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Explore why writing is crucial for literacy and communication skills. Discover the various stages and benchmarks of writing proficiency, from phonics to sentence structure. Learn how to up-level writing through stocking fillers and creative exercises.
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Writing Open Afternoon 28th March 2019
Why is writing so important Competence and confidence in literacy, including competence in grammar, spelling and the spoken word, are essential for progress in all areas of the curriculum. Writing is the framework of our communication. We encounter writing every day of our lives, whether it be a work email, a menu, a letter or a legally binding contract. It is a vital skill. There is an element of writing involved in ALL jobs – application forms before you even get the job. Discuss this and highlight how much you have to write within a week – cards/postcards/emails/forms etc.
Before writing… • Phonological awareness • Listening and attention • Hear differences between different sounds • Word boundaries (hear when one word ends and another begins) • Rhyme awareness and detection • Syllable detection (hear a beat)
Before writing… • Pre-handwriting • Fine motor skills – tripod grasp to pick up small items, dominant hand, use two hands to unscrew lids etc. • Scissor skills – holding scissors, ability to open and close, cutting in straight/curved lines. • Pre-writing skills – scribbling randomly, imitating others, copying shapes, understanding of movements, up, down etc.
Sentence level • Oral to begin with. • Recognise words. • Capital letters. • Full stops.
Celebrate this stage… • Correct only what they have been taught or what you think they will cope with. • We don’t want to demotivate young learners. • Children should be able to read what they have written. • Continue to model – point out capital letters, full stops and encourage children to form letters correctly.
Early level benchmarks • Writes for enjoyment, exploring patterns and sounds, in a range of play, imaginative and real contexts. • Forms most lowercase letters legibly. • Uses pencil with increasing control and confidence. • Knows the sounds of lowercase and some uppercase letters. • Writes words from left to write. • Makes an attempt to spell familiar words correctly.
First Level benchmarks • Spells most commonly used words correctly. • Uses knowledge of the alphabet to locate words in a dictionary… • Writes independently, punctuating most sentences accurately. (. , ? !) • Links sentences using common conjunctions (and, because, but or so) • Starts sentences in a variety of way to engage readers.
Second level benchmarks • Writes most sentences in a grammatically accurate way. • Uses sentences of different lengths and types and varies sentence openings. • Uses paragraphs to separate thoughts and ideas. • Reviews and corrects writing to ensure it makes sense, is technically accurate and meets its purpose.
Big Write • Staff are currently being trained in Big Writing. • Philosophy – if a child can say it, a child can write it. • Talk! Talk! Talk! • Help child to develop narrative voice.
Big write • Pupils assessed three times each year. • Short term and long term targets set, shared and discussed. • Criterion scale – linked to the Scottish Benchmarks. • Pupils will begin to use this language and generate their own Learning Intentions and Success Criteria.
Four Generic Targets • Vocabulary • Connectives • Openers • Punctuation
Daily basic skills sessions • Extended writing session once each week • Lots of ‘stocking fillers’ to up-level writing • Verbal and written
Stocking fillers • Up-levelling sentences I went to the shop once I had finished at the gym. • Sweating from the exertion of the gym, I limped into the shop. • Quickly, I travelled to Tesco after the gym. • Slowly, I trudged to the shop (leaving a puddle of sweat behind me) after being at the gym.
Stocking Fillers • Up-levelling sentences He looked after his niece once a week. • Weekly, he nurtured his furious niece. • Lovingly, he babysat his crazy but loving niece once a week. • My worn doorbell rang and I slumped over to my tiresome niece (that I look after once a week).
Stocking fillers • Spot the difference I realised what he was trying to tell me as I sat eating my fish. As I sat there cross-legged on the rock, chewing ravenously on my fish and throwing pieces down for Stella to catch, I realised exactly what he meant to imply by this.
Stocking fillers • Snappy Synonyms • Happy • Nice • Scared
Homework • Big Talk!
