apliteracycom Resources in folder in Resources Training Resources Birth 19 password Birth19 apliteracygmailcom 2 Portfolio of exemplification A ring binder for each year group ID: 796481
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Slide1
1
Y1
Primary Writing Moderation Project
Slide2apliteracy.comResources in folder in Resources – Training Resources –
Birth – 19 – password – Birth19apliteracy@gmail.com
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Slide3Portfolio of exemplification
A ring binder for each year group
A range of writing for up to 15 – 20 children showing progression from Autumn to Spring to SummerA commentary for each child – what they could do at each stage, identification of next steps, how this informed planningEach participating school will be credited for their contribution and will receive a free copyThe portfolio will be sold to other schools
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Slide4WAGOLLs
In a folder called WAGOLLs in the BIrth
– 19 password protected folder – year group folders within that4
Slide5Feed back from gap tasks
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- teaching writing to the the higher ability children in Y1- using a text to inspire children to write- planning a unit of work- writing a WAGOLL
-
developing a working wall
Slide6Break
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Slide7Leah Florence, SLE at
Atlas Primary School
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Slide8A reminder of what children need to learn in Y1 ?
Appendix 2 from the National Curriculum – Vocabulary, Grammar and Punctuation
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Slide9A reminder of what greater depth in Y1
looks like ?
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Slide10Lunch
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Slide11Group moderation
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Slide1212
I hav bron
ieys and darc hair and sing and dancs I am a gud frend and luc aft my big sisd and litu
sisd
Slide13Context
*Skills usedH/W
– forms lower case letters in the correct direction, starting and finishing in the right placeSpelling – struggles with alternative phonemes (Phase 5)Vocabulary, grammar and punctuation – Combines words to make sentences, uses the joining word ‘and’, sequences sentences to form short narratives, separates words with spaces, uses a capital letter at the beginning of a piece of work
Next steps identified (may include composition elements)
Phonics intervention (Phase 5)
To use full stops and capital letters
To begin to use question marks and exclamation marks
Discuss what they have written with their teacher and other pupils
Strategies
*
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Slide1414
In the ranforistit they is lots of waterand the water
smels like pirfroom. The snakes are as big as dogs. Next to the trees I spotid a monky hoe was hanging opssidawn. They is trees as tal
as
tal
as
tawas
.
The water
falld
is
clar
as
daymsns
. And the flamingoes
are pink as pigs. The
monkeeys
make
alouwd
neyesis
and swing to tree to tree. They man is catching al
the
animuls
.
Bhiynd
the trees they was a
slof
.
The armadillo is
blo
and has lots of plats on his bac.
Would you like to
viziit
?
Slide15Context
*Skills usedH/W
– forms lower case letters in the correct direction, starting and finishing in the right placeSpelling – occasional errors with alternative phonemes (Phase 5)Vocabulary, grammar and punctuation – Combines words to make sentences, uses the joining word ‘and’(one in the wrong place), sequences sentences to form short narratives, separates words with spaces, uses a capital letter at the beginning of a sentence and a full stop at the end, uses a question mark
Next steps identified (may include composition elements)
Phonics intervention (Phase 5)
Use the joining word ‘and’ consistently and accurately
To begin to use exclamation marks
Make more precise word choices (greater depth doc)
Discuss what they have written with their teacher and other pupils
Strategies
*
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Slide16Moderate your own children’s writing – use codes to highlight features, e.g. numbers or letters
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Slide17Evaluations and next steps . . .
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