Transcript Welcome to St. Mary`s R.C. Primary School

Writing is
Exciting
What is writing?
It is a way of:
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Recording events in our lives.
Prompting us.
Informing others
Recording our creative thoughts
and the results of our imaginings
to entertain.
Writing begins with mark making.
Mark Making moving into Writing
Writing develops in stages:
• It starts with random scribbling which
develops into flowing circular shapes.
• Drawing simple pictures.
• Symbols or mock letters.
• Emergent writing with letter strings.
or groups of letters and squiggles.
• Picture labelling and writing names.
• Invented spelling or initial letters.
Emergent Writing
Writing letters to
communicate meaning
• Sounding out words and writing in
sentences
•The writing uses
groups of letters and
finger spaces to show
each word.
•The writing uses some
sounds at the beginning,
middle and end of the
words to communicate
meaning.
•The writer is
beginning to have
an awareness that
a full stop will show
the end of a
sentence.
Writing is
written with an
awareness of
sentences and
phonemes are
used as well as
tricky words.
•Writing is in
sentences with full
stops and capital
letters in the right
place.
•Many tricky words
are spelt correctly
and they are
beginning to add in
conjunctions/
connectives
( joining words) like
and.
End of Key stage piece of
writing
End of Key stage piece of
writing
Writing with a Purpose
Children need a reason to write and it
should be based on real experiences.
• Writing should be an inclusive part
of children’s learning experiences and
play.
• Examples of different ways include
visits, visitors, role play, theatre,
letters linked to a purpose
How do we
teach writing
at
Hiltingbury?
1. Choosing a genre & links
with topics
• Fiction
• Non- Fiction
• Poetry
Look out for the
variety of
responses in the
children’s writing
activities
2.Finding a stimulus
• Books
• Texts
• Visits
• Pictures
• Video clips
•
Drama
3. Modelling good writing
• Watching an adult model good writing.
• Sharing in the writing processideas,
• spellings, grammar, punctuation…
• Asking children to improve a piece of
writing or focussing on a specific skill
(Guided Writing)
4. Practising and rehearsing
• Using whiteboards
• Oral rehearsal
• Drafting/Editing
• ICT
5. Reminding children what makes
good writing
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Think before you write
Use your sounds to spell unfamiliar words
Use lots of description
Using correct grammar
Displays/ prompt cards to support learning such as
Vocabulary, Spelling, Connectives, Openers, Punctuation
• Present writing neatly and clearly e.g. models for
handwriting
• To think about their reader
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New curriculum
Spelling, Punctuation and Grammar test is going to be statutory
for Year 2 in the Summer Term 2016.
• - Year 1 have to learn about plurals –s, –es, –ing, – ed, –er and –est
endings.
• Understand that the apostrophe represents the omitted letter(s )
Adding prefixes and suffixes
• -using the prefix un–
• -using –ing, –ed, –er and –est where no change is needed.
Year 2
• Statutory terminology:-Noun, noun phrase, compound, adjective,
adverb, verb, tense (past, present)
Adding prefixes and suffixes
• using ment, -ness, -ful, -less, -ly
• understanding what a statement, question, exclamation or
command is.
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-Showing the purpose for writing is a significant change.
Writing for an audience- ensuring children know who they
are
writing for.
Colour Coded Grammar
Grammar is essential for writing and Colour
Coded Grammar is one tool.
We aim to teach children the tools in order
that they can present their creative and
purposeful ideas in written form.
Also to give our children the best
opportunities to be successful within the
new National Curriculum, including being
ready for the next phase.
Kinaesthetic
(= doing it or feeling it)
Auditory
(= hearing it)
Visual
(= seeing it)
Year R:
Building concept and storing knowledge:
Who / what ?
What?
Where?
•Group ‘things’ - “these are all things”: grouping topic vocabulary.
•Verbal label a range of ‘doing word’ – P.E lessons, outdoor learning.
•Identifying places and prepositions – talking about settings in stories and also
identifying in, on, between, next to.
Year 1:
WOW word
Adjective
Joining word
Conjunction
When?
(Time words)
•Recognise that every word in a sentence has a job – discussion through reading and
verbal rehearsal of sentences.
•Learning a range of ‘joining words’ – build a bank of words, use in writing.
•Planning stories using their knowledge of who, where, what doing.
• Develop time concepts / phrases.
• Discuss meanings of new words and categorise.
Year 2:
Adverb
Adverb
•Technical vocabulary
•Improving sentences – underline all the …
•Constructing sentences activities
•Playing word games: adjective + noun through the alphabet.
•Spot words in guided reading activities.
How can you support your child’s writing?
• Give a purpose, let them write lists, labels,
messages and greetings without copying and
praise their attempts at independent writing.
• Be sensitive and listen to what they say.
• Talk about their writing
• Let them see you writing
• Encourage them to feel proud of their work.
• Encourage them to ‘have a go’ and take risks.
• Read stories and explain or pick out new or
interesting vocabulary and phrases…be a
‘Magpie’
Some examples of different opportunities
to write at home…
Role play areas indoors and outside provide many
opportunities to write lists, diaries, messages,
menus, orders, invitations, letters, signs, forms and
tickets.
Exchange notes with the tooth fairy, leave notes on
lunch boxes or any surprise location!
Write captions to go with photographs
Write postcards or letters to other members of
the family
Write lists, reminders, phone messages,
instructions
Try playing crosswords, word games and
anagrams. Use technology and write within DB
Primary.
• To become writers, children need
something to say, the means to say it,
and a reason to say it.