Writing Development Workshop

1. Writing Development Workshop Bishop Eden’s Primary School 2013

2. Physical Development - baby • Grasp • Hand-eye co-ordination • Control

3. Handwriting (physical development – Pre-school) • Mark making • Using a variety of media • Development of pictures (Foundations of writing) • Interest in environmental print • Pencil grasp • Ask what they are doing • Copy letters (particularly ones they see a lot – in their name)

4. Purpose of writing (interest development – Pre-school) • See adults/other people writing • Purpose • Retelling stories • Form filling • Make-up stories (change all the time) • Genres of books • Use of ICT

5. School – Teaching Writing Secretarial • Handwriting • Spelling • Some aspects of layout • Spacing • Sizes • Drafting • Writers Craft • Genres of writing • Aspects of language – nouns, verbs, adjectives, etc • Sentence structure • Improvement of content Technical

6. Teaching Writing • Letter formation - sizes • Directional forming – important for future joining and spelling • Sentence recognition • Whiteboards – have a go, nothing wrong • Begin by over writing – under writing – copy writing (supported) – independent writing

7. All aspects work together Reading – interest, purpose, enjoyment Writing – recreate their own, leave their mark, celebrate achievement Listening – to improve, to learn, to understand Talking – to share thoughts, to show understand, to help others

8. Resources we use in Bishop Eden’s Primary Handwriting • Nelson Handwriting, HLP development Spelling • Nelson Spelling, Cripps, HLP common word lists Extended Writing • Big Writing, HLP writing games, reading books, 50 shared texts, anything really…

9. Genres of writing - CfE Imaginative/Personal • Recount • Descriptive • Narrative Functional • Recount • Information Report • Procedures/ instructions • Explanation • Discussion • Persuasive Texts/arguments

10. Teach Model Support Assess Improve

11. Curriculum for Excellence – Experience and Outcomes Main drivers within the language document develop these through identified experiences and outcomes • Enjoyment and Choice • Tools for writing • Organising and using information • Creating Texts Early (N3-P1) First (P2-P4) Second (P5-P7)

12. Responsibility for all Curriculum for Excellence recognising that language is part of everything we do and learn in school no matter what subject that may be. This is particularly important in Third and Fourth level, as the pupil moves into secondary education and discrete subjects are taught. In primary teaching this has always been a strength of our approach to teaching and learning.

13. How is Bishop Eden’s Developing Writing • Working with other schools in the ASG to share good practise and identify examples of work at each level • Assessment of writing across ASG and within school (AIFL practises – Self, Peer, Teacher, Two stars and a wish) • HLP links with CfE • Big writing as the main tool for teaching extended writing

14. Assessment of Writing • Prior to writing we discuss with the pupils what the Learning Intentions and Success Criteria are for this piece of work. • Learning Intentions are – We Are Learning To…………. • Success Criteria are – What I’m Looking For……. These can then be self, peer and/or teacher assessed. Studies have proved that this approach to assessment has a greater effect on pupils achieving than simply teacher marking independently of the pupil.

15. Important aspects of writing Spelling and handwriting are separate skills to story writing and should always be catered for as such. Whatever the main focus is for extended writing is the aspect which should be assessed closely and not whether every word is spelt correctly or if letters are formed correctly. It can be stressful for a pupil to remember everything and if they have a really good idea for a story then that is what we want them to focus on. If issues arise in relation to spelling or handwriting, they would be addressed in a follow up lesson and not during the writing process as this may hinder some pupils. Individuals needs are always taken into account.

16. Supporting Writing Some pupils find it more challenging than others when it comes to writing. They may have a specific difficulty in relation to language or simply find it hard for one reason or another. Ways in which we support them in school are: • Have a go boards • Paired/team writing • The use if ICT • Celebrating successes • Discussing and supporting individuals with tricky things • Not going through work with a red pen • Only marking to the agreed LI and SC • Giving opportunities for success • Using a variety of stimuli for the writing process • Timed activities • One-to-one support with a member of staff • Help pupils to recognise their own successes and achievements

17. How can you help? • Reading • Writing • Games • Posters/signs/labels • Name boards • Get them involved with writing at home – cards, letters, forms, etc • Mark making for younger pupils • Encourage – nothing is wrong, give it a go!