lancashire primary strategy: literacy primary framework support … narrative text. classroom...

Primary Framework Support for Writing

Strands 9 to 11—Years 1 to 6

Progression Statements Learning Objectives

Pupil Targets Steps in Learning with classroom examples

Lancashire Primary Strategy: Literacy

Strand 9 – Creating and Shaping Texts

Year One

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 During independent writing, children focus on narrative structure. They make basic authorial choices about what to include in a narrative text with a beginning, development and ending. The simple structure of the plot allows them to plan the content of their story independently and through oral rehearsal with a talk partner. Step in learning 2 During guided writing, children explore ways of developing character through a narrative. Writing a traditional tale extends their range of text types and moves them from personal recounts (first person) to third person narrative.

During Year 1, children begin to write across a wider range of text types and purposes. As their knowledge of language features and vocabulary grows, they make authorial decisions about their own writing with growing confidence and independence.

Use key features of narrative in their own writing

Step in learning 3 Children apply what they know about developing plot and characters. They extend their knowledge of narrative features by focusing on the interaction of characters and events in a setting. They increase their levels of writing independence through the use of visual and digital texts. They also make progress in the precision of their language choices by considering more detail about one part of a narrative Pupil Targets

1c 1b 1a

Produce ideas about what to include in a narrative with a beginning, development and ending.

Choose appropriate and interesting words for writing from alternatives supplied (e.g. from a word bank).

Find and use appropriate and interesting words in stories, poems and non-fiction texts.

Strand 9 – Year One Classroom Example Classroom Example Classroom Example

Step 1 Step 2 Step 3

Classroom example: Writing narrative (story structure) Writing independently, children draw three pictures to tell a story (real or imagined) where they are the main characters. Their pictures show:

• an opening that establishes setting and introduces character(s)

• the complication or main event(s) • a resolution/ending.

Children take turns telling their story to a partner, using the first person to narrate what happened with the help of their pictures. During guided, supported or independent writing, as appropriate, they discuss main character, other characters, setting, opening, what happened and the ending. They write or orally compose a sentence for each picture, creating a short narrative text.

Classroom example: Writing narrative (traditional tales) After shared writing where a simple plot has been drafted for a traditional tale, children are guided in creating the characters. They are not responsible for planning the narrative structure so they can focus in more detail on vocabulary and language effects. As part of their own retelling of a traditional tale, children discuss the main characters during guided writing. They decide which characters show the archetypal opposites of good and bad, rich and poor, old and young, for example. They use a familiar resource such as an electronic word bank to help them choose and discuss words that will help them reflect these opposites in their writing. JACK is brave... kind... helpful... a bit lazy. The GIANT is mean... spiteful... a bully and a coward. Focusing on one ‘pair’ of characters, they plan how they will reveal character information to the reader / listener by telling them what each person said. What did they say? Working in pairs, children add speech bubbles to pictures of two main characters to show what they are like or how they feel. JACK: Please don’t cry, Mum. I will go to market. GIANT: Come here you! Bring me that magic hen right now. Children perform the dialogue in their speech bubbles for their group or class and the other children guess which character is which. Using examples from the children’s own speech bubbles, a plenary session establishes how a writer can use dialogue to give information to a reader about a character.

Classroom example: Writing narrative (fantasy settings) In a previous lesson, an imaginary setting in a fantasy world, the main characters and a basic three-part plot structure have been established using visual images. Images of a background and characters are used as the basis for the next stage of story drafting. During guided writing the teacher models use of the word setting and guides children in planning how the characters will behave in the fantasy setting already created. Children create the text to tell the first part of the story, either orally or by drafting their own sentences. As children compose each sentence, the teacher prompts them to reveal what each character is like in their writing by choosing words carefully. As each sentence is drafted, children discuss what they have written and explain how their word choices show what the characters are like: the things they do, the things they say and the words used to describe them. If using digital images and creating an ICT text, it may be appropriate for children to adapt the images to match the sentences they write, for example, by pasting characters into a background or by adding their own text to each image. Some ICT texts will also allow children to use the support of ‘read-me aloud’ text/audio facilities to check or read back their independent writing.

Strand 10 – Text Structure and Organisation

Year One

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 Children decide how to provide information by writing a clear statement. In shared or supported writing, they write a caption in the form of a single complete sentence. Step in learning 2 Children write instructions that require chronological organisation. In guided writing, they decide on the order of the sentences and begin to use some vocabulary to support the chronological structure of their text.

During Year 1, children acquire a growing bank of knowledge and skill in organising the content of different kinds of texts. They begin to apply their growing knowledge of simple text structures when writing their own texts, making choices from a widening repertoire of structural conventions. They learn how to group sentences together and make progress in applying these skills to create increasingly cohesive texts.

• Group written sentences together in chunks of meaning or subject

• Write chronological and non-chronological texts using simple structures

Step in learning 3 Children focus on the organisation and structure of a non-chronological text. They assemble information about a subject and, in guided writing, decide how to organise the content. Pupil Targets

1c 1b 1a

Develop the sense of a sentence. Write single words and phrases.

Write and order simple instructions. Label information correctly.

Assemble written sentences together that are about the same thing.

Strand 10 – Year One

Classroom Example Classroom Example Classroom Example Step 1 Step 2 Step 3

Classroom example: Writing non-fiction (captions) As part of the preparation for a class display the children write a caption to go with each item or image on show. The first few captions are composed through shared writing to demonstrate the need for ‘complete’ information (This is a sunflower seed./Dogs are the most popular pets in our class. Rather than: sunflower seed/dogs most popular). If items in the display include a chronological element (such as events during a school visit or stages of an experiment) this aspect of the textual organisation is undertaken/supported by the teacher so that the children can focus during composition on the structure and organisation of a sentence to give information about one thing. During guided or independent writing, children consider what the reader needs to know that is not evident in the display item itself, how they signal the beginning and end of the sentence to the reader (especially if the sentence is a long one that extends to a second line) and whether the information is clear. When all the captions are completed, the children are given time to read the collection of sentences as a complete text in situ with the display. They discuss whether any information is missing and collaboratively compose any additional captions required.

Classroom example: Writing non-fiction (instructions) After using and following simple instructions orally and reading instructions during shared reading, children are guided in composing their own instructions. They give instructions orally to a partner for completing a short process such as playing a game they have invented or how to make something. To support them in organising the instructions in the best order children can use three or four photographs taken when they originally completed the process themselves. They place them in the correct order to remind them of the main stages. Children also use three or four sentence starter cards showing temporal connectives to support the chronological organisation of the sentences they use and to introduce words that help them to create textual cohesion: First/Then /Next/Finally. During independent writing they give the instructions orally to a partner, each take a turn, and then reflect on how well each set of instructions worked.

Classroom example: Writing non-fiction (non-chronological information text) Children collect information about a given subject or theme, including text and images. They select the most relevant and interesting information and discard some content in order to create one page of an information text. For example, children contribute in pairs to a page each of a class digital text about animals who live in different habitats. Having collected the content for their text, children are guided in deciding how to structure it. For example, they decide on the order and layout of text and images. During guided writing, they are encouraged to read aloud so that they can consider the most helpful organisation for their reader. They are encouraged to avoid random placing of text and pictures that are visually effective but not meaningful when read from beginning to end.

Strand 11 – Sentence Structure

Year One

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 Through shared writing, children develop their understanding of what a sentence is and when complete sentences are appropriate. They mark sentence boundaries and make the connection between sentence punctuation and meaning in their own writing. Step in learning 2 Children extend the range of sentence types they use and recognise to include statements and questions. They apply what they know about questions in guided or independent writing, as appropriate.

During Year 1, children develop their use of simple sentences for a widening range of writing purposes. They begin to apply basic sentence grammar and punctuation more deliberately, increasingly aware of the need to convey meaning clearly for a reader.

Compose and write simple sentences independently to communicate meaning Use capital letters and full stops when punctuating simple sentences Step in learning 3

Children apply what they know about sentence structures in independent writing of their own recounts.

Pupil Targets

1c 1b 1a

Develop the sense of a sentence. Write single words and phrases.

Be able to say and write a simple sentence independently. Use capital letters and full stops when punctuating a simple sentence.

Consolidate the sense of a sentence, write simple sentences independently. Use capital letters and full stops to punctuate a sentence.

Strand 11 – Year One


Classroom example: Writing sentences (Captions)

Children’s understanding of simple sentence structure is extended through shared reading and shared writing. Shared writing demonstrates the differences between labels around the classroom (words or phrases) and the captions the children write for a display (sentences). Also see, Year 1, Strand 10 - Writing Non-fiction (captions), Step in learning 1.

They become more familiar with the basic vocabulary needed to talk about sentences (word, sentence, line, capital letter, full stop, beginning/end) and they discuss why some writing requires the use of complete sentences (their own captions) and other texts (display labels) do not.

The teacher demonstrates that sentences do not have to be short. Children are shown how a short sentence can be extended to include more information and are invited to contribute to shared composition of additional captions for their display. We planted sunflower seeds. We planted thirty sunflower seeds. We planted thirty sunflower seeds in April.

Demonstration and shared writing also show why sentence boundaries need to be demarcated when a caption of two or more sentences extends over more than one line. We gave the seeds water. Here is Dan with the watering can. We took turns each day to water the seeds.

Classroom example: Writing sentences (poetry) During guided and independent writing, children compose their own poems based on a pattern of questions and answers. Using models from their reading they make up their own versions of question and answer poems.

They recreate a simple structure of a question followed by an answer and their attention is drawn to the way that the repetition of words in both question and answer creates ‘word patterns’ in pairs of lines. Who slammed the door? My sister slammed the door. Who broke the window? My sister broke the window. Who spilt the tea? My sister spilt the tea. What colour are sunflowers? Sunflowers are yellow. What do sunflowers smell like? Sunflowers smell like sunshine. How tall are sunflowers? Sunflowers are as tall as me. Activities may include orally composing several different answers to a single question, collaboratively drafting answers to the same questions as those in the model being used, writing their own question and answer poems during guided writing or framing their own list of questions for a partner to use as a writing frame. Reflection on their writing establishes criteria to help the children identify sentences that are questions: sentence ends with a question mark, usually anticipates an answer, often begins with what/who/when/where/why/which/how.

Classroom example: Writing sentences (Recount)

Children use oral drafting as the starting point for their own written recounts of a personal event or experience.

Using a strategy modelled for them during shared writing, they recount their narrative orally and ask questions to one another in pairs to help them add information to some of their sentences.

Question cards for children to use as prompts: When? Where? Who? What else was interesting?

Example

1. We went to Bridge Farm. When? Last week we went to Bridge Farm.

2. We fed the lambs. When? First we fed the lambs. What else was interesting? First we fed the soft, fluffy lambs.

3. Then we went to see the tractor. Where? Then we went into the barn to see the tractor.

They record their first draft of simple sentences and, through guided/supported writing or peer support, they refine or extend their sentences to provide information as effectively as possible.


Year Two

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 In shared writing, children contribute their own language choices for a collaborative poem based on a model that uses patterned language.

Step in learning 2 In guided writing of poetry, children focus on finding and choosing words to describe accurately the close details they have observed from first-hand experience in another curriculum area.

Children build on their knowledge and experience of texts during Year 2 and grow more confident in planning for writing. Their handling of a range of forms becomes more consistent (for example, in their use of person and tense) as well as more creative (for example, in adapting forms and exploring vocabulary

Make adventurous word and language choices appropriate to the style and purpose of the text

Step in learning 3 Children work with a response partner during talk for writing and independent writing. They apply what they have learned about language choices, style and poetic forms to write a humorous poem. They are given time to explore their ideas through play and experimentation. Pupil Targets

1a 2c 2b

Make language choices appropriate to different text types. Consider and select from alternative choices.

Choose words for effect, making writing interesting for the reader.

Demonstrate use of adventurous word choices and detail to engage the reader.

Strand 9 – Year Two


Classroom example: Writing poetry (language choices):

In Phase 3 of Poetry Unit 1 the teacher has modelled and explored writing in several different patterned forms, focusing on playful and inventive language choices and vocabulary.

In shared writing, the teacher models the drafting of the first two or three lines of a poem using one or more of the language patterns already explored.

Children join in and contribute to the rest of the poem, continuing the same patterned language. They are encouraged to make inventive and creative choices that extend their vocabulary rather than choices that rigidly follow a particular format.

Example Children contribute new words they have made up using the same patterns as a poem where new vocabulary has been created for effect:

Model poem Our version

Juicy fruits Delicious desserts

Oranges are squeezesome, juiceful and bumpylicious.

Chocolate is

Apples are munchive, crunchious and scrunchylicious.

Ice cream is

Other examples could use repetition of sound patterns or visual patterns on the page or screen. Poems with rigid rhyme patterns are not suitable for this activity because children’s choice of rhyming words for each line will limit their language choices.

Classroom example: Writing poetry (word choices)

Children have already discussed and made notes or drawings of closely observed details during a prior activity in another curriculum area. For example, they have observed minibeasts with a magnifying glass or microscope during a science activity and made observational drawings, or they have made notes about the close-up details of a large painting during a visit to an art gallery.

Using a poem they have discussed during shared reading as a model, or using a poetic form they are familiar with (such as a list poem) children write their own poems during guided writing.

They are guided in finding, trying out and selecting the most effective words to describe the subject in detail. They are supported in making word choices appropriate to the style of their poem and its purpose.

Example

A list poem about Van Gogh’s painting, Starry Night

Purpose: to describe the painting in detail. [highlighted text]

First ideas Changes during guided writing

Starry Night A blue and green sky Twirly clouds Shiny stars An orange moon like a letter c

A big tree with branches that look like feathers Little houses A church with a sharp spire Blue hills Dark fields

Starry Night An emerald and sapphire skySwirling clouds Bright, glowing stars A hot orange crescent moon

A tall, feathery tree Tiny houses with bright roofsA church with a pointed spireIndigo hillsides And shadowy fields.

Classroom example: Writing poetry (style)

Children work independently in pairs to write a humorous poem on an appropriate theme or subject.

They are given time to use their knowledge of forms (e.g. lists, riddles, puzzles, limericks, shape poems, nonsense poems) language choices (e.g. vocabulary, patterned language) and style/mood (e.g. humorous, scary, sad) to play around with ideas for their poem and try them out through reading aloud, playing with language and recording any suggestions.

They are appropriately supported during independent writing, ensuring that they remain focused on choosing language that is humorous and discussing why they prefer one suggestion to another. For example, some children use a checklist or a model poem as a scaffold.

Talk for writing a poem First ideas

Ideas to keep

What kind of poem shall we write?

What will make it funny?the characters? the things that happen?the words?

Jokes Language play Words we could use Lines we could use

Pairs are invited to share some of their initial ideas in a mid-session plenary so that they receive feedback from the rest of the class before going on to write the final version of their poem.


Year Two

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 In independent writing, children use a support structure such as a writing frame to help them plan what to include in each section of a set of instructions.

Step in learning 2 Children independently plan how to organise the content of an explanation text. They follow a suggested and familiar structure for planning, such as a flow chart but they create the planning structure themselves.

During Year 2, children make progress in the way they organise whole texts by planning how best to group content together into sections. They also begin to take account of the way meaning links from section to section.

Use planning to establish clear sections for writing

Step in learning 3 Children write a non-chronological report during independent writing. They apply what they know about planning strategies to decide independently how to plan the content of each paragraph in their writing. Pupil Targets

1a 2c 2b

Write sentences in the order that they have been planned.

Writing shows characteristics of chosen form based on structure of known texts.

Use basic sequencing of ideas or material, using connecting words and phrases making sure the layout is clear to the reader.

Strand 10 – Year Two Classroom Example Classroom Example Classroom Example

Step 1 Step 2 Step 3 Classroom example: Writing Non-fiction (instructions) Children write a set of instructions for a well-known classroom procedure or a process they are familiar with in another curriculum area, such as How to make a birthday card or How to clear up after an art lesson.

They plan independently what to include in each section, using a planning scaffold to support their ideas. For example, they could use a writing frame that prompts them with appropriate connectives or they could use a visual frame showing chronological photographs or diagrams of the procedure taking place (example below).

Before writing the instructions, they use their planning to check that they have organised content into the correct order. For example, they ask a friend to follow the order of content and make sure the procedure works or they match each section of their planning with a photograph/illustration (example below) and then check that the photographs are chronologically ordered. These can be numbered correctly on the reverse if necessary.

Examples (Sequenced pictures of how to plant and look after a tree) How to: ……………………… You will need

First Next Finally

Classroom example: Writing Non-fiction (explanations)

The teacher has demonstrated how to use a particular, simple strategy to support planning for writing an explanation. Children have read and discussed examples of explanations.

Children plan what to include in their own explanation text and the order in which it will be included. For example, they plan how to organise an explanation of the life cycle of an animal they have studied or a process they have undertaken in a technology lesson.

They discuss the content with a talk partner and then apply the same planning structure the teacher demonstrated to organise their own text. For example, they create a flow chart to note the order of main points to be made (and possibly the causal connectives they will use to begin each section) or a cyclical diagram if the process being explained is one that repeats itself.

Example

Children are asked to use a cyclical planning strategy to explain a process they have learned about in another curriculum area. Some children use the structure to make notes and others use a combination of simple illustrations and notes.

Child’s planning

Classroom example: Writing non-fiction (non-chronological reports)

Children have gathered the information they need to write a non-chronological report. For example, they have been learning about what life was like locally before they were born and have discussed during shared writing which information is important and interesting enough to include. The specific purpose and audience for their writing have also been established during prior discussion.

Children decide independently how to plan the paragraphs for their report. They are given a selection of resources to help them discuss and plan with a partner or a small group.

A selection that includes A3 paper and pens, a set of small blank cards and several sheets of plain A4 paper will help to give them a range of choices about the planning approach they take.

Pairs/groups join up to compare the different ways they have planned their writing and discuss which content they have planned to include in each paragraph. (See Framework site for pictorial table)

In the plenary session, children give their opinions about the best way to plan the paragraphs in a non-chronological report, giving their reasons. They are prompted by the teacher to compare the different ways that groups have shaped and organised the content, paying particular attention to the first and final paragraphs.

Children are given some additional editing time during the next lesson so that they can further refine their planning in light of the shared feedback, before they write their report.


Year Two

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 During shared writing, the teacher demonstrates how to combine simple sentences to create a compound sentence. Children contribute to drafting a story by suggesting compound sentences. They reflect on the difference in effect between two simple sentences and one compound sentence.

Step in learning 2 In guided writing, children focus on sentence construction during the process of writing a sustained story in the style of a familiar author. They edit their first drafts, experimenting with both simple and compound sentences and comparing their effects on style.

During Year 2, children begin to include some longer sentences to add more detail and variety to their writing. They experiment with coordinated clauses to create compound sentences using and, or, and but and they begin to use subordinate clauses to explain when and why. The range of punctuation evident in their independent writing extends to include question marks.

Write simple and compound sentences and begin to use subordination in relation to time and reason

Step in learning 3 During independent writing, children extend the range of sentence structures they use. They begin to use subordination for time and reason to help them sequence or connect events and develop character.

Pupil Targets

1a 2c 2b Begin to demonstrate consistency in the use of first or third person and tense when writing simple sentences.

Use conjunctions to join compound sentences. Use question marks, exclamation marks and commas in a list with some accuracy.

Strand 11- Year Two Classroom Example Classroom Example Classroom Example

Step 1 Step 2 Step 3 Classroom example: Writing narrative (traditional stories)

Children are planning their own version of a traditional tale they know well, reversing the stereotypes of the two main characters. Shared writing is used to focus children’s attention on the way they can create sentences for effect during the next stage of writing.

The teacher models drafting the first few lines in the style of the original story. Simple sentences are drafted and read aloud, modelling consistency of tense and person (Cinderella was ... She shouted ... She was nasty to her ...)

The teacher edits the drafted text to combine two sentences, creating a compound sentence using and, or or but.

Example

Cinderella

1. Cinderella was a selfish girl. She shouted a lot. She was nasty to her stepsisters. 2. Cinderella was a selfish girl. She shouted a lot and was nasty to her stepsisters.

The new sentence is read aloud and the effect compared with the original, shorter sentences, checking that tense (past) and person (third) are still maintained.

This process is repeated and the children contribute their own suggestions for compound sentences, first using two simple sentences drafted by the teacher and then without prompting.

1. Cinderella was going to the ball. Her stepsisters were not allowed to go. 2. Cinderella was going to the ball but her stepsisters were not allowed to go.

1. “Shall I wear the silver dress? Shall I wear the gold one?” she asked her fairy godmother. 2. “Shall I wear the silver dress or shall I wear the gold one?” she asked her fairy godmother.

In guided and supported writing, children continue their own version of the traditional tale, writing both simple and compound sentences

Classroom example: Writing narrative (style)

Children have explored the style of a particular author through reading and discussion and are familiar with several books or stories and their characters. They are writing their own story in the same style using a principal character created by the author.

Working on their first drafts, children edit a section of the narrative that includes characterisation. They focus on combining short sentences into longer ones where appropriate, and are guided in discussing the effects of the changes.

They are encouraged to read back and reread both versions:

1. to check whether they are reflecting the style of their chosen author; 2. to consider the effects of short or long sentences and the way they join.

Example

Main character: Sam (The Man Whose Mother was a Pirate by Margaret Mahy)

Extract from child’s new story: Sam was the son of a pirate. Sam had a pirate ship. Sam was brave. He liked adventures. He had seen the whole world. Sam’s ship could fly. Sam saw the moon. He had an idea. “I will fly my ship. I will go to the moon,” he thought.

Teacher: example prompts for guided writing

Repetition of ‘Sam’. Create one longer sentence? Sam was the son of a pirate so he had a pirate ship. Discuss other options: Sam was the son of a pirate. That’s why he had a pirate ship.

Sam’s ship could fly. Doesn’t need to be a longer sentence because this is a surprising piece of information so it’s effective. Refer to one or two examples of short, simple sentences for effect in the original book.

He had an idea. He had this idea because he saw the moon. How can you show that in your writing?

He saw the moon. Suddenly he had an idea. He saw the moon and suddenly he had an idea. He saw the moon. That’s when he had an idea. When he looked at the moon he had an idea. Children continue editing their sentences in this part of the text and are guided in maintaining a focus on sentence construction using connectives.

Classroom example: Writing narrative (extended stories)

Children are independently planning and writing their own sustained stories, with success criteria that reflect their prior learning about sustaining narrative: for example, sequencing events, development of setting and character, using story language.

During the writing process, children build on their knowledge of sentence structure and apply their skill in shaping sentences deliberately for effect.

They are provided with resources they can access independently to support and focus them on creating complex sentences that use subordinate clauses for time (... after the lights went out.) and reason (... because she was so happy.) to add detail about plot and character.

Children are given appropriate levels of individual support to help them include subordinate clauses during independent writing.

Examples An aide memoire A list or a set of word cards of subordinating connectives to provide ideas for connecting clauses.

• because • if • therefore • so • in order to

• when • while • until • after • before

Two cards Each showing a prompt question to think about when composing a new sentence (Why? When?). Sample sentences that model different structures:

• When she was tired, the girl fell asleep. • The girl fell asleep when she was tired. • If you do that, I will be angry. • I will be angry if you do that. • The boy was sad. He started to cry. • The boy was sad so he started to cry • The boy started to cry because he was sad • Because he was sad, the boy started to cry.

A writing response partner

• Have we used long and short sentences? • Have we used different kinds of sentences?


Year Three

Progression Summary

Learning objectives

Steps in Learning Step in learning 1 • Children independently evaluate their writing against a success criterion

for purpose that was agreed collaboratively when planning. Step in learning 1 • The teacher models note-making during shared writing. Children contribute

to selecting vocabulary from an information text to create notes, for later use when they write a report on the same topic.

Step in learning 2 • During guided writing for planning, children make decisions about the

purpose and form of their writing. They are guided in using these to set their own success criteria.

Step in learning 2 • Children write an instructional text during guided writing. They compose

each instruction in detail, selecting the most specific vocabulary possible, including appropriate technical vocabulary.

PLEASE NOTE: There are two steps in learning relevant to this strand in Year 3. The teacher models note-making during shared writing. Children contribute to selecting vocabulary from an information text to create notes, for later use when they write a report on the same topic.

Select and use a range of technical and descriptive vocabulary

Step in learning 3 • Using talk to reflect on their writing, children independently evaluate

how successful and effective their texts are, using success criteria for form and purpose that they set for themselves when planning.

Step in learning 3 • Children use a range of ICT information texts to select particular words

and phrases that will be effective in persuading a reader. Writing independently, they use their chosen vocabulary as the starting point for an information text.

Pupil Targets

2a 3c 3c Select and use vocabulary appropriate to different text types.

Use specific vocabulary, varying nouns, verbs and adjectives.

Use a developing range of adjectives, adverbs, verbs and nouns in writing to engage the reader.

Make decisions about which form of writing to use for a particular audience and purpose.

Apply what they know about form and purpose to decide what will make their writing effective.

Use success criteria to evaluate how effective their writing is for its reader and purpose.

Strand 9 (1) – Year Three


Classroom example: Writing Narrative (adventure stories)

Children have written an adventure story independently and in guided writing, over several days. Their stories will be available for other children in the class to read as books and on screen. Success criteria for form and purpose were established during shared writing, based on what they already know about the features of adventure stories.

After completing their own first draft, children are reminded of the success criteria the class agreed when planning. They are given time to read the adventure story written by their response partner and vice versa.

In pairs, they discuss how effective each of the two stories is for its audience. Focusing closely on one success criterion relating to purpose, each child suggests how their partner’s first draft could be improved.

Example Success criterion for PURPOSE

The adventure story will be exciting for my readers.

Discussion Guide 1. Did you find the story exciting? 2. Which parts, in particular, were exciting? 3. Why? 4. What made you want to keep reading? 5. Which parts of the story could be more exciting for a reader? 6. How? 7. What needs to be changed? 8. Does anything need to be added? 9. Does anything need to be taken out?

Children use the feedback from their response partner to edit and improve the final draft of their text.

Classroom example: Writing narrative (letters)

In Phase 3 of Unit 4, children refer back to the key features of letters, a text type they have discussed in prior lessons where the teacher demonstrated how to write a letter and modelled both organisation and layout.

During guided writing, children use the features of the text type to set success criteria for their own letters to an author. The group agrees on a limited number of criteria to use during the writing process. Teacher guidance ensures that these are tightly focused on the purpose and form of the children’s writing, as appropriate to the context for the activity. Example Children have explored the work of two or more favourite authors and compared different books or stories by the same writer. They have written book reviews and discussed their personal preferences. Each child in the class will write a letter to their preferred author, to explain their preferences and ask a question, for example, about the way the author plans or decides on characters and plot.

In guided writing, children set the following success criteria for their letter to an author:

Purpose 1. To give information: The letter will give the main points about which books I enjoyed most and why. 2. To question: The letter will ask one important question about the author.

Form • The letter will be organised into clear sections with a paragraph for each one: an introduction, main points about books I enjoyed, a question about writing and an ending/thanks. • The letter will use a formal layout and language: address and date, greeting, ending

Classroom example: Writing narrative (play scripts)

Children have completed Narrative Unit 5 and performed their play scripts based on familiar stories.

In small groups, they reflect on the final outcomes of their writing. They discuss and evaluate how successful the scripts were in light of the success criteria they set themselves at the planning stage.

• Which criteria did they meet most successfully?

• Which were the most difficult to achieve?

Using a simple method of recording, each child summarises how effectively their play script met their own criteria for success. For example, they shade in their degree of success for each as shown below:

← NO YE

S →My success criteria for a play script based on .... (name of story).

1 2 3 4 5 Shows the actual words characters say

Tells the story in the right order

Builds suspense right to the end

Action is fast-moving

Script layout for dialogue is correct

A plenary session allows the class to share and compare their evaluations:

• Which success criteria were the most difficult to meet? Why?

• Were the success criteria too challenging or could the children have met them if they had done something differently?

• What did they learn about setting their own success criteria for writing?

Strand 9 (2) – Year Three Classroom Example Classroom Example Classroom Example

Step 1 Step 2 Step 3 Classroom example: Writing non-fiction (reports)

Children have read a range of reports, and focused on their precise use of vocabulary and controlled use of description. In Phase 1 of Non-fiction Unit 1, the teacher demonstrates how to make notes for a report using ICT information texts as a source of information.

The teacher models retrieving key information to answer a particular question, using an ICT text. Relevant words and phrases are selected to be used in the report and noted, for example by creating a second document on screen or by writing them on a whiteboard.

The teacher draws children's attention to topic-specific nouns, verbs and adjectives that will contribute to an accurate report and contrasts note-making with other forms of writing as the words are selected and noted, for example, by copying and pasting.

Using a second ICT text containing information about the same topic, the teacher invites children to suggest which words to select. Through shared writing, the children contribute to the notes and, if appropriate, suggest how to edit the notes to organise them into a sequence that will support writing the report.

A follow-on shared or guided writing session makes use of the notes to write a report on the same topic.

Example First few lines of source text: Light is an important form of energy for living things on Earth. When there is no light at all, humans cannot see anything. We see when light enters our eyes. Light always travels from a source. It can pass through some materials but not all and that is why we get shadows. Some surfaces reflect light. Reflection is the reason we can see anything. Notes What is light?

• form of energy • light enters our eyes • travels from a source • passes through materials - not all - shadows • surfaces reflect • reflection

Classroom example: Writing non-fiction (instructions)

In Phase 3 of Primary Framework Unit 2, children write their own instructional text using the same structure that the teacher has demonstrated during shared writing. The instructional text should relate to a process the children are familiar with or have used recently in another curriculum area such as design and technology or science.

In guided writing, children collaboratively write a set of instructions for another child of the same age to follow, for example, a child in another class or one in their own class who is not familiar with the process in question.

After agreeing on the correct order for the instructions they compose each one in more detail. The teacher guides them to make precise vocabulary choices that describe or explain as accurately as possible what to do at each stage. They are prompted to use correct technical vocabulary where appropriate.

Example

Children are writing instructions for operating the CD player used during school assemblies.

First suggestion:

Put the power on at the plug. Improved version using more specific and technical vocabulary:

Connect the power by switching on the plug on the wall.

First suggestion: Press the button to turn on the CD player.

Improved version using more specific and technical vocabulary:

Press the big red button on the left to turn on the CD player.

Classroom example: Writing non-fiction (information texts)

With a writing partner, children independently draft the text for a brochure about a holiday venue for children. The brochure is intended to provide information about the facilities and also to persuade readers to book a holiday.

Children collect words and phrases they think will be effective persuasive devices. They use a range of ICT texts selected by the teacher, such as appropriate bookmarked or saved web pages for holiday resorts and online family tourist destinations. Children can focus particularly on headings and subheadings to limit the level of reading challenge if appropriate.

They select, copy and paste individual words and phrases or re-type them if necessary into a new document and save this as a list of useful persuasive words for their own ‘holiday brochure'.

Example • family friendly • delightful • fantastic • fun for children of all ages • luxurious • maximum adventure • world-class experiences

Children use their chosen persuasive vocabulary as a starting point for writing their holiday brochure using ICT. Pairs can add their own ideas and then share or even combine their electronic word lists to create a larger, more useful selection of vocabulary.

They can use the same document and type the additional text they need or create a new file, cutting and pasting the words they need from their list as they write:

• This island is so family friendly you will never want to leave. • We have small cabins as well as a big hotel and it's not expensive. • There are four delightful swimming pools. Your children will love it here! • There are lots of cafés and the food is fantastic. We only serve children's favourites and no cabbage. • If fun for children of all ages is what your family wants, visit us now!


Year Three

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 Children plan the content of each paragraph in a non-chronological report. In shared writing, they begin to group related material that has already been organised into sections, and decide how the sections will be ordered, grouped or re-grouped as paragraphs. Step in learning 2 In independent writing, children plan the content and order of paragraphs in an instructional text, using information they have grouped into sections during guided writing.

During Year 3, children refine the way they organise content. They progress from gathering related material into sections, to the deliberate use of paragraphs to support meaning. They sequence material in more considered and coherent ways, increasingly aligned to the needs and expectations of their audience. This becomes evident in the use of connectives to signal sequence, place and time within and between paragraphs.

Group related material into paragraphs

Step in learning 3 Children are guided in improving an ICT information text they have written independently. They evaluate the text and the choices they have made about structure and organisation. Pupil Targets

2a 3c 3c

Demonstrate clear sections in different forms of writing. Group related material into paragraphs. Organise ideas and related points into

paragraphs.

Strand 10 – Year Three Classroom Example Classroom Example Classroom Example

Step 1 Step 2 Step 3 Classroom example: Writing Non-fiction (reports) The teacher has already demonstrated how to group information for a non-chronological report in another curriculum area, using several different sources. This collection of notes, extracts and short summaries shows how related information is gathered together into sections. It is used in this lesson as a resource for shared writing. Shared writing is used to demonstrate the way that information already grouped according to content can be organised into paragraphs. The teacher uses two shared texts to move between the original ‘section plan’ and a new ‘paragraph plan’ for the report. For example: - a large format planning sheet shows the original information grouped into sections and a paragraph plan is drafted on-screen using a digital projector and screen for display; - the original section plan was created using digital text extracts and notes from ICT sources; this and the new plan for paragraphs are two separate files displayed at the same time using an interactive whiteboard (IWB). The teacher demonstrates how to plan what will go into each paragraph in the report, showing that paragraphs are not necessarily the same as sections. Some sections, particularly long or complex sections, may require more than one paragraph in order to convey information clearly for the reader. Children are actively involved in the decision making, as a plan for the content of each paragraph is created. Example:Endangered species: whales This large format example organises information under the headings below. It includes children’s notes made from a book about whales, hard copy of extracts from two websites stuck onto the appropriate sections and adhesive notelets that children used to make notes when discussing a DVD they have watched about endangered species. Section plan to group information collected from reading General information about whales (information has been written directly onto the sheet or stuck onto the paper) Details about whales (information has been written directly onto the sheet or stuck onto the paper) Why they are in danger of becoming extinct (information has been written directly onto the sheet or stuck onto the paper) The teacher uses the section plan above to gather and shape information for each paragraph in the final report. Demonstration shows how information from one section provides the content for more than one paragraph. The content for each paragraph is sourced from the section plan but written in note form, modelling the way a writer can avoid recording the same information twice. Paragraph plan for a non-chronological report Opening - general information

1. opening – whales are mammals not fish – many kinds 2. some kinds in danger - why?

Detailed description of life and habits 3. some different kinds of whales 4. habitat – they go where there is food - what they eat 5. blue whale: how many left, size, habitat 6. amazing facts about blue whales

Ending - link information to reader 7. one powerful fact – (e.g. might take 100 years of protection before

blue whale is out of danger) – we can all help - what our school is doing for endangered animals

Classroom example: Writing Non-fiction (instructions)

Children draft a set of instructions for an activity or procedure in another curriculum area. The instructions are for an activity that is not completely straightforward.

They plan the order and content of the paragraphs, based on information they have already gathered and grouped into related sections. They try out one another’s instructions to check that they are clear and accurate, with a focus on the organisational devices that help to make the instructions clear for the person following them.

Children give one another feedback on how easy it was to follow the instructions correctly. When they have agreed where, in particular, the detail was difficult to follow or understand, they discuss how the content or order of paragraphs could be improved, for example, by separating a long or complex paragraph into two or more shorter paragraphs.

Example

Children have walked the alternative route to the school office from their classroom while building work is underway. They have made notes for each stage of instructions about how to get to the office during the temporary arrangements. They use their notes to draft the content of each paragraph.

Para 6 last bit – hall to office

When you get to the hall you have to decide which way to go because the library is used for lessons sometimes. On Mondays and Tuesdays, open the library door and go in. The office door is straight ahead of you but on Wednesdays, Thursdays and Fridays go past the library door and turn left into the corridor. The office is the second door on the left.

Edited version after paired discussion Para 6: If it is a Monday or Tuesday, open the library door and go in. The office door is straight ahead of you. Para 7: If it is a Wednesday, Thursday or Friday, go past the library door and turn left into the corridor. The office is the second door on the left.

Classroom example: Writing non-fiction (information texts)

Children have researched a particular area using reference materials including ICT sources. They have decided how to present information and have made informed choices by using structures from different text types. Working collaboratively, they have written an ICT-based presentation which includes different text types.

In guided writing, children reflect on the decisions they have made about the way that information is grouped and presented.

Teacher questioning and guidance move the focus through two different levels of response: the grouping of information (what’s included in each section, chapter or screen) and the detail of information (content of each paragraph).

1. What about the amount of information on each screen? Some screens are filled with text and others include very little text to read. Is one way better than the other, or doesn’t it matter?

2. The section on ‘sport in history’ and ‘sport today’ only has one page but the page doesn’t fit on the screen. I have to scroll down to read it all. There are six paragraphs. Why did you decide not to split that information into two separate pages?

3. The last paragraph on this page only has one sentence. You could easily have tagged it onto the end of the paragraph above it because they’re both about keeping fit. I think I can guess why you decided to write it that way. Can you explain your reasons?


Year Three

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 Children focus on using verbs for effect. In shared writing, the teacher models how to compose sentences for a story. Through supported composition, children contribute to choosing and using verbs carefully for precision and for their impact on their reader. Step in learning 2

Children write the first part of a myth in guided writing. They focus on choosing vocabulary (nouns, verbs, adjectives and adverbs) for maximum impact on their reader as they compose sentences that introduce the first setting and main character(s).

Children begin to use subordinate clauses during Year 3 to explain why, using causal connectives (because, so). They use their growing vocabulary to make increasingly effective, precise and appropriate choices when composing sentences. The range of punctuation they use independently extends to include exclamation marks.

Compose sentences using adjectives, verbs and nouns for precision, clarity and impact

Step in learning 3

Writing independently, children apply what they know about sentence structure and vocabulary. They adapt sentence structure for effect

Pupil Targets

2a 3c 3c

Use interesting vocabulary varying the use of verbs for effect, keeping the tense consistent.

Use a range of verbs, nouns and adjectives for impact.

Use a range of adjectives, adverbs, verbs and nouns/noun phrases in writing and consider the impact on the reader.

Strand 11 – Year Three Classroom Example Classroom Example Classroom Example

Step 1 Step 2 Step 3 Classroom example: Writing narrative (stories with familiar settings) Children have read stories with familiar settings and collected vocabulary that helps describe the experiences of a character in a particular setting. In Phase 2 of Unit 1, they reread and analyse, investigate and write sentences through modelled and shared composition. In shared writing, the teacher models composition, using a familiar setting as a resource. For example, a setting is displayed on an IWB LINK TO RESOURCES FOR UNIT 1 e.g. photos of playground and the story being composed is also displayed as a shared text. The teacher rehearses sentences orally, writing and rereading cumulatively to consider effect. Discussion focuses on verb choices and the way that an author selects the best words when they are describing things that happen in a setting. Alternatives for each verb are considered and the effect tried out by reading aloud. Children contribute their own suggestions and the teacher ensures that new or adventurous vocabulary is also introduced, particularly as more descriptive and emotive alternatives for common verbs such as said, walked, went. Teacher modelling also ensures consistency of verb tense. Example Teacher writes There was no one else in the playground. Jo was lonely. Teacher rereads There was no one else in the playground. Jo was lonely – No, Jo looked lonely. That’s a better verb because it tells us a little about Jo’s appearance. Teacher rereads, edits and writes There was no one else in the playground. Jo looked lonely. She went over to the swings. Teacher highlights (or underlines) 'went' She went over to the swings. That verb doesn’t tell my reader anything at all about how Jo moved or how she was feeling. Can you help me think of a better verb?

Classroom example: Writing narrative (myths)

In Phase 2 of Unit 2, children became familiar with a story map and the main characters for a quest myth.

In Phase 3, the children write the first part of their own myth, introducing the first setting in the quest and the main character(s). During guided writing, visual resources provide a focus for character description and support the children in making considered choices about words that have the most impact on a reader.

As they draft, they read back and reread to discuss effect. The teacher guides them in using text marking as a strategy to focus on the words in each sentence that do the most work in helping a reader to imagine clearly the places, characters and events in the story.

As they write, the children highlight any words that have potential impact. When they reread, they discuss alternatives for their highlighted words and choose the most effective.

The teacher draws attention to the fact that the most useful words for achieving impact are often the nouns, verbs, adjectives and adverbs.

Example

The Minotaur

The minotaur was big “Why are you here?” he asked them in a loud voice. He walked towards them. Then he put his sharp axe in the air and made a nasty face.

He went into the dark. They could hear him making horrible noises. “I will never let you go,” he said

The minotaur was huge. “Why are you here?” he roared at them in a thundering voice. He lurched towards them. Then he lifted his razor-sharp axe in the air and made a cruel face.

He slipped into the shadows. They could hear him growling wickedly. “I will never let you escape,” he snarled.

Classroom example: Writing narrative (mystery stories) In Phase 2 of Unit 3, children have read and discussed an extract from a mystery story and explored different types of sentences and their effects. The teacher has demonstrated how to change the structure of a sentence for effect. Children are asked to retell an incident from one of the mystery stories they have read, writing in role as one of the characters. Their aim is to retell what happened as vividly as possible, in just a few sentences. They are given a key question as their starting point for writing. Example: What happened when you went through the gate into the garden? When their draft sentences are complete, the children are asked to decide which are the big impact words in each sentence. Which words are the ones that make this event sound really exciting and mysterious? They use text marking to highlight the big impact word or words in each sentence. For example, when writing an ICT text they change the font colour, use the underline tool or bold font. What happened when you went through the gate into the garden?

1. The garden was empty and the boy had disappeared. 2. There was a bird hanging upside down from a branch. 3. The bird suddenly said, “ I knew you would follow me. What’s your name?” 4. I was so scared that I was shaking like a leaf when I ran back out through the gate.

Using the same strategies that the teacher modelled in a previous lesson, children try out the effects of changing sentence structure, making sure that their high impact words create the desired effect of mystery. What happened when you went through the gate into the garden?

1. The boy had disappeared and the garden was empty. 2. Hanging upside down from a branch, there was a bird. 3. Suddenly, the bird said, “I knew you would follow me. What’s your name?” 4. I was so scared that when I ran back out through the gate I was shaking like a leaf.

In a plenary discussion, children share some of the changes they have made to improve their sentences and discuss their reasons. The teacher ensures that discussion focuses on the appropriate objective for the lesson: the structure of a sentence can make a big difference to the way it gives information and the effect it has. Children may have noticed that an important word or phrase often acts powerfully when it is positioned at the beginning or end of a sentence. At the beginning of a sentence it can surprise the reader and positioned at the end it stands out from the other words.


Year Four

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 Children focus on establishing a specific setting. They are guided in selecting and adapting information to create an authentic atmosphere and emphasise historical details Step in learning 2 Children are supported through guided writing to orchestrate setting, plot and character to create momentum in a narrative. They plan how to show the way a character develops through the main events.

During Year 4, children develop the style of their independent writing. They make increasingly informed choices to suit purpose and reader. They apply their growing knowledge of structural and presentational features to enhance meaning.

• Show imagination through the language used to create emphasis, humour, atmosphere or suspense

• Use settings and characterisation to engage readers' interest

Step in learning 3 Children develop character in more detail during independent writing. They use character and setting to create humour using the characteristics of playscripts.

Pupil Targets

3b 3b 3a

Use descriptive language to establish a specific setting in writing.

Use adjectives and adverbs selectively to add detail, choosing the most appropriate.

Develop character in more detail in narrative writing.

Strand 9 – Year Four


Classroom example: Writing narrative (historical settings)

Using historical detail they have already collected and used in oral drafting, children have written their own story with a historical setting. When their first drafts are complete, children share their ideas and receive feedback during guided writing. They consider how effectively they are creating a historical setting using the details they have collected. The teacher guides the discussion to focus on how they have used each strategy (1 to 4 below) to convey the setting and atmosphere.

Creating a historical setting

1. Use old-fashioned words and ways of speaking for dialogue.

2. Make sure dialogue doesn’t use modern language.

3. Only mention things people wore or used in those days.

4. Describe in detail the way things were (places, buildings, everyday objects, clothing, food, transport).

Children are asked to offer examples they have used in their own stories and to think about how well each strategy has worked. Which ones will have the most impact?

Classroom example: Writing narrative (developing character)

Children have already planned the main features of a narrative (setting, main characters and key events). During shared writing and paired talk, they have considered the dilemma a main character faces that creates the complication in their own story.

In guided writing, they discuss the decisions their main character makes when faced with a dilemma and the way this moves the plot forward.

The children plan how to use the main events, the setting and the way the character develops to help them organise the chapters in their narrative. Their aim is to create suspense at chapter endings. Using a simple story planner, they are guided in shaping the text to build momentum that maintains a reader’s interest.

Chapters

Main events Character Setting

Pip moves to new house

Pip feels nervous and lost

Describe new house – big and scary

1 Meets bully on school bus

Pip confused, no friends – wonders how to deal with bully

Inside of bus, crowded, noisy, steamy windows

2

3

4

Classroom example: Writing plays (creating humour)

Having improvised dialogue for the characters in a humorous play, children use what they have been learning about the presentational features of playscripts to write their own scene.

They use their previous exploration of the characters as a basis for creating the dialogue and stage directions. During independent writing, they plan how to include humour in the things the characters say to one another and the way they interact with the setting for the scene.

Characters Funny things they do or say

Mixes up the order of words

Says the wrong words Jo’s mother

kind, but her mistake over the phone message causes Jo’s main problem

Keeps walking into the cupboard thinking it’s the kitchen

Gives wrong answers to questions Jo’s brother

mixed-up teenager, seems cross with Jo all the time but helps Jo when everything goes wrong

Trips over Jo’s toys and stands on the puppy’s tail


Year Four

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 Children focus independently on the beginnings of paragraphs in a recount, to check for cohesion through a complete text.

Step in learning 2 Children focus on the beginnings and endings of paragraphs in an explanation text through the support of shared writing. They collaboratively edit in more detail for textual cohesion between one paragraph and another.

During Year 4, children begin to explore ways of organising texts to improve their effectiveness for a reader. When planning what to write, they apply their knowledge of text structures to help them chunk ideas and information in logical or interesting ways. Children make progress in establishing textual cohesion with exploratory use of connectives within and between paragraphs.

• Organise text into paragraphs to distinguish between different information, events or processes

• Use adverbs and conjunctions to establish cohesion within paragraphs

Step in learning 3 Children are guided in the final stage of editing of a persuasion text. They reread the text aloud to check for cohesion between sentences and paragraphs. Pupil Targets

3b 3b 3a

Create paragraphs to link and group information. Consider beginnings of paragraphs and begin use of connectives to help structure text.

Use adverbs and conjunctions to build links between sentences within paragraphs.

Strand 10 – Year Four Classroom Example Classroom Example Classroom Example

Step 1 Step 2 Step 3 Classroom example: Writing non-fiction (recounts)

During the process of writing a newspaper article, children work independently in pairs or small groups on editing their first draft of the recount.

They share their drafts and provide feedback for one another on the organisation and sequencing of the paragraphs.

1. Are the events recounted in the right order?

2. Is there a good reason for the start of each new paragraph?

The children reread aloud the first few words of each new paragraph to make sure that the order of events being recounted is clearly signposted for a reader.

They use an aide memoire of connectives as a source of alternatives to choose from when they are editing. The list of connectives provided can be grouped into examples that serve the same purposes such as conjunction (also, in addition to) or concession (but, although, however, and yet).

Classroom example: Writing non-fiction (explanations)

Shared writing is used to compose two or three short paragraphs of an explanation text such as an explanation of the way something works or why something is the way it is. The example in Non-fiction Unit 3 (The Shirt Machine by Jon Davis) can be used for this activity.

Teacher demonstration and modelling focus on the cohesive links between the content of one paragraph and the paragraph that follows it. The teacher uses text marking (such as highlighting, circling and joining with a line or changing font colour in a shared digital text) to create a visual connection between the grammatical and syntactical links.

Example Humans and some other animals have a skeleton. The skeleton is made up of bones. The bones all do important jobs.

[Teacher draws a line to connect the highlighted words above and below.]

For example, the ribs protect the lungs and the cranium protects the brain. Other bones have the job of helping us to walk, pick things up or move around in different ways. Hundreds of bones each have a special purpose, even the tiny ones.

[Teacher draws a line to connect the highlighted words above and below.]

This is why it can be dangerous to break a bone if it is not repaired properly.

Classroom example: Writing non-fiction (persuasion)

Children have already completed their first draft of a persuasion text, applying what they have learned about the language of persuasion. During guided writing, they edit and refine the text to a second draft with a focus on textual cohesion.

They first check links in meaning between paragraphs to ensure cohesion at whole-text level. They reread the end of each paragraph and make links between its content and the paragraph that follows. Do the connectives suggest a logical order? (The first thing you will notice ... Not only that ... Finally, we must mention the wonderful ...)

They then check cohesion within paragraphs by reading and rereading pairs of consecutive sentences. How does each sentence lead into the next or lead on from the one before? Can the meaning be made clearer?

Example

Exercise keeps us healthy. We need to move around every day. Walking is good exercise. You should walk somewhere whenever you can.

Exercise keeps us healthy. That’s why we need to move around every day. Walking is good exercise so you should walk somewhere whenever you can.


Year Four

Progression Summary

Learning objectives Steps in Learning

Step in learning 1 In guided writing, children try out different ways of extending sentences to create atmosphere and to add richness of detail about character and setting. Step in learning 2

Children focus on sentence structure during guided writing. They compose both simple and complex sentences and compare the different effects of each on meaning and impact. They use commas where necessary within sentences to mark clause boundaries.

During Year 4, children experiment with more ways of using sentences to make meaning clear or to create particular effects. They try out the effects of adapting familiar clause structures by changing word order. Use of punctuation within sentences becomes more evidently linked with their developing attempts to clarify meaning.

Clarify meaning and point of view by using varied sentence structure (phrases, clauses and adverbials) Use commas to mark clauses, and use the apostrophe for possession

Step in learning 3 In shared writing, children explore the effects of different sentence structures. They use adverbial clauses to enhance the persuasive effect of language. They also use commas for lists.

Pupil Targets

3b 3b 3a Use adjectives and adverbs to create variety and add interest for the reader.

Compose a complex sentence, using a subordinate clause.

Begin to use commas to separate phrases and clauses in sentences.

Strand 11 – Year Four


Classroom example: Writing narrative (extended phrases)

Children have already started writing their own stories set in imaginary worlds.

During guided writing, they work with the teacher and/or a writing partner to improve one part of their draft. They identify sentences where they can add detail that will help to create the desired atmosphere or add information about character and setting for their reader.

Examples Children make suggestions to improve a sentence by extending it and try out the effects of different options. For example, they extend nouns to create noun phrases and enhance verbs by adding adverbial phrases. Extending a noun phrase • She noticed a creature hiding in the shadows. • She noticed a small, scaly creature hiding in the shadows. Using an adverbial phrase • The creature looked at her and began to speak. • The creature looked at her in a strange way and began to

speak.

Children make use of any effective phrases they remember from oral drafting or from their reading.

When they have chosen their preferred version of each sentence, the children reread both versions aloud to check that they have achieved the right effect. Longer sentences are not automatically the most effective option and children may decide that the original, shorter sentence is best.

For example,

• They saw a palace up above them in the sky. • They saw a palace with glittering windows up above them

in the sky. • You will find a wooden box in the cottage. • You will find a wooden box in the cottage at the edge of

the forest. • We came upon a stranger. • We came upon a stranger who looked just like me.

As they edit their writing to compose longer sentences in some cases, children are guided in deciding whether they need to add commas within a sentence to make the meaning clear.

Classroom example: Writing narrative (sentence structure)

Children have read examples of stories from more than one culture and are writing their own version of an event in one familiar story.

The children are asked to retell a significant moment from one of the narratives. They create a visual image to capture that part of the story. For example, they create a digital image using appropriate graphic software or create a still image and take a photograph that can be inserted into their own text.

During guided writing, they write a short paragraph that retells the moment shown in the image, using more than one sentence structure deliberately for effect. For example, they use a short sentence to get the reader’s attention followed by a long sentence that provides more information and detail. They clarify meaning by using commas to mark grammatical boundaries within sentences.

Example The battle began. Hanuman, Rama and Lakshman fought bravely but Ravana was winning. Rama, who was the bravest of all, used a special bow and arrow to shoot Ravana. Sita was rescued!

Simple sentence (a single clause), compound sentence with two coordinated clauses, a complex sentence with a subordinate clause, simple sentence

Reflection on their writing during guided writing (or a plenary) focuses on the range of different sentence types the children have chosen to use, and their effects.

Classroom example: Writing non-fiction (persuasion) Children are writing a persuasion text, such as an advert for a holiday resort or a children’s amusement park. Before independent writing, a shared writing session demonstrates how to increase the persuasive effect using adverbial clauses.

1. The class discusses the most attractive features and the teacher lists them as a shared text, for example:

o The rides o swimming pool o gardens

2. Using shared writing strategies, the teacher models how to focus on what children can enjoy at the resort by creating adverbial clauses, for example:

o You will be able to play all day on the rides. o Children can use the swimming pool and playground for hours. o The gardens reach all the way to the sea.

3. The teacher also models and reinforces the use of commas within lists, for example:

o There are four different cafés selling salads, hot food, sandwiches or ice creams.


Year Five

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 During shared writing, the teacher models how to make stylistic choices for a poem. Through collaborative drafting and reflection on word choices the poem is amended to achieve a particular style. Step in learning 2 In guided writing, children reflect on the way that structural features affect style. They edit their writing during the writing process, before going on to create a final draft.

Children in Year 5 develop their skills of critical reflection in relation to their own writing. They make progress in evaluating their outcomes both during and after writing. Children build on their knowledge of text types and language choices to edit and improve their writing.

Reflect independently and critically on their own writing and edit and improve it

Step in learning 3 In independent writing, children reflect on the success of their own poems after writing, evaluating how effectively they have taken style into account. They use their original success criteria to propose one or two specific ways they could improve their poems on another occasion. Pupil Targets

3a 3a 4c

Create characters in writing using action, description and dialogue.

Use adventurous vocabulary (including figurative language) to describe the setting, mood and characters in narrative writing.

Use a range of adjectives, adverbs, powerful verbs and phrases selectively in order to amuse, entertain, persuade and inform the reader.

Edit and improve word choices, considering the audience and purpose.

Edit and improve elements of writing, appropriate to a consistent style and viewpoint.

Evaluate writing against success criteria and make changes considering the audience and purpose.

Strand 9 – Year Five Classroom Example Classroom Example Classroom Example

Step 1 Step 2 Step 3 Classroom example: Writing poetry (poetic style)

Children have already explored the features of a particular form of poetry (e.g. rhyming stanzas or free verse) through reading, discussion, comparison and analysis of example poems. They have discussed which ingredients contribute most to a poet’s distinctive style.

Children focus on poetry by a writer whose individual style they have become familiar with through reading and discussion. The teacher uses modelled writing and collaborative drafting to write a poem, borrowing from and adapting the poet’s style.

Children contribute to stylistic choices, to improve on the first ideas drafted by the teacher as a shared text. They suggest and discuss the effects of words and phrases that will contribute to the style they aim to achieve.

The teacher makes changes to the vocabulary and rereads aloud to encourage reflection about the style achieved through word choices.

Example The teacher demonstrates how to write in the style of Jack Prelutsky and decides to write a poem in the first person, the voice of a child recounting a humorous event.

During shared writing, discussion focuses on the most significant features of Jack Prelutsky’s style that can be copied, such as his use of uncommon vocabulary, technical words and longer words that are less frequently used by children, even when he is writing a humorous poem (venerable/replete/mystified/elemental).

The teacher drafts the first two or three lines and reads them aloud to try out the effect, using some vocabulary that can easily be replaced with more adventurous words. Children share suggestions for alternative word choices and reread to consider the effect of any changes.

The poem can be completed during guided and independent writing.

Classroom example: Writing poetry (narrative poems) Children have read and discussed the narrative poem, ‘The Highwayman’ by Alfred Noyes and have prepared a performance of one part of the plot. In guided writing, children create an additional verse to supplement the narrative, for example by providing more detail for one part of the poem or by providing an alternative telling of one part of the action by a different character. They focus on the way that the structure of the new verse enhances style and impact. Example A traveller was staying at the inn. He was watching from the shadows while unsaddling his horse in the stables. Children write an additional verse to reveal this new information. What will be the content of your new verse? e.g. A tired traveller was stabling his horse. He saw Tim’s angry face and heard him whispering about revenge. What structure is needed to fit with the rest of the poem? e.g. six lines (lines 4 and 5 shorter) rhyme pattern: AA B CC (same word) B What are your first ideas? Children are reminded that the biggest impact in each verse of the original poem usually lies in the refrain-like quality of lines 4 and 5. They are asked to think about the most important part of their new verse and how it could be written for lines 4 and 5, to achieve the most impact, using a repeated word at the line end. They note or draft any ideas they already have, whether they are lines or just words at this stage: He heard the ostler’s angry whisper, The ostler’s cruel, jealous whisper Children are guided in drafting the remaining four lines.

Classroom example: Writing poetry (performance poetry)

Children have written in pairs, rehearsed and presented their own performance poems. A digital video camera has been used to record their live performances.

Working independently with their original writing partner, children view their recorded performance. Two pairs watch their performances together, as joint response partners. The two pairs use their original success criteria for the poem’s style to reflect on the success of their own outcomes. They decide on two or three ways in which they could improve their text the next time they write a performance poem.

Children make a note of the main points to share in the plenary session.

Example

Success criteria for our RAP style performance poem:

1. The pattern of the RAP rhythm goes all the way through the poem.

2. The same rhymes are repeated several times.

3. The lines are all short with same number of beats.

4. The beat of the music matches the rhythm of the lines.

Children reflect on how far they have achieved each of the four aspects of RAP style listed above.


Year Five

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 In shared writing, children plan how to organise sections in a set of instructions that do not have a simple linear sequence. Step in learning 2 During the process of writing a recount, children are guided in making decisions about the organisation of content by comparing the effects of changing the sequence of paragraphs.

During Year 5, children’s developing understanding of the purposes and effects of paragraphing is reflected in the structure and organisation of their written texts. They begin to organise content within paragraphs for effect, including the use of appropriate opening and closing sentences.

Experiment with the order of sections and paragraphs to achieve different effects

Step in learning 3 In independent writing, children write a commentary on an issue that is important to them. With a writing partner, they decide which points are the strongest and most persuasive elements of their argument and plan the order of paragraphs to reflect this. Pupil Targets

3a 3a 4c

Organise writing into different sections, considering the purpose and audience.

Organise ideas into clear sections/paragraphs with an appropriate opening and closing.

Use connecting words and phrases to give order and structure to writing.


Step 1 Step 2 Step 3 Classroom example: Writing non-fiction (instructions) The teacher models the planning process for a set of instructions that do not have a straightforward linear sequence and children contribute to the decision-making about where to position each section. The instructions will be presented as an ICT text that will be navigated on-screen. Building on what children already know about linear instructions (First ... Then ...Finally ...) the teacher models the first stage of planning by defining any sections that can be organised sequentially and creates a separate file for each, using an interactive whiteboard to display all the files. Example Planning an on-screen manual that provides the instructions for using an adventure game Stage 1 The teacher notes possible titles and order for sections as follows, in four separate files. How to load the program How to get started How to use the game How to close down Stage 2 The teacher then models the next stage of planning by adding notes for sections that do not have an obvious sequential position. Tips for playing the game: how to move around the adventure safely “And some players might decide they’d like to know how to score points and avoid losing points.” What to do if you get stuck at any point “We’d better include instructions that tell players what to do if something goes wrong or if they forget how to play. But they won’t need to read these instructions unless something does go wrong.” Stage 3 Through whole-class discussion, options are explored for positioning the first non-sequential section above. The discussion includes ICT options such as adding hyperlinks that will allow a section to be accessed and read at more than one point in the manual and bookmarking that directs the reader to another section. Children discuss in pairs their suggestions for managing the remaining two non-linear sections and share their ideas. The teacher models inserting hyperlinks to turn the word processed plan into an interactive text by adding links to aid navigation. The whole class discusses the best ways to support a reader’s navigation around the sections to be included in the manual.

Classroom example: Writing non-fiction (recounts) Children are writing a recount for a newspaper report. The event they are recounting could be a real, local event or an imagined incident that took place during drama sessions. They have gathered evidence from several different sources (such as onlookers, an expert witness, people involved in the incident, the police) and written a first draft. In guided writing, children explain the order they have each decided on for the content of their recount by summarising what each paragraph includes. They are guided in comparing the different ways they have each organised the same, available information for their readers and the effect this has on the whole text. For example, they are asked to consider what effect the choice of content for the first paragraph has (the official story from the police, the boy’s recount of what happened or what the driver of the car has to say about the event). Children decide if they want to make any changes to the sequence of paragraphs when they continue writing. Example

Child A Child B Child C

police statement – car crashed on main street, boy injured

boy – crossing the main street, dog ran from park onto road, car stopped suddenly – broke my leg

driver’s statement – dog ran out of park, braked just in time – boy on crossing – life saved

witnesses – a dog ran from park, no lead, car almost ran over a boy – big crowd gathered, boy taken to hospital

boy’s mother – took him to hospital – blame the dog’s owner

police statement – car crashed on main street, boy injured

councillor – says problems with stray dogs in town for years



driver’s statement - dog ran out of park, braked just in time – boy on crossing – life saved



• Child A: Focuses on the problem with stray dogs and does not emphasise the personal story of the boy.

• Child B: Focuses on the boy’s story from the outset but does not emphasise the role of the driver.

• Child C: Tells the driver’s story, backed up by evidence from others but does not focus on the boy.

Classroom example: Writing non-fiction (persuasive writing) Writing independently with a partner, children are writing a persuasive commentary on an issue that is important to them, to convey their own strongly held opinions. Pairs discuss the ideas they have drafted already and decide on the ‘persuasion value’ of the main point to be made and justified in each paragraph. The points they wish to make have already been sequenced logically, but children consider whether they could increase the impact of their argument by re-ordering the paragraphs, for example by moving more powerful points to the beginning or the end, or by linking several closely related points to build momentum in the middle of the text. Example

Paragraph's main points 1. We’re already allowed to use the library on wet lunchtimes. 3

2. Reading at lunchtime is an educational and fun activity. 10

3. Even when it’s not raining there is not much to do outside. 5

4. Reading is a safe activity but outdoor games can lead to accidents. 5

5. It is our school so it is our library – why can’t we use it whenever we want to? 9

6. Teachers are allowed to read in the library at lunchtime so it’s not fair. 8

7. It would leave more space outside for games. 2

When they have decided on the most effective sequence for the content, children can complete the writing process independently, considering how to link their main points to create a complete, persuasive text.


Year Five

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 In shared writing, the teacher demonstrates how to write in the style of a familiar author, using sentence length and structure to achieve a particular effect. .

Step in learning 2

In guided writing, children are supported in adapting their writing for a different purpose and effect. They achieve the style of folk stories from other cultures by using the shorter and informal sentence structures of spoken language.

Children’s use of simple and complex sentences in Year 5 becomes increasingly appropriate to text-types, purposes and audiences in their independent writing. They begin to vary the length and structure of sentences for effect, such as using subordinate clauses to add detail. Children make progress in using punctuation more consistently to mark grammatical boundaries and clarify meaning, including the use of apostrophes, exclamation marks and the punctuation of speech.

Adapt sentence construction to different text-types, purposes and readers Punctuate sentences accurately, including using speech marks and apostrophes

Step in learning 3 Through shared composition, children write the opening lines of a multimedia film narrative that combines images and words. They construct complex sentences that work effectively together with the visual images that complement them.

Pupil Targets

3a 3a 4c Use dialogue, layout and punctuation with increased accuracy

Use different sentence types, including simple and complex sentences in writing.

Can use subordinate clauses to add detail to complex sentences.


Step 1 Step 2 Step 3 Classroom example: Writing narrative (style)

Children have explored aspects of a significant author’s style by comparing the way the writer uses language for characterisation in several different stories. In Phase 4 of Narrative Unit 1, they begin writing a new story inspired by a favourite book.

The teacher uses modelling and collaborative writing to scaffold composition. The children write the first few lines of the opening of their story together.

They focus on introducing the main character(s) using action, description and/or dialogue. As each sentence is composed, they discuss how the author in question would have constructed it. The teacher models correct layout and punctuation for dialogue.

Children are encouraged to refer back to particular sentences at the beginning of the author’s story as specific examples. The teacher ensures that the focus for composition is on sentence structure and length.

Example Teacher: "Let’s look again at the very first sentence of our two favourite Allan Ahlberg stories. They both introduce the main character right away. What are the sentences like? Short or long? What makes them both so long? Yes, he gives the reader more information, more detail, by building up extra clauses.

"So, we’ve written: 'Long ago, a girl was walking by the river.'

"Allan Ahlberg really piles on the information in the first sentence sometimes, doesn’t he? It makes the text sound quite funny right from the beginning. How would he extend that sentence to tell us more about the girl or the setting? "

Children contribute their suggestions for sentences that echo the author’s style and are invited to add them to the shared text, prompted if necessary to present and punctuate any direct speech accurately.

Classroom example: Writing narrative (stories from other cultures) Children have read stories from a range of different cultures and traditions. They have discussed the ways that authors use language to achieve a common style in this genre, with particular reference to their use of sentences that reflect the informal structures of talk. In guided writing, children begin the process of writing a familiar folk tale from the viewpoint of one of the main characters. They write in role and their outcome will be a retelling that is read aloud, in role, to the rest of the class. They are guided in discussing how to portray the character’s in the kind of language they use to tell their version of the story. Each child makes their own notes during the discussion, to capture first ideas about sentence structure. Example The hare who was clever but lazy (Africa) Original text the children read: Hare was hungry and he knew he needed to plant a crop very soon but he couldn’t plant anything in his field. It was full of weeds. He thought for a while. That was when he had a very good idea. Child's first draft of a retelling in role as the hare (for reading aloud in role): My name is Hare and I would like to tell you a funny story. A few weeks ago I was feeling very hungry. I had no food and my field was full of weeds. I wanted to plant something nice and green to eat but I didn’t want to spend all day weeding. Child's guided/edited version introducing sentence structures from spoken language: Greetings! My name’s Hare. and I would like to tell you a funny story. Here’s a funny story. I was so hungry that day. So hungry! Not a bite to eat. My field was empty. Just weeds. Weeds everywhere. Looked like a hot job. Phew! I had no food and my field was full of weeds. Something had to be planted. Something green. Something juicy. Something like carrots. Know what I mean? Yummmmmmmm. I wanted to plant something nice and green to eat but I didn’t want to spend all day weeding.

Classroom example: Writing narrative (film narrative)

In Narrative Unit 5, children are writing a final version of the short film The Piano, as an extra feature on a special edition DVD. They create a multimedia presentation of the narrative.

Children have already selected key images from the visual text to tell their version of the narrative. They have learned how to import the images into a presentation program so that they can create a storyboard.

Before the children begin adding the text to their storyboard of visual images in independent writing, the teacher demonstrates how to compose and add text to a screen showing an image.

The focus for shared writing and whole-class discussion is the composition of sentences to accompany each image. The teacher models the editing of sentences by adding subordinate clauses that provide detail, enhancing the visual images and contributing to the emotive mood of the text.

1. What do the images contribute and what does each sentence contribute to the story? 2. What detail can we add to give the story even more impact? Example

Children have selected the image below as the first in their storyboard.

First draft of sentences to accompany this image The old man was all alone. He was playing the piano. He started to remember. Sentences edited during teacher demonstration. The old man was all alone. He was playing the piano when pictures began to flash into his mind. He had played this music many times so he started to remember. Children contribute to sentence composition for the next image and are encouraged to give their reasons for adding the detail in the complex sentences they suggest.


Year Six

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 Supported through guided writing, children adapt a text they have written to make it suitable for a different purpose. They focus on the use of persuasive language to establish and maintain a single point of view. Step in learning 2 During independent writing, children work with a response partner to discuss and edit their own draft of a balanced and reasoned discussion text embracing two different points of view.

During Year 6, children apply their knowledge to create texts that present more complex and extended challenges across an extended range of writing experiences for different readers and purposes more effectively. Children’s language choices develop increased precision and subtlety as they orchestrate what they know about a wide range of textual features in combination to influence the style, meaning and impact of their writing

In non-narrative, establish, balance and maintain viewpoints

Step in learning 3 Children write a multimodal ICT text independently. They focus on combining a range of persuasive devices, including language and images.

Pupil Targets

4b 4a 4a

Establish and demonstrate a consistent viewpoint in different forms of writing.

Use precise vocabulary (including figurative language) and sentence variation to contribute to the effectiveness of the writing.

Use varied vocabulary to create effects appropriate to the form and purpose of the writing. Maintain style (e.g. impersonal, formal) throughout the piece of writing.

Strand 9 – Year Six


Classroom example: Writing non-fiction (persuasion)

Transition unit - The Highwayman

Children are re-purposing their final piece of writing from Year 5 to create a text for oral presentation on the main persuasive points of an argument. They aim to persuade the judge to reopen the case.

In guided writing workshops, children revisit their original text to adapt it for the same audience (the judge) but a different context (a brief oral presentation). They identify the main and most significant points of evidence in their original text, selecting and adapting the language. They highlight information and evidence that strongly present and justify the argument that the case should be reopened.

They are guided in reorganising their highlighted statements into a succinct and persuasive text that establishes and maintains their point of view for oral presentation to the judge.

Example: The Highwayman

Why the case should be reopened

Main points Evidence justification Persuasive oral language

no evidence against the highwayman

caught on the highway, not at the inn

Clearly, my Lord, the evidence is merely circumstantial.

Tim the ostler had a motive to lie

was jealous, loved Bess

It is obvious that Tim had an overwhelming motive to get rid of his rival.

Real justice must surely investigate whether the soldiers were involved in the crime!

Highwayman did not have motive to shoot Bess

he loved her

Classroom example: Writing non-fiction (argument)

After completing their first draft of a discussion text that includes two alternative points of view on a controversial issue, children discuss and edit their writing with the support of a response partner.

Using two different colours to highlight the two different viewpoints, children mark the text to indicate the specific words and phrases that make each view evident.

They use the marked text to reflect on how effectively they have balanced the main points on both sides of the argument. When the highlighted words are compared, are both sides of argument given equal weighting?

Example

The school day should start and finish earlier.

Words we marked in the text.

For Against definitely absolutely disastrous some people think very unhelpful because certainly really important excellent idea awful nuisance helpful inconvenient strongly support the most difficult handy for parents everyone says that

Classroom example: Writing non-fiction (applying a range of persuasive devices)

In Non-fiction Unit 4, children use ICT to create a multimodal guided tour advertising a family theme park, real or imagined. They aim to combine words, images and sound in a way that will encourage tourists of all ages to visit.

They select from and combine as wide a range of resources as possible, including (as appropriate) their own text files, photographs, digital images of drawings and diagrams, audio files of outdoor or indoor sounds, e.g. children having fun in a playground, water lapping, music, spoken commentary.

Success criteria for writing could include:

Persuasive devices used in my draft √

Persuasive phrases (e.g. surely, without a doubt, no one could disagree)

Audience specific: information that will appeal to adults

Audience specific: information that will appeal to young people

Audience specific: information that will appeal to children

Powerful, interesting vocabulary

Persuasive audio file included (or text for commentary to read)

Images and text work well together

Range of images (photographs, diagrams, tables, lists)

User friendly (easy to read, navigate, find specific information)

Varied layout


Year Six

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 In shared writing, the teacher models how to use a plan based on the typical structure of a particular genre. Children contribute to the writing process as a plan is developed and paragraphs are drafted to create a short story. Step in learning 2 Children make independent decisions about the most effective narrative structures for one particular genre. They draft two alternative versions to make comparisons.

As they develop flexibility in the style of their writing during Year 6, children apply their knowledge of text types and structures to make independent decisions about the most effective ways to shape content for a range of audiences and purposes. Children’s management of paragraphs to control pace or emphasise particular content in fiction and non-fiction texts becomes more secure.

Use varied structures to shape and organise text coherently

Step in learning 3 Children independently plan how to shape and organise a more complex, interactive or extended narrative structure. Pupil Targets

4b 4b 4a

Use connecting words and phrases within and between paragraphs to organise writing in different text types.

Use paragraphs and sections to organise the content and support the purpose of writing in different text types.

Organise writing to include a clear opening and closing and develop material in each section/paragraph.

Strand 10 – Year Six Classroom Example Classroom Example Classroom Example

Step 1 Step 2 Step 3 Classroom example: Writing narrative (short stories) Children have already discussed and compared a range of narrative structures used for short stories in different genres they have read. In shared writing, the teacher demonstrates how a basic structural plan can support the writing process for a short story in a familiar genre such as fantasy or a historical story. Using a simple plan (such as a flow chart or story map) the teacher reminds children about the common structure of this narrative type. Example 1: Introduction - main character: 1850 – Janet, poor and hungry, collects firewood to sell Development - Janet finds a coin – will buy food Complication - old beggar woman on the street, falls over Janet helps the old beggar woman who says she is hungry Janet gives up her coin Resolution - That night, beggar returns in fine clothes. She wasn’t really a beggar. Janet’s kindness is rewarded. The teacher models drafting the first, short paragraph and the first sentence of the second paragraph. Selection of connecting words and phrases is emphasised [highlighted or highlighted so that cohesion within and between paragraphs is evident. Example 2: Teacher’s draft of paragraphs 1 and 2 In a few hours the bells would ring in the new year, 1950. It was still snowing but Janet had to find more firewood to sell if she was going to eat that night. That’s why she was alone by the river, a small girl wearing only thin rags and a tattered bonnet. Connecting devices to emphasise In a few hours the bells would ring in the new year, 1950. It was still snowing, but Janet had to find more firewood to sell if she was going to eat that night. That's why she was alone by the river, a small girl wearing only thin rags and a tattered bonnet. Collaborative writing is used to complete the second and third paragraphs. Children are encouraged to select and discuss the merits of a wide range of connecting words to begin sentences in keeping with the text type. Plenary discussion focuses on the varied authorial decisions children made about the best way to begin each paragraph that develops their version of the story.

Classroom example: Writing non-fiction (narrative structure: biography)

Children have made notes on biographical information about a person, from a variety of sources.

Writing independently, children use their notes to compile a short biography suitable for a particular purpose and audience, such as the home page of the person’s website or the introduction to a magazine article.

Children apply what they know about the different effects of narrative structure to plan a draft of two alternative versions, using either a paragraph plan or a simple map of the content. Each version should use a different structure for the biographical account.

During independent or supported writing as appropriate, they discuss which structure is the most effective for the genre (biography) and the purpose (e.g. informing fans on a celebrity website).

Children use their preferred text structure during the next stage of their writing in non-fiction Unit 1.

Example: Britain since 1930

My great grandfather

Version 1 – simple order of events – chronological Paragraph 1: childhood/poverty, moving to London Paragraph 2: school and learning a trade Paragraph 3: outbreak of war, in the army Paragraph 4: great-granny gets the bad news telegram on the same day that grandma was born

Version 2 – begins at the end – how his life ended Paragraph 1: great-granny excited about her baby being born – the telegram arrives, looks at photo of her husband (my great-grandfather) Paragraph 2: back to his early days – summarise his hopes for future: childhood /poverty, moving to London, school and learning a trade Paragraph 3: outbreak of war, in the army Paragraph 4: more information about the war and where he went, where he was killed in battle as the ending.

Classroom example: Writing narrative (extended narrative structures)

Children have analysed the structure of an adventure text, for example, a non-linear quest-type adventure game, using devices such as story-boarding and story mapping to clarify its organisation, its possible reading pathways and their various outcomes.

Working individually or in writing groups, children create the narrative for an adventure game or interactive story based on an extended and/or complex structure, such as a non-linear adventure. They select from and apply the structures and strategies exemplified and discussed during their prior reading and analysis of this genre.

During the writing process, children/groups combine to share and reflect on the ways they are shaping their text. Discussion focuses on the decisions they have made about shaping and controlling a narrative that is not straightforward.

1. Which shape or narrative structure have you decided to use? Why?

2. How do the chapters/sections/screens fit into this structure?

3. Are the beginning and end set as fixed points for the reader/user?

4. Where is the scene set and the characters introduced?

5. Are the events organised in chronological order?

6. What happens to develop the action?

7. Where is the complication and is there more than one?

8. How does the tension or suspense build?


Year Six

Progression Summary

Learning objectives

Steps in Learning

Step in learning 1 In shared writing, children adapt a biographical text to change the viewpoint. Writing in role, they edit sentence structure for effect, to create bias or shift emphasis Step in learning 2 With the support of guided writing, children create a script to report on a news item, managing both clarity of information and balanced viewpoint. They focus on language selection and sentence structure to handle the differences between facts, hypothesis, speculation and supposition in their report.

During Year 6, children make more effective and deliberate choices about a wide range of sentence structures to create a variety of effects. Their independent writing shows more sustained, accurate use of punctuation for both meaning and particular emphasis.

Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways

Step in learning 3 Children independently apply what they know about different sentence types, using a range of clause structures in both simple and complex sentences to explore issues. Pupil Targets

4b 4b 4a Use subordinate clauses in writing to add relevant detail to complex sentences and consider impact.

Manipulate the subordinate clauses in a sentence to achieve different effects.

Use a variety of simple and complex sentences in writing to have an effect on the reader.

Strand 11 – Year Six Classroom Example Classroom Example Classroom Example

Step 1 Step 2 Step 3 Classroom example: Writing non-fiction (biography) Using an extract from a biography the class has either read or written, the teacher uses shared writing to demonstrate how to edit or re-write the text to change the viewpoint. How would the content change if the writer was someone who knew the subject of the biography? Content is added or removed, vocabulary is changed and sentences are edited to convey the viewpoint of a particular writer. Demonstration reveals how small changes in sentence structure, in particular, can shift emphasis or subtly affect meaning. Example Using a biography of Henry VIII that the children have read during history lessons, the teacher adapts an extract of the text to change the viewpoint to that of Catherine Parr. King Henry VIII had six wives. Two of them were executed. His marriage to Catherine of Aragon, his first wife, was annulled and he married Anne Boleyn, a lady in the court. Teacher demonstration "King Henry VIII had six wives." King Henry VIII had no less than six wives. (Expand phrase to suggest viewpoint.) King Henry VIII, who was a talented but selfish man, had no less than six wives. (Insert subordinate clause to add bias.) "Two of them were executed. " He executed two of them. (Change passive to active to suggest that Henry was responsible.) He executed two of them because he was impatient to marry someone else. (Add subordinate clause to add detail and show biased viewpoint.) Talk for writing Working with a partner for a few minutes, children discuss how they could edit the next few sentences in the same way to change the viewpoint of the author. Writing collaboratively, teacher and children discuss their suggestions and edit the rest of the text extract.

Classroom example: Writing non-fiction (journalistic writing)

As part of their work on Non-fiction Unit 2 - Journalistic writing, the children have discussed and explored a news incident using role-play and drama. They have re-read and analysed journalistic news texts in both written and aural formats and identified key language features as preparation for writing.

In guided writing, children draft the script for a radio news report about the incident. During writing, they are guided in careful construction of sentences to write clear, factual information and avoid speculating, for example, about who was responsible for the incident or what might have caused it.

Example

The pedestrian believes the driver braked suddenly.

It is believed that the driver braked suddenly. (Change active to passive to mask the agent..)

A number of witnesses who saw the accident happen were interviewed by police officers who talked with anyone who was there.

A number of witnesses who saw the accident happen were interviewed by police officers. who talked with anyone who was there. (Remove subordinate clause to clarify/simplify content and remove confusion – repetition of who.).

Classroom example: Writing poetry (exploring issues)

In a series of independent writing sessions, children write their own poems in response to an issue they have discussed previously.

They select from, and use, techniques modelled previously in their reading of poems about important issues. In particular, they focus on the links between sentence structure and effect, for example, comparing the different effects of short, simple one-line sentences to convey powerful feelings and longer, complex sentences to create a flow of meaning across more than one line.

They also consider the way that sentence punctuation works in conjunction with poetic features, such as line length and rhythm, to support meaning.

Example

Simple sentences are powerful because a short statement emphasises the key words.

e.g. Pollution is destroying our world.

New lines can separate clauses visually and this helps make meaning clear:

You throw your litter on the floor - [first clause]

but you never think about pollution. - [second (coordinated) clause]

You add a little to the mountain of waste - [first (main) clause]

because you throw without thinking - [second (subordinate) clause]

so think more and throw less. - [third (subordinate) clause]

lancashire primary strategy: literacy primary framework support … narrative text. classroom...

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