MPP Project

Developing written explanations

THINK – TALK – WRITE!

Step 1 to Step 2

• Vocabulary – keep going on this• Small, structured group discussions –

collaborative explanations• Connectives to link ideas – (‘How’ and ‘Why’

placemats, examples) to construct compound sentences

• Explanations tables• Graphic organisers, activities for sequencing • Model out loud how to sequence ideas

Step 2 to Step 3

• Model (by making your thinking explicit) how to improve an explanation

• Allow pupils to collaboratively identify features of good explanations

• Allow practice in pairs – compose, rehearse, speak, draft, peer assess, improve and write

• Set literacy learning objectives, with clear success criteria

• PEE (Point Evidence Explanation)

Brainstorm: Key Ideas: Cells/Forces/Particles/Energy    Diagram  

• Bullet Points                                                                      Paragraph Point:  Evidence:   Explanation:    

Step 3 to Step 4

• Construct complex sentences• Coherence (logical and consistent)

and cohesion (grammar / connectives)

• Audience and purpose

10 Steps to Writing

• Put the cards for the 10 steps into the correct order that you think you should teach it.

Sequence for teaching writing:10 steps:• Clear aims• Provide examples• Explore features of the text• Define the conventions• Demonstrate how it is written• Compose together• Scaffold first attempts• Develop independent writing• Draw out the key learning• Review

1. Establish clear aims:

Task Genre eg. article, report, letter

Audience informs the type of language used

Purpose Any of 8 non-fiction text types

eg. Describe, Explain, Discuss, Argue, Compare

Six Most important text types at KS3 are….

• Explanation – how• Explanation – why• Argument• Conclusion• Evaluation• Plan

These types of writing have conventions that need to be taught – see handout

2. Provide two good examples

• Explore the similar features of the texteg. Similar vocabulary, layout of text,

sentence construction etc• Teacher may read out loud / get

pupils to read out loud

3. Define the conventions and rules

• Teacher leads them through, using what they found in 3, to identify the success criteria for the task

• Think out loud

7. Scaffold

• Teacher may need to provide some scaffold here to get pupils to discuss/ understand the science content, before they will be confident enough to contribute towards the shared writing

5 + 6 Model and compose together

• This is teacher-led writing on the board

• May prefer to have ‘here’s one I made earlier’ to use as a model in the early stages

• Pupils offer suggestions for improvement

• Re-read and re-draft

7. Scaffold

• Teacher may provide some support here eg. A sheet /placemat of connectives, or a grid to help pupils in their planning

8. Develop independent writing

• Pupils work in pairs to develop their own piece of writing

9. Draw out the key learning

• Scan /photo/ visualiser two examples of pupils’ work

• Together discuss the key features, annotate, and add improvements

10. Review

• Refer back to TAP• Review if they have met the success

criteria• Link to other examples in science

where they could /might have used similar writing

• Link to other subject areas