Steps in learning Year 2wsassets.s3.amazonaws.com/ws/nso/doc/96c4dc810082… · Web viewMake adventurous word and language choices appropriate to the style and purpose of the text

1 of 19 The National Strategies Primary Support for Writing, Year 2 - Steps in learning

Steps in learning

Year 2

STRAND 9 Creating and shaping texts

Progression summary

Children build on their knowledge and experience of texts during Year 2 and grow more confident in planning for writing.

Their handling of a range of forms becomes more consistent (for example, in their use of

person and tense) as well as more creative (for example, in adapting forms and exploring

vocabulary).

Learning objectives

Make adventurous word and language choices appropriate to the style and purpose of

the text

Step in learning 1

In shared writing, children contribute their own language choices for a collaborative poem

based on a model that uses patterned language.

Classroom example: Writing poetry (language choices)

In Phase 3 of Poetry Unit 1 the teacher has modelled and explored writing in several different

patterned forms, focusing on playful and inventive language choices and vocabulary.

In shared writing, the teacher models the drafting of the first two or three lines of a poem using

one or more of the language patterns already explored. 00468-2008DWO-EN-01 © Crown copyright 2008


Children join in and contribute to the rest of the poem, continuing the same patterned language.

They are encouraged to make inventive and creative choices that extend their vocabulary rather

than choices that rigidly follow a particular format.

Example

Children contribute new words they have made up using the same patterns as a poem where

new vocabulary has been created for effect:

Model poem Our version

Juicy fruits Delicious desserts

Oranges are

squeezesome,

juiceful

and

bumpylicious.

Chocolate is

Apples are

munchive,

crunchious

and

scrunchylicious.

Ice cream is

Other examples could use repetition of sound patterns or visual patterns on the page or screen.

Poems with rigid rhyme patterns are not suitable for this activity because children’s choice of

rhyming words for each line will limit their language choices.

00468-2008DWO-EN-01 © Crown copyright 2008


Step in learning 2

In guided writing of poetry, children focus on finding and choosing words to describe accurately the close details they have observed from first-hand experience in another

curriculum area.

Classroom example: Writing poetry (word choices)

Children have already discussed and made notes or drawings of closely observed details during

a prior activity in another curriculum area. For example, they have observed minibeasts with a

magnifying glass or microscope during a science activity and made observational drawings, or

they have made notes about the close-up details of a large painting during a visit to an art

gallery.

Using a poem they have discussed during shared reading as a model, or using a poetic form

they are familiar with (such as a list poem) children write their own poems during guided writing.

They are guided in finding, trying out and selecting the most effective words to describe the

subject in detail. They are supported in making word choices appropriate to the style of their

poem and its purpose.

Example

A list poem about Van Gogh’s painting, Starry Night

Purpose: to describe the painting in detail.

First ideasChanges during guided writing

Starry Night

A blue and green sky

Starry Night

An emerald and sapphire sky



Twirly clouds

Shiny stars

An orange moon like a letter c

A big tree with branches that look like feathers

Little houses

A church with a sharp spire

Blue hills

Dark fields

Swirling clouds

Bright, glowing stars

A hot orange crescent moon

A tall, feathery tree

Tiny houses with bright roofs

A church with a pointed spire

Indigo hillsides

And shadowy fields.

Step in learning 3

Children work with a response partner during talk for writing and independent writing. They

apply what they have learned about language choices, style and poetic forms to write a

humorous poem. They are given time to explore their ideas through play and experimentation.

Classroom example: Writing poetry (style)

Children work independently in pairs to write a humorous poem on an appropriate theme or

subject.

They are given time to use their knowledge of forms (e.g. lists, riddles, puzzles, limericks, shape

poems, nonsense poems), language choices (e.g. vocabulary, patterned language) and

style/mood (e.g. humorous, scary, sad) to play around with ideas for their poem and try them out

through reading aloud, playing with language and recording any suggestions.



They are appropriately supported during independent writing, ensuring that they remain focused

on choosing language that is humorous and discussing why they prefer one suggestion to

another. For example, some children use a checklist or a model poem as a scaffold.

Talk for writing a poemFirst ideas Ideas to keep

What kind of poem shall we write?

What will make it funny?

the characters?

the things that happen?

the words?

Jokes

Language play

Words we could use

Lines we could use

Pairs are invited to share some of their initial ideas in a mid-session plenary so that they receive

feedback from the rest of the class before going on to write the final version of their poem.



STRAND 10 Text structure and organisation

Progression summary

During Year 2, children make progress in the way they organise whole texts by planning how

best to group content together into sections. They also begin to take account of the way

meaning links from section to section.

Learning objectives

Use planning to establish clear sections for writing

Step in learning 1

In independent writing, children use a support structure such as a writing frame to help them

plan what to include in each section of a set of instructions.

Classroom example: Writing Non-fiction (instructions)

Children write a set of instructions for a well-known classroom procedure or a process they are

familiar with in another curriculum area, such as How to make a birthday card or How to clear up

after an art lesson.

They plan independently what to include in each section, using a planning scaffold to support

their ideas. For example, they could use a writing frame that prompts them with appropriate

connectives or they could use a visual frame showing chronological photographs or diagrams of

the procedure taking place (example below).



Before writing the instructions, they use their planning to check that they have organised content

into the correct order. For example, they ask a friend to follow the order of content and make

sure the procedure works or they match each section of their planning with a

photograph/illustration (example below) and then check that the photographs are chronologically

ordered. These can be numbered correctly on the reverse if necessary.

Examples



How

to......................................................................

You will need

First

Next

Finally

Step in learning 2

Children independently plan how to organise the content of an explanation text. They follow a

suggested and familiar structure for planning, such as a flow chart but they create the planning

structure themselves.

Classroom example: Writing Non-fiction (explanations)

The teacher has demonstrated how to use a particular, simple strategy to support planning for

writing an explanation. Children have read and discussed examples of explanations.



Children plan what to include in their own explanation text and the order in which it will

be included. For example, they plan how to organise an explanation of the life cycle of

an animal they have studied or a process they have undertaken in a technology lesson.

They discuss the content with a talk partner and then apply the same planning structure

the teacher demonstrated to organise their own text. For example, they create a flow

chart to note the order of main points to be made (and possibly the causal connectives

they will use to begin each section) or a cyclical diagram if the process being explained

is one that repeats itself.

Example

Children are asked to use a cyclical planning strategy to explain a process they have learned

about in another curriculum area. Some children use the structure to make notes and others use

a combination of simple illustrations and notes.



Child’s planning

Step in learning 3

Children write a non-chronological report during independent writing. They apply what they know

about planning strategies to decide independently how to plan the content of each paragraph in

their writing.

Classroom example: Writing Non-fiction (non-chronological reports)

Children have gathered the information they need to write a non-chronological report. For

example, they have been learning about what life was like locally before they were born and

have discussed during shared writing which information is important and interesting enough to



include. The specific purpose and audience for their writing have also been established during

prior discussion.

Children decide independently how to plan the paragraphs for their report. They are given a

selection of resources to help them discuss and plan with a partner or a small group.

A selection that includes A3 paper and pens, a set of small blank cards and several sheets of

plain A4 paper will help to give them a range of choices about the planning approach they take.

Pairs/groups join up to compare the different ways they have planned their writing and discuss

which content they have planned to include in each paragraph.



Examples

GROUP 1GROUP 2

Children used A3 paper. Children used blank cards.

They made large format notes for each

para in order with an arrow from one to

the next:

They made summary notes and drawings on each card, one card

for each para with a number to

show order.

INTRO - life was very different

-

1 Say what the report is about

houses and shops different

-

2

all about cars and trains and roads

-

3

what people ate and what they wore

-

4

travel things like road names and rail

station

things that have not changed –

school



and park

In the plenary session, children give their opinions about the best way to plan the paragraphs in

a non-chronological report, giving their reasons. They are prompted by the teacher to compare

the different ways that groups have shaped and organised the content, paying particular

attention to the first and final paragraphs.

Children are given some additional editing time during the next lesson so that they can further

refine their planning in light of the shared feedback, before they write their report.



STRAND 11 Sentence structure and punctuation

During Year 2, children begin to include some longer sentences to add more detail and variety to their writing. They experiment with coordinated clauses to create compound sentences using and, or, and but and they begin to use subordinate clauses to explain when

and why. The range of punctuation evident in their independent writing extends to include

question marks.

Learning objectives

Write simple and compound sentences and begin to use subordination in relation to time

and reason.

Step in learning 1

During shared writing, the teacher demonstrates how to combine simple sentences to create a

compound sentence. Children contribute to drafting a story by suggesting compound sentences. They reflect on the difference in effect between two simple sentences and one

compound sentence.

Classroom example: Writing narrative (traditional stories)

Children are planning their own version of a traditional tale they know well, reversing the

stereotypes of the two main characters. Shared writing is used to focus children’s attention on

the way they can create sentences for effect during the next stage of writing.

The teacher models drafting the first few lines in the style of the original story. Simple sentences

are drafted and read aloud, modelling consistency of tense and person (Cinderella was ... She

shouted ... She was nasty to her ...)



The teacher edits the drafted text to combine two sentences, creating a compound sentence

using and, or or but.

Example

Cinderella

1. Cinderella was a selfish girl. She shouted a lot. She was nasty to her stepsisters.

2. Cinderella was a selfish girl. She shouted a lot and was nasty to her stepsisters.

The new sentence is read aloud and the effect compared with the original, shorter sentences,

checking that tense (past) and person (third) are still maintained.

This process is repeated and the children contribute their own suggestions for compound

sentences, first using two simple sentences drafted by the teacher and then without prompting.

1. Cinderella was going to the ball. Her stepsisters were not allowed to go.

2. Cinderella was going to the ball but her stepsisters were not allowed to go.

3. “Shall I wear the silver dress? Shall I wear the gold one?” she asked her fairy godmother.

4. “Shall I wear the silver dress or shall I wear the gold one?” she asked her fairy

godmother.

In guided and supported writing, children continue their own version of the traditional tale, writing

both simple and compound sentences.

Step in learning 2

In guided writing, children focus on sentence construction during the process of writing a

sustained story in the style of a familiar author. They edit their first drafts, experimenting with

both simple and compound sentences and comparing their effects on style.



Classroom example: Writing narrative (style)

Children have explored the style of a particular author through reading and discussion and are

familiar with several books or stories and their characters. They are writing their own story in the

same style using a principal character created by the author.

Working on their first drafts, children edit a section of the narrative that includes characterisation.

They focus on combining short sentences into longer ones where appropriate, and are guided in

discussing the effects of the changes.

They are encouraged to read back and reread both versions:

a) to check whether they are reflecting the style of their chosen author;

b) to consider the effects of short or long sentences and the way they join.

Example

Main character: Sam (The Man Whose Mother was a Pirate by Margaret Mahy)

Extract from child’s new story:

Sam was the son of a pirate. Sam had a pirate ship. Sam was brave. He liked

adventures. He had seen the whole world.

Sam’s ship could fly. Sam saw the moon. He had an idea. “I will fly my ship. I will go to

the moon,” he thought.

Teacher: example prompts for guided writing

Repetition of ‘Sam’. Create one longer sentence? Sam was the son of a pirate so he had a

pirate ship. Discuss other options: Sam was the son of a pirate. That’s why he had a pirate ship. 00468-2008DWO-EN-01 © Crown copyright 2008


Sam’s ship could fly. Doesn’t need to be a longer sentence because this is a surprising piece of

information so it’s effective. Refer to one or two examples of short, simple sentences for effect in

the original book.

He had an idea. He had this idea because he saw the moon. How can you show that in your

writing?

He saw the moon. Suddenly he had an idea.

He saw the moon and suddenly he had an idea.

He saw the moon. That’s when he had an idea.

When he looked at the moon he had an idea.

Children continue editing their sentences in this part of the text and are guided in maintaining a

focus on sentence construction using connectives.



Step in learning 3

During independent writing, children extend the range of sentence structures they use.

They begin to use subordination for time and reason to help them sequence or connect

events and develop character.

Classroom example: Writing narrative (extended stories)

Children are independently planning and writing their own sustained stories, with success criteria

that reflect their prior learning about sustaining narrative: for example, sequencing events,

development of setting and character, using story language.

During the writing process, children build on their knowledge of sentence structure and apply

their skill in shaping sentences deliberately for effect.

They are provided with resources they can access independently to support and focus them on

creating complex sentences that use subordinate clauses for time (... after the lights went out.)

and reason (... because she was so happy.) to add detail about plot and character.

Children are given appropriate levels of individual support to help them include subordinate

clauses during independent writing.

Examples

An aide memoire

A list or a set of word cards of subordinating connectives to provide ideas for connecting

clauses.

because when

if while



therefore until

so after

in order to before

Two cards

Each showing a prompt question to think about when composing a new sentence (Why?

When?).

Sample sentences that model different structures:


When she was tired, the girl fell asleep.

The girl fell asleep when she was tired.

If you do that, I will be angry.

I will be angry if you do that.

The boy was sad. He started to cry.

The boy was sad so he started to cry.

The boy started to cry because he was sad.

Because he was sad, the boy started to cry.


A writing response partner

Have we used long and short sentences?

Have we used different kinds of sentences?


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Steps in learning Year 2wsassets.s3.amazonaws.com/ws/nso/doc/96c4dc810082… · Web viewMake adventurous word and language choices appropriate to the style and purpose of the text