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    The Teaching Sequence For Writing

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    ggdhga
    The document outlines a teaching sequence for writing that includes reading, analyzing, planning, writing, and reviewing stages. It provides guidance for both teachers and pupils at each stage. For example, during reading teachers should establish purpose and model strategies, while pupils should enjoy texts and link to experience. During writing, teachers demonstrate and support composition, while pupils develop pieces over sessions using success criteria. The goal is to empower boys to become successful writers through a dynamic and supportive environment.

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    The Teaching Sequence For Writing

    Uploaded by

    ggdhga
    370 views1 page
    The document outlines a teaching sequence for writing that includes reading, analyzing, planning, writing, and reviewing stages. It provides guidance for both teachers and pupils at each stage. For example, during reading teachers should establish purpose and model strategies, while pupils should enjoy texts and link to experience. During writing, teachers demonstrate and support composition, while pupils develop pieces over sessions using success criteria. The goal is to empower boys to become successful writers through a dynamic and supportive environment.

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    The Teaching Sequence for Writing

    Original Title

    The Teaching Sequence for Writing

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    The document outlines a teaching sequence for writing that includes reading, analyzing, planning, writing, and reviewing stages. It provides guidance for both teachers and pupils at each stage. For example, during reading teachers should establish purpose and model strategies, while pupils should enjoy texts and link to experience. During writing, teachers demonstrate and support composition, while pupils develop pieces over sessions using success criteria. The goal is to empower boys to become successful writers through a dynamic and supportive environment.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    370 views1 page

    The Teaching Sequence For Writing

    Uploaded by

    ggdhga
    The document outlines a teaching sequence for writing that includes reading, analyzing, planning, writing, and reviewing stages. It provides guidance for both teachers and pupils at each stage. For example, during reading teachers should establish purpose and model strategies, while pupils should enjoy texts and link to experience. During writing, teachers demonstrate and support composition, while pupils develop pieces over sessions using success criteria. The goal is to empower boys to become successful writers through a dynamic and supportive environment.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 1

    The Teaching Sequence for Writing

    Teaching sequence Teachers: Pupils:


    Read  Real audience and purpose with a clear Establish clear purpose and audience. Enjoy reading a range of quality texts.
    outcome. Choose quality challenging texts. Ask questions.
    Model reading strategies, i.e. searchlights, Link to own experience.
     Broad, rich and engaging reading
    inference and deduction, writer’s use of language. Visualise.
    curriculum. (Assessment focuses). Evaluate.
     Planned drama, Make links between shared, guided and Identify audience and purpose.
    speaking and

    Empowering boys to become successful writers


    independent work. Talk about how they are thinking and
    listening Start to unpick the writer’s craft. learning.
    opportunities. Begin to gather ideas for writing Role play, improvise.

    Dynamic and supportive writing environment


    Analyse  Define features and characteristics of Are secure in Identify key features of text type/genre and
    text/genre. knowledge and agree success criteria.
    understanding of Practise using different features e.g. paired
     Agree and understand the success
    structure and language work constructing and varying sentences
    criteria. features of text type. through speaking and listening activities.

    Assessment for Learning


    Prioritise which features
    of text children need to
    learn – sentence, text, word.
    Provide interactive, investigate activities to meet
    learning intentions e.g. construct, classify.
     Provide stimulus for gathering ideas e.g. visual Talk about ideas and begin to map them out

    Talk
    Plan Use the success criteria.
     Planned drama, speaking and literacy, integrated technologies, drama activities. on a plan e.g. writing skeleton, or story map.
    Refer to checklist of success criteria.
    listening opportunities.

    Write  Demonstration, teacher scribing and Are secure in understanding and use of three Are fully aware of the purpose and audience
    supported composition. shared writing techniques. and write accordingly.
    Model the use of success criteria developed from Develop a piece of writing over a number of
     Self and peer assessment.
    analysis to inform and evaluate writing. sessions.
     Use knowledge of reading to help Integrate word/sentence level with text level to Refer to success criteria,
    compose and make informed choices in exemplify their application. review their writing and
    writing. Provide stimuli and resources to support and edit in response.
     Structured, visual and dynamic Literacy enhance the writing process. Respond to feedback.
    environment. Provide an element of choice.

    Review  Clear feedback linked to success Are effective in linking feedback to the success Can reflect on their successes and areas for
    criteria. criteria. development. Can identify factors
    Are confident in identifying areas of success and contributing to success and those causing
     Understand next steps in developing
    those for development that will impact on raising barriers in their work. Are clear in their next
    writing. the standard of writing, they can explain and set steps in learning and engaged in addressing
     Reflect on outcome against audience clear ‘next steps’. them.
    and purpose. Provide further opportunities to write in that Are enthused by the challenge of using their
    particular genre setting up the audience and knowledge to produce written work for a
    purpose. particular audience and purpose.

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