Writing Project Bradford East One Partnership Spring 2018

Aims To know how to plan the learning journey To know some strategies that will support higher ability children achieve greater depth To know some strategies that will support children with learning to spell

apliteracy. com Resources in folder in Resources – Training Resources – Bradford East One Partnership – password – BEOP apliteracy@gmail. com @AP_Literacy

Feedback from last session Progression in learning Composition Handwriting Grammar strategies WAGOLL Assessment grids Success criteria Evidence gathering

Planning the learning journey. . . Quick guide to Planning a Literacy Unit

Quick Guide to Planning a Literacy Unit Decide the writing outcome and who it is specifically for (purpose). Identify the skills you want to teach the children, identified through use of the assessment grid – this should include learning from previous year groups as well as your own. Write the WAGOLL based on the main writing outcome, differentiating it where appropriate. Plan a series of lessons based on the key features of the WAGOLL in accordance with three phases – Reading Phase, Toolkit Phase and Writing Phase (each phase should last approximately a week). This is the learning journey.

The Reading Phase will include work on key features of the genre, reading comprehension questions linked to both the text and the WAGOLL, prediction, sequencing and key vocabulary. The Toolkit phase will include spelling, grammar and terminology. The Writing Phase will include planning, writing, redrafting, editing and publishing. It should take place over several sessions and include lots of teacher modelling, shared and guided writing, discussion with peers and teacher, and editing. The focus is on children producing a piece of writing which works well as a whole and engages the reader.

The working wall is a visual representation of the learning journey. It should show what the children are learning to write, who they are writing for, some key vocabulary at the beginning of the journey and the annotated WAGOLL at the end of the journey. On the working wall, display some generic headings linked to the threephase planning, e. g. Reading Phase, Toolkit and Writing Phase and maybe also display the following subheadings - We are writing. . . (e. g. a letter), We are learning to use (skill-based objectives) and Why? (purpose). Exemplify the day’s learning on the working wall and teach from the working wall every day. The working wall could also feature an exemplification of the learning journey in the form of a road, river, footsteps etc. HOOK children into the unit – this will motivate the children and inspire them to write. Throughout the unit, give children writing opportunities that will support their main writing outcome. Have a display celebrating writing somewhere in your classroom.

Planning pro forma

Progression Papers

Discussion and next steps. . .

Writing at greater depth. . .

What does greater depth look like at the end of KS 1 ? Working at greater depth The pupil can, after discussion with the teacher: • write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing • make simple additions, revisions and proof-reading corrections to their own writing • use the punctuation taught at key stage 1 mostly correctly^ • spell most common exception words* • add suffixes to spell most words correctly in their writing (e. g. –ment, – ness, –ful, –less, –ly)* • use the diagonal and horizontal strokes needed to join some letters.

What does greater depth look like in your year group ? Doc

Assessment grids

Why is this child NOT writing at greater depth ?

Writing at greater depth is much more than putting words and sentences on the page, it’s much more than thinking about the plot and the characters – it’s about pulling writing back – thinking very carefully about each word and each sentence to make the reader feel what you want them to feel and know how the characters are feeling and reacting.

What does greater depth writing look like in Y 2 ? Exemplification

Techniques to support children with achieving greater depth. . . • Wider reading across a range of challenging texts • Lots of practise at improving sentences and redrafting paragraphs – taking out unnecessary words, moving words round, choosing more appropriate vocabulary, creating a mood • Lots of opportunity to write independently and with different slants (e. g. a humorous slant) for real purposes to encourage ‘flow’ • Lots of discussion about their own and each other’s writing. engaging ? Why not ? • There are no quick fixes or shortcuts Discussion – how do you plan for your higher ability children ? Is it

The assessment frameworks for Year 2 and Year 6 use an interesting phrase with regard to our higher prior attaining pupils - they refer to 'working at greater depth within the expected standard'. Where children are still working within the expected standard, independence is a good goal for them. They know what they need to know. . . and before being exposed to new material, or even material with some depth, they should be able to work without the aid of adults, scaffolded worksheets and so on. As discussed above, as soon as new knowledge is introduced, they will need scaffolding and support before they reach independence with the new knowledge and skills that they have learned. An analogy: the independent mastery of the making of a boiled egg doesn't mean that the preparation of a carbonara can be achieved independently without some form of instruction. This general principle definitely comes with a health warning: don't throw your HPAs in at the deep end just because they've demonstrated they can take a bath safely. Blog post from Aidan Severs, Dixons Manningham (aka @thatboycanteach)

What are the implications for WAGOLLs for higher ability children ?

The Three Little Pigs and the Horrid Wolf

Discussion and next steps. . .

Break 24

Teaching Children How to Spell. . . (could tip children into ARE)

Children cannot be assessed as working at the expected standard at the end of Y 2 and Y 6 if they don’t meet the spelling expectations. . .

It’s the same for ANY year group. . . Children cannot be assessed as working at the expected standard if they don’t meet the spelling expectations. . .

Spelling expectations at the end of Y 2 pack rides sky pear shell glove baby lazy phone match eyes office flying ladder plank bounces money gentle talk stories Which is the tricky bit in these words ? In which phonics phase do children learn the rule ?

Phase 2 (10 %) Phase 6 (55 %) pack shell baby flying rides pear glove lazy ladder bounces gentle stories eyes Phase 3 (5 %) phone Phase 4 (5 %) plank Phase 5 (25 %) sky money talk match office

Spelling expectations at the end of Y 6 disorder prey knock previous polishing cousin washable passion offering facial vision lightweight misplaced nationality distance ceiling brilliant variation thoughtless ferociously Which is the tricky bit in these words ? In which year group do children learn the rule ?

Y 2(5 %) Year 5 and Year 6 (30%) knock washable offering distance brilliant thoughtless facial Year 3 and Year 4 (65 %) disorder polishing vision misplaced prey previous cousin passion lightweight nationality ceiling variation ferociously

Practical considerations IMMERSE children in vocabulary and spelling – make it INTERESTING – make it a MASSIVE focus in your classroom/school – have rewards for good spelling TEACH spelling in a revise, teach, practise, apply format across a unit of work Give children DAILY spelling practice Work on the same spelling rule every day for at least a week and keep revisiting other rules Give children a spelling ‘test’ in pairs at least twice a week – give them TIME and give them the opportunity to SHARE strategies and devise STRATEGIES for the spellings they spelled incorrectly

Test children on spelling rules at least twice a week – again give them TIME and give them the opportunity to devise STRATEGIES for the spellings they spelled incorrectly When children are writing, give them the right kind of scaffolding to support their spelling – phoneme/word mats showing common exception words, topic words, vocabulary linked to the text When children are writing, encourage them to underline words they are not sure how to spell and give them the opportunity to go back and work on them/find out how to spell them When marking children’s writing, underline all words spelled incorrectly and ask children to copy them out 5 times, write them on a spelling bookmark that’s stuck at the back of their books and devise a strategy to remember how to spell them, also recording this on their bookmark – children could have a spelling journal as an alternative to a bookmark Make correct spelling a NON-NEGOTIABLE

VAK workshops Visual Draw word into a pictures so that ‘tricky bits’ stand out. Use large sheets of paper and bright felt tips to practise spelling words. Auditory Test each other aloud. Make up rhymes/songs/raps to help learn spellings. Record themselves spelling words. Use musical instruments to beat out rhythm of words when spelling them.

Kinaesthetic Write words on each other’s backs for partner to guess. Write each letter of a word on a separate piece of card and mix up letters to make a jigsaw. Give to partner to complete. Use magnetic letters to spell a word. Make up sequences of movements/dances to help learn spellings. Clap each letter as you say it.

Use tests and writing analysis to identify gaps in learning. . . Gaps to be addressed in the ‘revise’ part of the teaching sequence. New learning to be taught in the ‘teach’ part of the teaching sequence. The ‘practice’ part of the teaching sequence to incorporate children learning and reinforcing spelling strategies through VAK workshops or discussions in pairs or groups. Current learning to be modelled by the teacher and ‘applied’ by the children when writing during the different phases of the literacy unit Spelling journals to be used to give children the opportunity to ‘have a go’ and develop confidence when spelling new words. Give the children in your class the same tests again at appropriate intervals to track progress.

Are you a good speller ? Why not ? What helps you to spell ?

Spelling test 12 tier two words from a list of the 250 most commonly misspelt words in English

ANSWERS ! accommodate benefited cemetery gauging harassed independent necessary omission privilege supersede unparalleled weird

How will you remember the ones you spelt incorrectly so that you remember them in the future ? accommodation – it’s about booking a double room – double all the way through necessary – one coffee, two sugars omission – I always miss this privilege- I can’t believe it –you’re pulling my leg ! unparalleled – parallel lines weird – eeeee i can’t believe it !

Circle five words that you spelled incorrectly These are the words you’re going to work with today

Strategies

Red or Green ? What is the correct spelling?

Red or Green ? independant independent

Red or Green ? accommodate accomodate

Red or Green ? ommission omission

Red or Green ? cemetry cemetery

Red or Green ? guaging gauging

Red or Green ? embarrassed embarassed

Red or Green ? unparalelled unparalleled

Red or Green ? privilege priviledge

Beat the clock Write three Write as many Write a word which words as you can starts with the rhyme with light. think of prefix ‘im’ beginning with f Write three words which have the suffix – ly at the end Write three words which begin with the prefix dis Write a word which uses the Latin prefix ‘bi’ Write a word which follows the drop the e add -ing rule Write a word which uses the letters -ight but doesn’t rhyme with light Write a word that includes a double consonant

Build a word Root word - ly quietly proudly carefully thirstily friendly pain - ful careful - less careless friendless painful painless

Choose the correct suffix then match the word with its definition ise class ate ify To organise To classify

Word Blocks s t p a o l b m r

Word ladders cat t

Clear the board 1. 2. 3. 4. 5. There are six spellings for each player on the game board The first player throws the dice, reads the number and looks at the word opposite the number Using Look the player tries to spell the word which the other player covers – if correct the word is covered with a counter – if not, it stays uncovered Player 2 takes their turn If a player throws the dice and a word has already been covered, the player misses a turn The first to remove all of their words wins

Clear the board Player 1………………. 1 2 Player 2………………. 3 4 5 6

Player 1………………. accommodate gauging symmetry cobbler harassed ankle 1 2 3 4 5 6 embarrassed unparalleled ecstasy. cemetery pedlar Player 2………………. lady's

Now you see me… 1. 2. 3. 4. 5. 6. Two children sit opposite each other with a pile of spelling cards between them – each has a whiteboard or pen and paper. Player 1 picks up a card and reads the word aloud without showing it to the other player and then places it face down on the table. Both players write the word. They turn over the card and check their spellings. If player 1 (who saw the word is correct s/he scores 1 point. If player 2 (who didn’t see it) is correct they score 2 points. The game continues …

Now you see me … Score Board Player 1 Word Player 2 Points Word Points

And then…

Phase 3/4 - igh night sight light

Practical considerations IMMERSE children in vocabulary and spelling – make it INTERESTING – make it a MASSIVE focus in your classroom/school – have rewards for good spelling TEACH spelling in a revise, teach, practice, apply format across a unit of work Give children DAILY spelling practice Work on the same spelling rule every day for at least a week and keep revisiting other rules Give children a spelling ‘test’ in pairs at least twice a week – give them TIME and give them the opportunity to SHARE strategies and devise STRATEGIES for the spellings they spelled incorrectly

Test children on spelling rules at least twice a week – again give them TIME and give them the opportunity to devise STRATEGIES for the spellings they spelled incorrectly When children are writing, give them the right kind of scaffolding to support their spelling – phoneme/word mats showing common exception words, topic words, vocabulary linked to the text When children are writing, encourage them to underline words they are not sure how to spell and give them the opportunity to go back and work on them/find out how to spell them When marking children’s writing, underline all words spelled incorrectly and ask children to copy them out 5 times, write them on a spelling bookmark that’s stuck at the back of their books and devise a strategy to remember how to spell them, also recording this on their bookmark – children could have a spelling journal as an alternative to a bookmark Make correct spelling a NON-NEGOTIABLE

VAK workshops Visual Draw word into a pictures so that ‘tricky bits’ stand out. Use large sheets of paper and bright felt tips to practise spelling words. Auditory Test each other aloud. Make up rhymes/songs/raps to help learn spellings. Record themselves spelling words. Use musical instruments to beat out rhythm of words when spelling them.

Kinaesthetic Write words on each other’s backs for partner to guess. Write each letter of a word on a separate piece of card and mix up letters to make a jigsaw. Give to partner to complete. Use magnetic letters to spell a word. Make up sequences of movements/dances to help learn spellings. Clap each letter as you say it.

Use tests and writing analysis to identify gaps in learning. . . Gaps to be addressed in the ‘revise’ part of the teaching sequence. New learning to be taught in the ‘teach’ part of the teaching sequence. The ‘practice’ part of the teaching sequence to incorporate children learning and reinforcing spelling strategies through VAK workshops or discussions in pairs or groups. Current learning to be modelled by the teacher and ‘applied’ by the children when writing during the different phases of the literacy unit Spelling journals to be used to give children the opportunity to ‘have a go’ and develop confidence when spelling new words. Give the children in your class the same tests again at appropriate intervals to track progress.

Testimonial “I have had 2 weeks working on the games with my class. The amount of children who have got all 10 spellings correct has risen from 6 children out of the 30 getting 10/10, to 17 out of the 30 for the past 2 weeks since I started the games. The children are begging to learn spellings which is unheard of ! We are working on 1 day teaching, 3 days practising and 1 day applying as we discussed. ” Fiona Meer, Low Ash Primary

Discussion and next steps. . .

Next session A reminder of what age related expectations looks like ? Assessing the writing of your own pupils and moderating it with colleagues

What to bring to the next session of the Reading Project. . . Y 5/Y 6 – 22. 2. 18 Y 3/Y 4 – 28. 2. 18 Y 1/Y 2 – 1. 3. 18 All sessions at Biz Space. Anything to share as a result of the previous session (could send me photos in advance) The current text you are using for the teaching of reading skills (could be the text you are using in English) Your current (or next) reading planning Your children’s reading response books

Evaluations