Session 3 . Continuing to Raise Standards in Writing. Focused Teaching through Guided Writing. Let’s get into the mood……. , “” !. Start a sentence with……. Unfortunately,…. Despite his appearance,…. With a glint in her eye,. Aims of the session. To share recent success.
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Continuing to Raise Standards in Writing.
Focused Teaching through
, “” !
Despite his appearance,…
With a glint in her eye,..
While not wishing to stereotype ……the children making less than expected progress in English tended to share characteristics…
Their test results surprise us.
Marking their work often disappoints us.
“I get mixed up when someone interrupts me”
“It’s hard to concentrate, I forget which word I’m on”.
“Writing long pieces is hard….I use all my good ideas at the beginning”.
“Sometimes I have a sentence in my head but by the time I’ve worked out how to spell a word…I’ve forgotten what I was going to say”.
What might Guided Writing look like in:
Year 6 ?
When might it take place?
Time to work with a guided group is scarce so it must be clearly focused. Guided Writing can take place at any stage of the writing process.
Before writing to support children’s planning and drafting of their work
At the point of writing
After writing – feedback sessions
Phase 1 to 2
Phase 2 to 3
For example, with the teacher, the children have rehearsed joining two simple sentences with a connective and have written their own.
Share ideas and connectives
Take a look at one of the sentences and dissect it.
Look at your sentence. Is there anything you would like to change?
Share revised ideas.
Watch these clip showing a Year 1 and a Year 3 example of Guided Writing
Does the teacher support the children through key questions, constructive comments, teaching at the point of writing?
Can you see a clear structure to the session?
In the school monitoring of writing – is there evidence of specific writing skills being taught systematically?
Are all your staff confident in teaching writing skills to children and do they understand ‘where next’?
Are there any immediate CPD implications arising from this session today?
How can I help?
ideas, concepts and true understanding
Consider your schools and the ‘slow moving children’ and ‘children falling behind’ for mathematics or English