Planning for transition – Planning for transition – Development of writing skills Development of writing skills

from Early Years to KS1 from Early Years to KS1 ensuring progression of each ensuring progression of each

pupil’s Basic Skills pupil’s Basic Skills

Planning for transition – Planning for transition – Development of writing skills Development of writing skills

from Early Years to KS1 from Early Years to KS1 ensuring progression of each ensuring progression of each

pupil’s Basic Skills pupil’s Basic Skills

June 2007June 2007

Chinese symbols/ Urdu

Aims and ObjectivesAims and Objectives • To identify progression of writing skills

through the Foundation Phase

• To outline opportunities and offer effective strategies and activities for developing boys’ and girls’ writing within the learning environment and across areas of learning.

• To plan experiences for developing children’s writing skills

• To plan for effective teaching and learning to develop children as independent writers

What is extended What is extended writing?writing?

A range of formsA range of forms

Extended texts

Content and text

organisationPurpose and

Audience

Across the curriculum

Language features

Standard of writing

Development of writingDevelopment of writing

Respond to writingRespond to writing

Positive personal response

Question to extend

Response on content

Question to suggest

Response on layout/ neatness

Encourage re-drafting

Opportunity to self-assess – ask for the child’s

response/ view

Note the strengths specifically

Agree on one target to move forward

How do you teach writing?How do you teach writing?

Forms of WritingForms of Writing

• Task: each group will have a text form and write a short paragraph or first few lines on ‘Butterflies’

• Group 1=poem, • Group 2=report (information - What do I know,

what do I want to know, what have I learned? + make own books),

• Group 3= recount ‘dwyn i gof’ visit to butterfly form,

• Group 4=instruction (how to make butterfly cakes),

• Group 5=explanation (lifecycle of a butterfly) • Group 6 = narrative

STEPS TO TEACHING A NEW STEPS TO TEACHING A NEW FORM OF WRITINGFORM OF WRITING

• Familiarisation• Discovery• Model• Shared• Guided• Independent Construction• Present to Audience

NarrativeRecount

Planning for a range of Planning for a range of forms across the forms across the

curriculumcurriculum

How can we provide further opportunitiesto consolidate this learning?• Areas within the environment • Props for role-play• Exemplar photographs of mark-making

area

Foundation Phase Effective Learning Principles

developing a disposition to learn learning and owenrship of their learning – child-initiated and child-led

active learning through first-hand experiences - well-planned practical activities, investigative, asking questions, learning through using their senses, through interacting with others, through problem-solving, through purposeful repetition, through developing independence and thinking skills increased home-school partnership listening to the voice of the learner