ros. wilson empowering pupils: enhancing learning · 2013. 11. 17. · ros. wilson: 2020 vision 1...

Raising Standards in Writing

Ros. Wilson: 2020 Vision 1

www.AndrellEduca.on.com

Ros. Wilson Empowering Pupils: Enhancing Learning

Teachology Conference, November 2013

Twitter@RosBigWriting


Secret Gardens

•  Objective:

To understand the role of metalinguistics in the amplified and logical understanding of the rules that govern language and culture.




How to speak Yorkshire:

• Summatsupeer • Gerritetun • Gerartnit • Smarrerweeim • Azeegeniter






If the answer is… what is the question?

• Summative Assessment • Formative Assessment • Assessment for Learning




Put in order of effectiveness in embedding learning:

1.  Demonstration 2.  Practise by doing 3.  Listen to instruction 4.  Read 5.  Teach someone else 6.  Watch audio / visual 7.  Discussion Group





What is small step learning? What are small step targets?


Level 1

i. I can draw most le8ers the right size and shape. (This can be further differen.ated by making targets for single le8ers or small groups of le8ers, for example four or six at a .me.)

ii. I am star.ng to use capital and small le8ers correctly. (Upper/lower case)

iii. I am star.ng to put spaces between the words I write.

iv. I am star.ng to sit my wri.ng on the line.

v. I can draw s.cks above the other le8ers and tails below the line of wri.ng. . (This can be further differen.ated by making targets for s.cks only or tails only) (Ascenders/descenders)




Level 1

i. I can draw most le8ers the right size and shape. (This can be further differen.ated by making targets for single le8ers or small groups of le8ers, for example four or six at a .me.)

ii. I am star.ng to use capital and small le8ers correctly. (Upper/lower case)

iii. I am star.ng to put spaces between the words I write.

iv. I am star.ng to sit my wri.ng on the line.

v. Level 2C

i. I am beginning to do neat, regular wri.ng.

ii. I can usually start all le8ers in the right place.

iii. I can write between 2 lines.

Level 2B

i.  I can use start all le8ers in the right place. ii.  I can always use capital le8ers correctly. iii. I can do neat, accurate wri.ng. iv. I am beginning to join my wri.ng.

Level 2A

i.  I can usually use neat, joined wri.ng. (May be a li8le irregular or slow)






Ambi%ous vocabulary

Level W

i. I can talk clearly and confidently.

ii. I know some ‘WOW’ words.

Level 1

i. I can read a lot of words.

ii. I am using a lot of different words in my talk.

iii. I am trying to use a lot of different words in my wri.ng.

iv. I can use ‘WOW’ words in my talk.

Level 2

i. I can point to adjec.ves and adverbs in short pieces of wri.ng.

ii. I know what adjec.ves and adverbs are used for in wri.ng.

iii. I am using a lot of ‘WOW’ words in talk.




Ambi%ous vocabulary

Ambi.ous Vocabulary:

Level W



Level 1

i. I can read a lot of words.

ii. I am using a lot of different words in my talk.

iii. I am trying to use a lot of different words in my wri.ng.

iv. I can use ‘WOW’ words in my talk.


Ambi%ous vocabulary

Level W



Level 1

i. I can read a lot of words. I can use ‘WOW’ words in my talk.

Level 2

i. I can point to adjec.ves and adverbs in short pieces of wri.ng.

ii. I know what adjec.ves and adverbs are used for in wri.ng.

iii. I am using a lot of ‘WOW’ words in talk.

iv. I can use simple adjec.ves and adverbs to describe things in my own wri.ng.

v. I am beginning to use some ‘WOW’ words in my wri.ng.

Level 3

i. I can use a range of ‘WOW’ words (ambi.ous vocabulary) in my wri.ng.

ii. I can use a range of adjec.ves and adverbs/adjec.val and adverbial phrases.

(May be given as 2 or 4 separate targets eg adjec.ves then adverbs then adjec.val phrases then adverbial phrases).

iii. I am trying to use generalising words in my wri.ng. (E.g. some.mes, never, oWen, always)




Level 3

i. I can use a range of ‘WOW’ words (ambi.ous vocabulary) in my wri.ng.

ii. I can use a range of adjec.ves and adverbs/adjec.val and adverbial phrases.

(May be given as 2 or 4 separate targets eg adjec.ves then adverbs then adjec.val phrases then adverbial phrases).

i. I am trying to use generalising words in my wri.ng. (E.g. some.mes, never, oWen, always)

Level 4

i. I can use a wide range of ambi.ous vocabulary in my wri.ng.

ii. I can use a range of generalising words. (E.g. some.mes, never, oWen, usually, always, frequently, addi.onally, regularly)

iii. I use a wide range of descrip.ve words, including ambi.ous ones, usually accurately.

Level 5

i. I can use a wide range of ambi.ous vocabulary accurately.

ii. I can select and use ambi.ous vocabulary precisely for purpose and effect.

iii. I can use literary effects such as allitera.on, onomatopoeia, metaphor, simile and figura.ve language.

iv. I use sophis.cated, descrip.ve language accurately.


Assessment for Learning

and small step targets for progress.




From: Head MDIS [mailto:[email protected]] Sent: 13 November 2013 10:01 To: Ros Wilson Subject: Big Write Hi Ros I Dear Ros, I came with three of my staff to the training in Birmingham last month. We have started to put lessons into place and already -‐ aWer just three weeks-‐ are seeing an improvement in the quality of wri.ng, par.cularly the vocabulary used; we have had year two children using colossal, curvacious, vibrant and menacing (the last three we had stolen from the talk homework). One of the lessons (second lesson -‐ Red Riding Hood) was adapted to 'Big Talk' in Recep.on and received an outstanding from Ofsted -‐ the inspector actually stayed the whole hour and was blown away that this was only the second lesson the children had had. Many thanks Sam Sam Sco8 Market Drayton Infant School and Nursery 01630 652909





Ros. Wilson Empowering Pupils: Enhancing Learning

Teachology Conference, November 2013

Twitter@RosBigWriting

ros. wilson empowering pupils: enhancing learning · 2013. 11. 17. · ros. wilson: 2020 vision 1...

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