Whole School

Approach To

Writing

St. Brendan’s Catholic

Primary School

St. Brendan’s Catholic Primary School

Approach to Writing

Our Mission Statement

‘Always treat others as you would like them to treat you.’

Matthew Ch 7 v12

This document is intended to support teachers in preparing their learning environment and

planning the written work for their pupils.

At the heart of our approach to writing is the philosophy of promoting a writing culture within

the school. We understand that reading and writing are closely connected and mutually

supportive and so this writing policy is in tune with our rationale for teaching English as a

whole.

The aim of St. Brendan’s writing approach is to:

1. have consistency of approach and progression through Foundation Stage to Year 6

2. motivate children to write encouraging them positively to experiment and improve their

work

3. provide the children with a stimulating writing environment surrounded by print in a

variety of forms and contexts

4. teach a full range of writing strategies, including spelling, grammar, sentence structure

and composition;

5. reflect best-practice models and recent case studies. For example:

Jane Considine: The Big Write http://www.thetrainingspace.co.uk/

James Clements: Sketch Planning http://www.shakespeareandmore.com/the-writing-

process.

The National Curriculum 2014

In the English curriculum 2014, the writing process, which the children should be taught, is

plan – draft – evaluate/ edit – proof-read – present.

We follow:

Statutory guidance: National curriculum in England: English programmes of study:

https://www.gov.uk/government/publications/national-curriculum-in-england-english-

programmes-of-study/national-curriculum-in-england-english-programmes-of-study

We take full account of the full requirements, as above, including the appendices about

Spelling; and Vocabulary, Punctuation and Grammar.

In writing, the content of the new curriculum can be grouped, as follows:

transcription spelling;

transcription handwriting;

composition;

vocabulary, grammar and punctuation.

Early Years Foundation Stage

The Early Learning Goals are followed to ensure continuity and progression from the

foundation stage through to the National Curriculum. In Foundation Stage we use the

Development Matters statements and the Characteristics of Effective Learning document as

an assessment and planning tool. Children are encouraged to write for themselves from the

very beginning as emergent writers. They are encouraged to read their own writing. Written

work is valued through sharing it with both adults and peers and through display or writing for

a particular purpose. The children’s understanding of the written language is developed by

purposeful activity. We give the children the opportunity to produce wide-varied forms of

writing for different audiences.

Spelling

The teaching of Grammar and Spelling is in line with the requirements of The National

Curriculum (2014). To be able to spell correctly is an essential life skill. When spelling

becomes automatic, pupils are able to concentrate on the content of their writing and the

making of meaning. Whilst we note that spelling is not the most important aspect of writing,

confidence in spelling can have a profound effect on the writer’s self-image. We aim to use

explicit, interactive teaching which draws children’s attention to the origins, structure and

meaning of words and their parts, the shape and sound of words, the letter patterns within

them and the various ways they can learn these patterns.

In Reception and KS1, daily phonics is the key to the children’s learning of spelling. This is

taught using the Read Write Inc. programme (see Whole School Reading Approach

document). Children are taught to blend sounds to read and segment to spell. At the same

time, they learn words that are not phonically regular (common exception words).

From Year 2 and into KS2 the children move towards using their phonic knowledge to help

them to understand spelling rules and patterns. We teach children to use their growing

understanding of the morphology (word structure) and orthography (spelling structure) of

words to support their spelling. Helping the children to understand how to use and apply known

spelling patterns (and to develop strategies to tackle tricky words) is the key to helping them

to become successful spellers. Spelling skills are taught each week during two twenty minute

sessions with the exception of Year 2 where it is taught daily. Spelling is also embedded in

English lessons through games and activities so as strategies and rules can be taught in the

context of writing. The ‘Read Write Inc. Spelling scheme is used for Years 2 to 6. It been

specially created to meet the higher demands of the national curriculum. Spelling rules are

introduced by aliens from an exciting online spelling planet encouraging the children to be

interested in spelling.

When actually writing children should be concentrating on higher order thinking skills and

should simply ‘have a go’ at spelling. When marking children’s work, we do not correct all

spelling errors; instead, we focus on high common exception words, topic words and those

studied in spelling sessions. A yellow highlighter is used to show the children an error that

they can then correct and an S is placed in the margin to show where the error has occurred.

Spelling Championship

At St. Brendan’s we have a half-termly whole school Spelling Championship that encourages

the children to learn specific spellings and receive a certificate for their efforts. The spelling

list is produced by each class teacher from Foundation Stage to Year 6 and focuses on

common exception words and topic related words. The children receive the list at the

beginning of each half-term and are tested at the end of each half-term. Their achievements

are celebrated in class and during our whole school Celebration Assembly.

Spelling Age

We use the Salford Reading Test in KS2 to assess the children’s spelling age. This is used to

target any children who are working below age related and extra support is then given where

necessary. These scores are discussed at Pupil Progress Meetings with the Head teacher

and SENCo.

Handwriting

On entry, our Foundation Stage children are involved in varied activities to develop essential

pre writing skills in line with the Early Learning Goals. There is much focus on developing

gross and fine motor skills and strengthening muscles in the arms and fingers. We use ‘Dough

Disco’, ‘Funky Fingers’ and many playdough activities to increase muscle strength. Children

are also introduced to the individual letters and rigorously taught correct formation from the

very beginning of their time in school. From the time that children are ready, they are taught

to sit with a good posture and are taught to hold a pencil with the correct grip.

At St. Brendan’s we teach joined handwriting using a cursive script. Handwriting is taught daily

from Year 1 to Year 6. The handwriting sessions are used to consolidate the National

Curriculum spelling lists for each year group (Appendix 1) and key words and phrases related

to topic work. As children progress through school there is an increasing focus on fluency,

consistency and speed. All children initially write with a pencil, with Year 6 children moving on

to using a pen when they are ready.

It is expected that where possible notices, displays, titles and signs in the classroom and

around the school will be in the same cursive script and that all teachers and teaching

assistants model the handwriting style at all times i.e. when writing on the board or in children’s

books.

Grammar and Punctuation

Grammar is concerned with the way in which sentences are used in spoken language, in

reading and in writing. It is also about developing pupils’ curiosity about language and their

capacity to observe and reflect which will in turn enable them to develop more control and

choice in their use of language. Grammar helps us to organise and make shape of what we

are trying to say. Understanding the concept of a sentence and manipulation of different

sentence types is a key factor in ensuring children’s progress in writing. It allows children to

become more confident and versatile in their use of language.

Punctuation helps readers make sense of written texts and helps writers convey their meaning

accurately. It chunks texts into meaningful units, making a variety of grammatical boundaries

and is inextricably linked to grammatical features. The most effective way of teaching

punctuation is in context and linked to grammatical structures.

Grammar and punctuation knowledge enables writers and speakers to:

Control and use language to meet the needs of purpose (genre) and audience

Control sentence structure for impact through:

Construction

Expansion

Manipulation

Reduction

Transformation

Proof read, edit and revise their writing

In teaching grammar and punctuation, we encourage our children to know:

what a sentence is

that they can’t always write what they speak

that grammar and punctuation changed according to the text type and purpose

that they can’t always write what they speak

that grammar and punctuation can be manipulated for effect

At St. Brendan’s we use the Nelson grammar scheme from Year 2 through to Year 6. This

enhances and embeds essential grammar skills and is taught weekly. In Year 2 and Year 6,

additional grammar lessons are used to support the children taking their end of key stage

SATs tests.

Teaching of Strategies

The teaching of writing begins with assessing the children’s writing. This is achieved through

a ‘cold write’ writing session, at the beginning of a unit that encourages the children to use

their previous knowledge to complete a given writing task. A ‘hot write’ session is then

completed at the end of the unit to assess the impact of learning throughout the unit.

At St. Brendan’s we follow two main teaching approaches to writing:

1. The Write Stuff (Jane Considine)

2. Sketch Planning (James Clements)

The Write Stuff

The Write Stuff brings clarity to the mechanics of the teaching of writing. It follows a method

called ‘sentence stacking’. Sentence stacking refers to the fact that sentences are grouped

together chronologically or organizationally to engage children with short, intensive moments

of learning that they can apply immediately to their writing. An individual lesson is based on a

sentence model, broken into three separate chunks:

1. Initiate section – a stimulus to capture the children’s imagination and set up a sentence

2. Model section – the teacher close models a sentence that outlines clear writing

features and techniques

3. Enable section – the children write their sentence following the model

The Write Stuff method is used once every half-term. It reinforces grammar through the use

of:

The FANTASTICs which are an acronym that summarise the ideas of writing

(Appendix 2)

The Grammar Rainbow is a classroom tool that enables the teacher to drive key

grammar messages.

The BOOMTASTIC which helps children capture 10 ways of adding drama and poetic

devices to writing in a vivid visual (Appendix 3)

Panning for the Write Stuff follows the Jane Considine model (Appendix 4)

Sketch Planning

This model focuses on the idea for a story might come from the books children have read (on

their own or with the teacher); films and TV series; computer games; imaginative games the

children have played; places they have been and experiences they have had: anywhere really.

The trick is to teach children that it is fine to ‘steal’ ideas, images, words or phrases and put

them together to make something of their own.

Each unit taught is built around key objectives from the 2014 English National Curriculum and

assessment is ongoing throughout the unit with statements taken from the school’s Target

Tracking statements for English. (Appendix 5 example)

Editing

For editing to work well, children have to be responsible for changing and improving their own

work. We encourage this to happen in a few stages and each time the writing gets slowly

better. The first step is for children to carefully proofread what they have written (aloud if

possible), and then teachers provide ‘first impressions’ feedback. Teachers then mark the

work using a green highlighter to indicate an area for praise and a pink highlighter to indicate

an area for development (See whole school Marking Policy). Once the children have had a

chance to make some changes, then some peer assessment or sharing the work as a class

is used. The children can then redraft and edit their work as often as needed until they

complete their final written piece.

Two models of editing are used:

1. Leaving a line between work so that editing can be done above the intended area

2. Placing paper over the work to show any editing that has taken place

Guided Writing

Teachers model writing strategies and the use of phonics and spelling strategies in shared

writing sessions. Guided writing sessions are used to target specific needs of both groups and

individuals, whilst children have opportunities to write at length in extended independent

writing sessions at the end of each unit. Guided writing takes place with a group of children

with similar writing needs/targets. During a guided writing session, the children write with a

teacher supporting.

SEN and Equal Opportunities

All children have an entitlement to participate fully in English, regardless of gender, race,

age or ability, in accordance with the school’s Equal Opportunities Policy. Children whose

second language is English receive appropriate support as necessary.

Those children who are identified as needing extra support will be monitored closely by the

Class Teacher and the SENCo. Specific interventions will be put in place to support those

children. Where children need a higher level of intervention support is available in line with

the Special Educational Needs (SEN) policy.

The Classroom

All classrooms provide a stimulus for writing. Topic books, fiction and non-fiction books are

displayed to enable children to read as often as possible to develop their understanding of

written language. English Working Walls are used to display key terminology and ideas for

writing. The Write Stuff learning unit is displayed so that the children have access to the whole

unit of writing. Children’s best work is showcased in the classroom and throughout the school

to encourage high standards.

Cross-curricular writing opportunities

Teachers will seek to take advantage of opportunities to make cross-curricular links. They will

plan for pupils to practise and apply the skills, knowledge and understanding acquired through

English lessons to other areas of the curriculum.

Appendix 1

St. Brendan’s Catholic Primary School

YEAR 1 Handwriting and CEW’s Spelling Plan

Common Exception Words

a, the, to, I, is, he, she, we, no, me, be

no, go, so, by, my, here, there, where

of, said, says, are, were, was, his, has, you, your, they

put, push, pull, full, house, our, do, today, of

the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our

the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our

St. Brendan’s Catholic Primary School

YEAR 2 Handwriting and CEW’s Spelling Plan

Common Exception Words

door, floor, poor, because, find, kind, mind, behind, child, children

wild, climb, most, only, both, old, cold, gold, hold, told, every

everybody, even, great, break, steak, pretty, class, grass, pass, plant, path

could, should, would, who, whole, any, many, clothes, busy, people

after, fast, last, past, father, bath, hour, move, prove, improve

sure, sugar, eye, water, again, half, money, Mr, Mrs, parents

Christmas, beautiful door, floor, poor, because, find, kind, mind, behind, child, children

wild, climb, most, only, both, old, cold, gold, hold, told, every

everybody, even, great, break, steak, pretty, beautiful, after, fast

last, past, father, class, grass, pass, plant, path, bath, hour, move

prove, improve, sure, sugar, eye, could, should, would, who

whole, any, many, clothes, busy, people, water, again, half

money, Mr, Mrs, parents, Christmas

St. Brendan’s Catholic Primary School

YEAR 3 Handwriting and CEW’s Spelling Plan

Common Exception Words

accidentally, actually, address, answer, appear, arrive, believe

bicycle

breath, breathe, build, busy/business, calendar

caught, centre, century, certain,

circle, complete, consider

continue, decide, describe, different, difficult, disappear

early, earth, eight/eighth

enough, exercise, experience,

experiment, extreme, famous, favourite, February,

forward(s), fruit,

grammar, group, guard, guide, heard, heart, height, history, imagine,

increase, important, interest, island, knowledge, learn,

length, library,

material, medicine, mention, minute

St. Brendan’s Catholic Primary School

YEAR 4 Handwriting and CEW’s Spelling Plan

Common Exception Words

accidentally, actually, address, answer, appear, arrive, believe, bicycle,

breath, breathe, build, busy/business, calendar, caught, centre, century,

certain, circle, complete, consider, continue, decide, describe, different,

difficult, disappear, early, earth, eight/eighth, enough, exercise, experience,

experiment, extreme, famous, favourite, February, forward(s), fruit,

grammar, group, guard, guide, heard, heart, height, history, imagine,

increase, important, interest, island, knowledge, learn, length, library,

material, medicine, mention, minute, natural, naughty, notice,

occasion(ally), often, opposite, ordinary, particular, peculiar, perhaps,

popular, position, possess(ion), possible

potatoes, pressure, probably,

promise, purpose, quarter, question, recent, regular, reign, remember, sentence, separate

special, straight, strange, strength, suppose,

surprise, therefore, though/although

thought, through, various, weight,

woman/women

St. Brendan’s Catholic Primary School

YEAR 5/6 Handwriting and CEW’s Spelling Plan

Common Exception Words

accidentally, actually, address, answer, appear, arrive, believe, bicycle,

breath, breathe, build, busy/business, calendar, caught, centre, century,

certain, circle, complete, consider, continue, decide, describe, different,

difficult, disappear, early, earth, eight/eighth, enough, exercise, experience,

experiment, extreme, famous, favourite, February, forward(s), fruit,

grammar, group, guard, guide, heard, heart, height, history, imagine,

increase, important, interest, island, knowledge, learn, length, library,

material, medicine, mention, minute, natural, naughty, notice,

occasion(ally), often, opposite, ordinary, particular, peculiar, perhaps,

popular, position, possess(ion), possible, potatoes, pressure, probably,

promise, purpose, quarter, question, recent, regular, reign, remember,

sentence, separate, special, straight, strange, strength, suppose,

surprise, therefore, though/although, thought, through, various, weight,

woman/women

accommodate, accompany, according, achieve, aggressive, amateur, ancient

controversy, convenience, correspond, criticise, curiosity, definite, desperate, determined, develop, dictionary, disastrous, embarrass, environment, equip (–ped, –ment), especially, exaggerate, excellent, existence, explanation, familiar, foreign, forty, frequently, government, guarantee, harass, hindrance, identity, immediate(ly) especially, exaggerate, excellent, existence, explanation, familiar, foreign, forty, frequently, government, guarantee, harass, hindrance, identity, immediate(ly)

persuade, physical, prejudice, privilege, profession, programme, pronunciation, queue recognise, recommend, relevant, restaurant, rhyme, rhythm, sacrifice, secretary, shoulder, signature, sincere(ly), soldier, stomach, sufficient, suggest, symbol, system, temperature, thorough, twelfth, variety, vegetable, vehicle, yacht

Appendix 2

Appendix 3

Appendix 4

English Unit 1 Classic Narrative

The Egyptian

Princess

Year 3

Written Outcomes:

A detailed re-telling of the Egyptian Princess

Resources:

Different versions of ‘Cinderella’

The Egyptian Princess

PPT images of setting and direct

speech

Duration: About three weeks to include 3

standalone grammar lessons

Before you Start:

Read aloud/tell class a brief version of

Cinderella and discuss what they already

know about the story

During the Unit:

Adults model the correct vocabulary,

sentence structure and handwriting

Main focus of this unit (from the POS National

Curriculum 2014):

Over the course of the unit pupils will be given many

opportunities to:

Develop positive attitudes to reading and understanding of what they read

Increase their familiarity with a wide range of key texts

Draw inferences such as inferring characters' feelings, thoughts and motives from their actions

Recall and summarise main ideas from different parts of the text

Using and punctuating direct speech

Plan their writing by:

-Discussing texts similar to the one they are planning to write in order to understand and learn from their structure, grammar and vocabulary

-Discussing and recording ideas for composition

Draft and write by:

-Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and increasing range of sentence structures

-Creating setting, characters and plot in narrative texts

Evaluate and edit by:

-Assessing the effectiveness of their own writing and suggesting improvements

-Proof-read for spelling and punctuation errors

Lesson

Key

Learning

Objectives

Lesson Content & Organisation

Assessment

(green

assessment is

Appendix 5

Today we

are

learning

to…

Success

Criteria

taken from

whole school

assessment

tracker)

1

COLD WRITE

SESSION

be able to

listen to and

demonstrate

understanding

of a text read

aloud

Re-tell a story.

Read the story to the chn. Put the chn into

small groups and ask them to share the

story with one another.

Discuss with the chn what they think are

the key parts of the story.

Task: Ask the chn to re-tell the story.

Make a class list of key words in the story.

Provide support to all chn where

necessary.

TA Individual reading books to be sorted

I can listen to

and respond

to a story

I can write a

simple story

I can use

capital letters

and full stops

correctly.

Can they

communicate the

story in written

form?

2

infer

characters'

feelings,

thoughts and

motives from

their action

and dialogue

.

Introduce the chn to the A3 note sheet for

the unit (see resources). Class keep

notes/framework for a story log (a short

record of the key events in the story

written as short notes) that is to be

completed over the course of the entire

unit.

Introduce class to the text. Read The Egyptian Cinderella up to page 5, where she is given her new slippers but is unable to dance because she is too tired from the work that she is given. In small groups children create a think shower about Rhodopis. What do they think of her? Who does she remind them of? Children should realise that her story echoes the traditional tale of ‘Cinderella.’ Use Role on the Wall activity to ask the chn to work on describing what she looks like and how she feels. Chn write their own character description LA guided writing group with CT HA using conjunctions ‘and’ and ‘because’ to link sentences.

I can write

about a

character

I can use

adjectives to

describe a

character

I can write

about a

characters’

feelings and

description

Can the children

infer characters'

feelings, thoughts

and motives from

their action and

dialogue?

3 recall and

summarise

the main parts

of the text

Read the remainder of the story to the

chn. As you are reading check the chn’s

understanding of the text by asking a few

questions.

Activity: Push the desks back or go to the

hall for a drama activity. Pupils to work

in groups to produce 3 tableaux images

I can use

drama to

think about a

story

I can work

with my

friends to

Are the chn able

to pick out the

main parts of the

story?

that tell the story. Share together as a

class and evaluate. (Photo evidence)

Discussion: What does this story tell you

about Rhodopis and the Pharaoh?

make a

tableaux from

the story

I can discuss

why the

tableaux is an

important

part of the

story

Can they identify

the characters of

Rhodopis and the

Pharaoh?

4 discuss and

record ideas

for

composition

Use PPT images of the beginning of the

story.

Discuss with the children what makes a

good opening to a story. Read the opening

to the story. What makes this a good

opening? Explore how it describes the

scene.

Task: ask the children to take the main

features from the opening of story- show

them this in pictures. Discuss key

vocabulary used in the ‘The Egyptian

Cinderella’. Model how to write the

beginning paragraph of the story. Chn

write their own story opening.

LA TA support, MA CT support

I can talk

about the

main parts of

a story

I can write a

beginning

paragraph

I can use

correct

punctuation

in my writing

Can the chn write

the beginning

paragraph of the

story?

Do they use

descriptive

language for the

setting and

characters?

Organise

paragraphs

around a theme

5 suggest

improvements

for our writing

Remind the chn about their L4.

Show the chn an example of a story

opening that you have written. Explain

that you want to improve your opening for

the reader. Model how to overwrite/edit

your paragraph to make improvements.

Model expanded noun phrases.

Task: put the chn with a learning partner

and ask them to read their opening

paragraphs to one another. Ask the chn to

give verbal feedback to their partner about

how to improve their work. Chn edit their

work to show improvements.

HA: CT support, MA: TA support, LA:

provide key vocabulary and images

I can

recognise that

my work can

be improved

I can

overwrite my

work for

improvements

I can discuss

changes I

have made to

my writing

Can the children

re-draft their

work showing

improvements?

Read aloud using

appropriate

intonation, tone

and volume

6 use and

punctuate

direct speech

Read page 8 to the children and then

show them the PPT slide about inverted

commas. Look at how the inverted

commas are used in the story to punctuate

I can

recognise

character

Can the chn use

inverted commas

correctly in their

the direct speech. Model how to form

sentences correctly using inverted

commas.

Task: chn write direct speech sentences

for characters in the story, explain to the

chn that these sentences will be used to

support their ‘Hot write’ piece of work.

LA: CT guided writing using inverted

commas

HA: TA support – encourage the chn to

write extended sentences.

dialogue in a

text

I can write a

sentence

using inverted

commas

I can discuss a

characters

narrative

writing to show

direct speech?

Use and

punctuate direct

speech

7 recall and

summarise

the main parts

of the middle

of the story.

Discussing

and recording

ideas for

composition

Re-read the middle of the story up to page

20. Make reference to any direct speech.

Discuss the key features of the middle of

the story e.g. what makes the story

exciting? Are there any important parts

that need to be used

Model how to write a small part of the

middle of the story including the use of

direct speech.

Task: chn write the middle of the story.

Encourage the chn to use direct speech in

their writing.

MA: CT support LA: TA support HA:

Can you use an exclamation in your

writing?

I can link

ideas to form

a written

paragraph

I can use

direct speech

in my writing

I can use an

exclamation

mark to make

my writing

interesting

Can the chn write

the middle part of

the story?

Does the story

make sense?

8 suggest

improvements

for own work

Remind the chn about their L5.

Use the PPT to refer to the middle part of

the story. Show an example of a start of

the middle part of the story that you have

written. Model how to edit the writing for

improvements.

Task: put the chn with a learning partner

and ask them to read their middle

paragraphs to one another. Ask the chn to

give verbal feedback to their partner about

how to improve their work. Chn edit their

work to show improvements.

Share with the chn a selected good piece

of writing edit. How has editing the work

improved it for the reader?

MA: TA support HA: CT support

I can read my

work loudly

and with

expression

I know how to

edit my work

I can show

improvements

in my writing

Can the chn

overwrite their

work to show

improvements?

Suggest

improvements to

grammar and

vocabulary

9 draw

inferences

such as

inferring

Read from page 20 to the end of the story

with the chn. Discuss the key facts about

how the story ends.

Together make a list of character

emotions for Rhodopis and the Pharaoh.

I can describe

how a

character is

feeling

Can the chn share

the emotions of a

character?

characters'

feelings

recall and

summarise

the main parts

of the end of

the story

Look for similarities and differences

between the two characters.

Task: Chn write the end of the story.

Encourage the chn to use direct speech

and make reference to the emotions of the

characters.

LA: CT support HA: TA support –

expanded noun phrases

I can write the

end

paragraph to

my story

10 assess the effectiveness of their own writing and suggesting improvements

Remind the chn about their L8.

Use the PPT to refer to the end part of the

story. Show an example of the end of the

story that you have written. Remind the

chn how to edit the writing for

improvements.

Task: put the chn with a learning partner

and ask them to read their opening

paragraphs to one another. Ask the chn to

give verbal feedback to their partner about

how to improve their work. Chn edit their

work to show improvements.

Share with the chn a selected good piece

of writing edit. How has editing the work

improved it for the reader?

LA: TA support MA:CT support –

encourage the chn to read their work for

spelling mistakes

I can read my

story to my

friend keeping

them

interested by

the way I use

my voice

I can edit my

work for

improvements

Can the chn make

improvement to

their work

discussing the

reasons for doing

so?

Proof read for

spelling and

punctuation

errors

11 HOT WRITE

SESSION

creating

setting,

characters

and plot in

narrative texts

writing a

familiar story

Remind the chn about work undertaken in

the unit. Discuss the main features of the

story along with any key vocabulary.

Task: Chn re-tell the Egyptian Princess

story in their own words drawing on

previous work.

Encourage the chn to use the work in their

books to support their writing including,

editing and note sheet.

Chn proof read their own work.

CT and TA to support all chn

I can write a

story

I can make

the story

interesting

I can use

correct

punctuation

Have the chn

written a story

based on the

Egyptian

Princess?

Adopt features of

existing texts to

shape own

writing

Uses appropriate

handwriting

joins, including

unjoined letters

12 assess the

effectiveness

of their own

Share with the chn the review sheet and

model how to complete

I can be proud

of my

achievements!

Can the chn

effectively review

their own and

their friend’s

In any editing sessions adults must support the chn to understand how to improve their

work while praising work that has already been written

Lessons 13-15 are standalone grammar lessons that are to be taught during the unit and

grammar incorporated into written work.

Lesson 13 Focus: Articles

choosing a/an for given nouns

sorting simple words under a

and an headings

completing sentences with a or

an before words begin

Challenge:

correcting a/an in sentences

suppling a/an before adjectives

Lesson 14 Focus: Singular

and Plural

completing sentence with

correct part of verb/sentence

writing with was and were

correcting noun – verb

agreement in sentences

agreement with collective

nouns/ food and money writing

sentences

completing sentences with is,

are, was, were

Challenge:

writing sentences with

collective nouns

Lesson 15 Focus:

Adjectives

comparative with er;

superlative with est

changing adjectives to

superlative adjectives in

sentences

Challenge:

completing sentences with

irregular comparative and

superlative adjectives

Handwriting/CEW’s

Revise leading line into letters

Revise formation of blends

accidentally, actually, address

Spellings

and their

peers writing Task: chn read their finished stories to

one another and record their reviews on

the sheet

Discuss the content of the unit with the

chn and their learning.

work giving

reasons for their

comments?