 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, illustrations for different purposes Year 4  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 language used to create emphasis, humour, atmosphere or suspense  choose and combine words, images and other features for particular effects Year 5    

reflect independently and critically on own writing and edit and improve it experiment with different narrative forms and styles to write their own stories adapt non-narrative forms and styles to write fiction or factual texts, including poems vary pace and develop viewpoint through the use of direct and reported speech, portrayal of action, selection of detail  create multi-layered texts, including use of hyperlinks, linked web pages

Year 6    

set own challenges to extend achievement and experience in writing use different narrative techniques to engage and entertain the reader 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

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Text structure and organisation Children learn to:  organise ideas into coherent structure including layout, sections and paragraphs  write cohesive paragraphs linking sentences within and between them Year 3  signal sequence, place and time to give coherence  group related material into paragraphs Year 4  organise texts into paragraphs to distinguish between different information, events or processes  use adverbs and conjunctions to establish cohesion within paragraphs Year 5  experiment with the order of sections and paragraphs to achieve different effects  change the order of material within a paragraph, moving the topic sentence Year 6  use varied structures to shape and organise texts coherently  use paragraphs to achieve pace and emphasis Year 6 progression into Year 7  organise ideas into a coherent sequence of paragraphs,  in non-chronological writing, introduce, develop and conclude paragraphs appropriately

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Sentence structure and punctuation Children learn to:  write accurate sentences, varied for meaning and effect, using knowledge of grammar  use a range of punctuation to support meaning and emphasis Year 3  show relationships of time, reason and cause, through subordination and connectives  compose sentences using adjectives, verbs and nouns for precision, clarity and impact  clarify meaning through the use of exclamation marks and speech marks Year 4  clarify meaning and point of view by using phrases, clauses and adverbials  use commas to mark clauses and the apostrophe for possession Year 5  adapt sentence construction to different text types, purposes and readers  punctuate sentences accurately, including use of speech marks and apostrophes Year 6  express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways  use punctuation to clarify meaning in complex sentences Year 6 progression into Year 7  extend their use and control of complex sentences by deploying subordinate clauses effectively  use punctuation to convey and clarify meaning and to integrate speech into longer sentences  use standard English confidently and consistently in formal writing, with awareness of the differences between spoken and written language structures

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Word structure and spelling Children learn to:  use knowledge of word structure (phonemic, etymological and morphological) to extend vocabulary and spell accurately  use a range of strategies to secure spelling accuracy Year 3  spell unfamiliar words using known conventions and rules and a range of strategies including phonemic, morphemic and etymological.  spell words containing short vowels, prefixes and suffixes and inflections, doubling the final consonant where necessary Year 4  spell unfamiliar words using phonemic, morphemic and etymological strategies  distinguish the spelling and meaning of common homophones Year 5  spell words containing unstressed vowels and more complex prefixes and suffixes, e.g. im-, ir-, -tion, -cian.  group and classify words with regular spelling patterns and their meanings Year 6  spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words  use a range of appropriate strategies to edit, proofread and correct spelling in own work, on paper and on screen Year 6 progression into Year 7  revise, consolidate and secure knowledge of correct vowel choices, pluralisation, prefixes, word endings and high-frequency words  recognise and record personal errors, corrections, investigations, conventions, exceptions and new vocabulary  draw on analogies to known words, roots, derivations, word families morphology and familiar spelling patterns  Identify words which pose a particular challenge and learn them by using mnemonics, multi-sensory reinforcement and memorising critical features

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Presentation Children learn to:  develop a clear and fluent joined handwriting style  use keyboard skills and ICT tools confidently to compose and present work Foundation Stage  use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed Year 1  write most letters, correctly formed and orientated  write with spaces between words accurately  use the space bar and keyboard to type name and simple text Year 2  write legibly, with ascenders and descenders distinguished  use upper and lower case letters appropriately within words  word process short narrative and non-narrative texts Year 3  write neatly and legibly with handwriting generally joined, consistent in size and spacing  use keyboard skills to type, edit and redraft Year 4  write consistently with neat, legible and joined handwriting  uses word processing packages to present written work Year 5  adapt handwriting to specific purposes, e.g. printing, use of italics  use a range of ICT programmes to present texts Year 6  use different styles of handwriting fir different purposes with a range of media, developing a consistent and personal legible style  select from a variety of ICT programmes to present text effectively and communicate information and ideas Year 6 progression into Year 7  review the legibility and neatness of their handwriting  set personal targets to improve presentation, using a range of presentational devices, on paper and on screen

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Writing prompts

The STEPS you need to take for successful paragraph use are...

Start a new paragraph each time you change:

S

T

E

P

S

S T E P S

Steps is used to show the children the reasons why we start a new paragraph. S=Speaker T=Time E=Event P=Place S=Subject

peaker ime vent lace ubject

CAPS CAPS allows the children use a checklist of different writing approaches when they are writing or editing.

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Story planners are used to help children plan their work as well as showing them a clear structure.

ISPACE is a prompt that is used to help children create complex sentences. They can check their sentences using this and see if they have been successful.

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Marking Marking and feedback S

V

S in a circle

=

supported work

V in a circle

=

verbal feedback given

Green Tick W

Pink W in a circle

=

=

objective adhered to

what to think about during next piece of work

Why is marking important and how do the children benefit from it? Aims We mark children’s work and offer feedback in order to:  Show that we value their work and encourage them to do the same  Boost self-esteem and aspirations, through use of praise and encouragement  Give a clear general picture of how far they have come in their learning and what the next steps are  Offer them specific information on the extent to which they have met the lesson objective and/or the individual targets set for them  Promote self-assessment, whereby they recognise their difficulties and are encouraged to accept guidance from others  Share expectations  Gauge their understanding and identify any misconceptions  Provide a basis both for summative and for formative assessment and inform individual tracking of progress  Provide the ongoing assessment that should inform future lesson-planning

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Assessing pupil progress (APP) What is APP and why do we use it? APP is founded on the notion of supporting teachers to make evidence- based, periodic assessments of how children are doing at school – without simply relying on testing. Dr Sue Horner-The Qualification and curriculum authority (QCA) What is APP? Assessing pupils’ progress (APP) is an approach to assessment that equips teachers to make judgements on pupils’ progress. APP helps teachers to fine-tune their understanding of pupils’ needs and tailor their planning and teaching accordingly, by enabling them to:  track pupils’ progress  use diagnostic information about pupils’ strengths and weaknesses to improve teaching, learning and pupils’ progress  make reliable judgements related to national standards drawing on a wide range of evidence. APP provides teachers with a more rounded profile of pupils’ achievements How does APP work? The APP approach is straightforward. Teachers periodically review collections of pupils’ work using the assessment guidelines, and build a profile of their achievements. Generating evidence from teaching Through their day-to-day interactions, observations and ongoing assessment teachers see evidence of what pupils understand and can do. APP is most effective when it draws on a broad range of evidence that shows what pupils can do independently. Assessment evidence could include:  extended or shorter focused pieces of writing in a variety of different forms for a range of purposes  information from different curriculum areas (Science, Topic)  observing pupils’ behaviour and interactions  pupils’ self-assessment. What are the benefits of using APP? APP puts the learner at the heart of assessment. It does this by providing a detailed and personalised profile that gives an overview of where pupils are in a particular subject and what they need to do to improve. The main benefits of APP are that:  it reduces the need to use tests and specific assessment tasks to make assessment judgements by taking into account a far wider range of evidence – this gives a clearer and more accurate picture of pupils’ achievements and progress  it directly informs discussions with pupils, as well as future planning, teaching and learning  it helps teachers identify gaps in learning, for example when a periodic assessment shows little evidence of a particular assessment focus (AF)

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Helping at home How can you help?  Show your child that writing, language and words are intriguing to you. The National Council of Teachers of English reminds parents to show their children that words and language are fun. Point out interesting words and phrases that you come across in the newspaper, on the radio, in a magazine or from a book you are reading. Play with words and names when you name your pet. Create silly word games.  Encourage different kinds of writing. In addition to class assignments, suggest that your child write a poem, a short story or a play. Put magnetic words on your refrigerator and provide opportunities for your child to put the words together in funny ways, create unusual-sounding combinations of words or create a poem. Find age-appropriate writing contests and suggest your child submit a story. Instead of store-bought cards, encourage your child to generate his own birthday wishes or words of encouragement.  In addition to having your child read novels, encourage your child to read magazines, poetry, newspapers, short stories and plays.  Allow your child to write freely. Encourage him or her to sound each word out and write it how he or she thinks it is spelled, and refrain from correcting spelling mistakes. Ask your child to read the story out loud to you so he or she get practice hearing what his or her writing sounds like.  Give your child a journal to write in.  Read your child one of his or her favourite stories and ask him or her to write a new ending to the book. Tell your child to think about the characters in the book and decide another way to end the story that fits with the personalities of the people in the story. Try having your child add a new character, or end the story in a specific way, such as happy, scary or exciting.

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Useful websites http://www.visualthesaurus.com A website for children to look up words and create their own word searches. http://www.bbc.co.uk/schools/ks2bitesize/english/writing/ BBC bitesize is useful for all subjects across the curriculum. This page will get you to the writing section but please explore the rest too! http://www.woodlands-junior.kent.sch.uk/literacy/index.htm Woodlands is a website that has been set up by a school in Kent, UK. It has a lot of fantastic activities for the children to do and again has all the national curriculum subjects for the children to explore! http://www.bbc.co.uk/newsround/ Great for ‘What’s in the news’ there are child friendly stories and reports that are created by Junior school age children. http://www.readwritethink.org/ This is a site for teachers/parents to find activities. It is not something for children to use alone.

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