Writing

Progression

Teaching Writing

Teaching Writing in Key Stages 1 and 2

A teaching sequence for writing is followed when teaching writing, and build into the sequence is the use of success criteria (steps to success) for every lesson. In Literacy books, children use the right hand page to compose their writing. The left hand page is used for the success criteria and a try it space for spelling, grammar and punctuation.

This teaching sequence for writing is outlined below:

Immerse - The first part of the sequence involves familiarising children with the text type and subject matter their writing will be based on.
Analyse - Children then move on to explore the layout (organisational) features and language features of the text type they will be writing. When analysing the language features, all SPAG elements should be revisited.
Skills - In this section of the writing sequence, children are taught the spelling punctuation and grammar skills that they will need to produce their piece of writing. The focus in this session is on new SPAG knowledge children need to acquire in order to write competently in the writing genre introduced at the beginning of the sequence. This is taught in focused sessions which is pitched at the level children are working at. This should always be taught in the context of what they are writing.
Plan - In this section, children are given the opportunity to plan the piece of writing that they will create.
Write - In this section, children are given the opportunity to produce their piece of writing based on their plan. This may include shared, guided and modelled writing.
Review - At this point in the sequence, children are given the opportunity to review their writing, edit and improve based on the steps for success for the piece of writing.
Publish - Children may be given the opportunity to publish their writing which means producing a final draft.

Plenary sessions provide opportunities for evaluating and reflecting on progress made against the agreed success criteria (steps to success) in each lesson.

The Learning Environment

Editing Stations

Each class in KS1 and KS2 has an ‘Editing Station which includes:

Green pens for editing/ redrafting writing
Green paper slips for adding / changing writing in the book
Spelling lists of statutory word lists for the appropriate year group
Examples of cursive handwriting
Editing cards for punctuation, grammar and spelling
Additional word lists appropriate to the weekly writing focus will be provided by the class teacher

Children are expected to use these resources independently in UKS2.

Non-Negotiables

Every class uses a list of ‘Non-Negotiables’ for writing which is displayed on the wall.

Working Wall

Every classroom will have a wall space clearly visible for children where supports for the current writing focus will be displayed. These may be:

Word lists/ spelling lists
Examples of text type
Examples of spelling patterns
Modelled writing/examples of text, punctuation or grammar
Shared writing examples
Word Classes Posters are displayed in every classroom near the working wall

RVI- (Robust Vocabulary Instruction)

Vocabulary Instruction takes place 3x per week in KS1 and 2, focusing on Tier 2 Vocabulary.

There is a vocabulary wall in all classrooms. This consists of bricks with a focus word stuck on each brick. Every 2 weeks a new set of Tier 2 words are added to the vocabulary wall. (KS1- 6 words, KS2- 10 words) Every half term, the words will be taken down ready to display the next set of words.