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1 Y1  Primary Writing Moderation Project 1 Y1  Primary Writing Moderation Project

1 Y1 Primary Writing Moderation Project - PowerPoint Presentation

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Uploaded On 2020-08-03

1 Y1 Primary Writing Moderation Project - PPT Presentation

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

steps writing word children writing steps children word sentences words phase letters marks grammar group vocabulary punctuation capital trees

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Slide1

1

Y1

Primary Writing Moderation Project

Slide2

apliteracy.comResources in folder in Resources – Training Resources –

Birth – 19 – password – Birth19apliteracy@gmail.com

2

Slide3

Portfolio 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

3

Slide4

WAGOLLs

In a folder called WAGOLLs in the BIrth

– 19 password protected folder – year group folders within that4

Slide5

Feed back from gap tasks

5

- 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

Slide6

Break

6

Slide7

Leah Florence, SLE at

Atlas Primary School

7

Slide8

A reminder of what children need to learn in Y1 ?

Appendix 2 from the National Curriculum – Vocabulary, Grammar and Punctuation

8

Slide9

A reminder of what greater depth in Y1

looks like ?

9

Slide10

Lunch

10

Slide11

Group moderation

11

Slide12

12

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

Slide13

Context

*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

*

 

13

Slide14

14

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

?

Slide15

Context

*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

*

 

15

Slide16

Moderate your own children’s writing – use codes to highlight features, e.g. numbers or letters

16

Slide17

Evaluations and next steps . . .

17