How is writing taught in Key Stage One In Key Stage One writing is fully integrated into our topics There begins to be a bigger focus on genre Skills are developed over one or more weeks leading to a longer piece of writing ID: 567306
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Slide1
Writing in Key Stage OneSlide2
How is writing taught in Key Stage One
In Key Stage One writing is fully integrated into our topics.
There begins to be a bigger focus on genre.
Skills are developed over one or more weeks leading to a longer piece of writing.
Children write formally on a regular basis but are also encouraged to do so as part of play.Slide3
Building Enthusiasm for Writing
We use WOW moments, drama and visits to immerse children in our topics…Slide4
Purpose
We continue to look for real purpose in what we write: e.g. letters, invitations, posters, postcards, leaflets maps
But how
do you find a real reason to write for a topic on Jack and the Beanstalk
?
If we can’t find a real purpose we use drama to create oneSlide5
Here are some examples
…
Making potions
Labels, lists and captions
M
edieval day
non fiction text
The Coronation
newspaper report
Great fire of
london
day
diary of the fireSlide6
A sense of purpose can be created by providing an audience
Writing stories which will be made into books to share with parents.
Writing non fiction texts for the reception children’s topic on Under the Sea
Drama and
roleplay
can provide an audience
Writing wanted posters for the giant
Writing instructions for the three little pigsSlide7
Writing for Winnie
the Witch
The Year children have been receiving letters from
Winnie
the Witch.
She has provided them with spell books and asked them to write a story ending and make potion books.Slide8
Knowing What to Write
For many
children
,
unless they have had a chance to engage with and explore their ideas they genuinely find it difficult to write.
Children’s
preferred learning styles are often active or visual. Many children need to actually experience something in order to write about it.We never ask children to just write with no preparation
We spend time exploring and developing ideas, language, composition and transcription skills.Slide9Slide10
Immersing the childrenSlide11
Talk for Writing
We base our literacy work on a text. Children explore this by:
Use drama: acting the story out, hot seating, tableau
StorymappingSlide12
Talk for Writing
Exploring language
Oral retellingSlide13
Creating our own storiesSlide14
Recording Devices
A non-threatening way to explore ideas.Slide15
Alongside this…
We teach the technical skills of writing:
Spelling
Handwriting
Grammar
Punctuation
We aim to use a creative, topic based approach throughout.
However there are some things that need to be taught more formallySlide16
Spelling – Year One
Children learn alternative ways to spell the different sounds they hear in words.
They begin to learn spelling patters to help them know which is the ‘best bet’ when spelling an unknown word.
They learn some common prefixes and suffixes such as ‘
ing
’ and ‘ed.’
They learn to spell an increasing number of high frequency words from memory.
As a result they begin to make more plausible attempts at spelling words they don’t know, with the correct number of syllables. They also spell more key words correctly in their extended writing.Slide17
Spelling Year Two
Children
are increasingly able to make the correct choice when spelling unknown words
They are taught to make analogies with other words they know and recognise families of words:
all, ball, small, tall
They learn
the spelling patterns related to
prefixes and suffixes such as doubling the consonant when adding ‘ing’ and ‘ed.’
They
increase the
number of high frequency words
they can spell from
memory.
They are taught to edit their spelling. To think whether a word ‘looks right.’
They begin to use dictionariesSlide18
Grammar – Year One
Children are taught to say a sentence out loud, write it and then read it back.
They learn what a sentence is using ‘Rainbow Grammar.’
They learn common word types such as nouns, pronouns, adjectives and verbs.
They use the connectives and, so and but to make compound sentences.
They use adjectives to create noun phrases.
Eg
fluffy cloud.They learn simple sentence openers such as first, next, after that, one day.Slide19
Grammar - Year Two
Children learn to read back and edit their work.
They increase their understanding of different types of words; making precise word choices for effect.
They vary their sentence structure.
They learn and use an increasing number of openers and connectives.
They learn to organise their work into paragraphs.
They learn how to use adverbs and adverbial phrases.
They begin to look at complex sentences as part of rainbow grammar.Slide20
PunctuationSlide21
Handwriting
Children are taught to form their lower case and capital letters correctly in year one.
Teachers use ‘patter’ to help them remember the correct formation
They learn to join from Easter of Year One:
Initially phonics digraphs
Then common joins
We do not join from y, g, j, q, x, b, p
Children don’t start joining in their own writing straight away. This takes time.Slide22
Wriggly Writers
Active writing activities
Making labels for the plants following a gardening activity
Writing directions to get the buried treasure whilst sat inside the
roleplay
area.
Writing sentences on post-its for a big story map on the wall
Provide resources on the walls that children can get down and take to their table. Often just being able to get up occasionally really helps.Resources that help children improve fine and gross motor skillsWrite dance/Elaine
Cowley
Resources to improve pencil grip
Being flexible – Does it matter if, once in a while, Ben chooses to write stood up without a chair? Slide23
Writing Targets
The children in Key Stage One are given individual writing targets.
These are presented to the children are symbols to help them understand.
The children understand that the symbols are what we can use to make out writing really good.
They are encouraged to use them to self assess their own work.
A.Slide24
What can you do at home…
Encourage them to write for genuine real reasons such as cards, postcards, letters, lists etc.
But don’t force the issue.
Praise their efforts. If you can’t read it let them read it to you.
Try to avoid the temptation to correct it.
Practise spellings regularly.
Lots of reading and talking about stories.
Let them see you writeTalk, talk, talk