Success in any curriculum area depends upon good basic writing skills. It provides children with an important form of self-expression and creativity as well as making available to them the wealth of the written word. At St Michael’s, the children have daily English lessons teaching them vital skills such as planning their writing, drafting ideas as well as editing and improving what they have written.
In our lessons follow the Talk For Writing approach enabling our children to imitate the key language they need for a particular topic orally before they try reading and analysing it. Through fun activities that help them rehearse the tune of the language they need, followed by shared writing to show them how to craft their writing, our children are helped to write in the same style. Our teachers use outstanding books to teach a curriculum that is creative, engaging and develop a love for writing. The use of engaging, relevant and high quality texts is central to our writing curriculum. These act as stimuli for children to develop and explore their writing skills. Children write for purpose wherever possible, on a theme linked to the half termly topic.
Our lessons in key stage two also encapsulate the teaching of spelling, grammar and punctuation by giving it context.
The teaching of writing follows this order.
The children write a piece based on the genre they will be learning about. This is unaided and without input. This allows the teacher to plan the learning from the children’s starting points.
Stage 1: Imitation
Once the teacher has established a creative context and an engaging start, a typical Talk-for-Writing unit would begin with some engaging activities warming up the tune of the text, as well as the topic focused on, to help children internalise the pattern of the language required. This is often followed by talking an exemplar text, supported visually by a text map and physical movements to help the children recall the story or non-fiction piece. In this way the children hear the text, say it for themselves and enjoy it before seeing it written down. Once they have internalised the language of the text, they are in a position to read the text and start to think about the key ingredients that help to make it work.
This stage could include a range of reading as-a-reader and as-a-writer activities. Understanding the structure of the text is easy if you use the boxing-up technique and then help the children to analyse the features that have helped to make the text work. In this way the class starts to co-construct a toolkit for this type of text so that they can talk about the ingredients themselves – a key stage in internalising the toolkit in their heads.
Stage 2: Innovation
Once the children have internalised the text, they are then ready to start innovating on the pattern of the text. This could begin with more advanced activities to warm up the key words and phrases of the type of text focused on so the children can magpie ideas. Younger children and less confident writers alter their text maps and orally rehearse what they want to say, creating their own version. The key activity in this stage is shared writing, helping the children to write their own by “doing one together” first. This could begin with using a boxed-up grid to show how to plan the text and then turning the plan into writing. This allows the children to see how you can innovate on the exemplar text and select words and phrases that really work.
Demonstrating how to regularly read your work aloud to see if it works is important here. This process enables the children to write their own versions through developing their ability to generate good words and phrases and also, hopefully, develops the inner judge when they start to decide why one word or phrase is best. Words and phrases suggested can be put on the working wall alongside the shared writing so when the children come to write they have models and words and phrases to support them. Throughout the shared writing, the children should be strengthening the toolkit so they start to understand the type of ingredients that may help. Once they have finished their own paragraph/s children should be encouraged to swap their work with a response partner. The whole class can also discuss some of the more successful work. The children are given time to give their own work a polish in the light of these discussions.
Stage 3: Moving from innovation to independent application – the hot write
This stage begins with some activities focused on helping the children understand aspects that they were having difficulty with and should include time for the children to have a go at altering their work in the light of what they have just learnt so that they start to make progress. This stage will continue to focus on the next steps needed to support progress so the children can become independent speakers and writers of this type of text. Perhaps some more examples of the text are compared followed by more shared writing on a related topic and then the children can have a go themselves on a related topic of their own choosing. Again this section will end with response partner and whole class discussion about what features really worked, followed by an opportunity to polish your work. This process also helps the children internalise the toolkit for such writing so that it becomes a practical flexible toolkit in the head rather than a list to be looked at and blindly followed.
Things to Do at Home
Writing for real purposes is rewarding, and the daily activities of families present many opportunities for purposeful writing. Involving your child may take some coaxing, but it will be worth your patient effort.
Things to Do for School Writing