Writing prompts www.earlybirdyeducation.com This is a useful prompt to ensure that writing is covered and taught effectively towards the early learning goals. www.earlybirdyeducation.com

Writing www.earlybirdyeducation.com Make sure that the classroom environment has a wide range of text, font and size displayed. Create a working wall display whereby children can add key words, home learning or independent writing. Refer to this working wall daily to encourage writing across all learners. At each station have key words available e.g. Construction area- build, connect, tall, tower, fix, join, stick. Create a key word box at each station and leave blank cards for children to add their own vocabulary. As phase 2 and 3 phonics are taught, ensure that when the phase is being recapped children are put into groups. Whole class teach the sound, and then split the children into 2 or 4 groups on the carpet. This will ensure that writing is being extended for all learners. e.g. Group1- writing short caption Group 2- writing simple sentence. Group 3- writing simple sentence. Group 4- Write sound and word. Ensure that all the areas are fully equipment with a variety of writing frames. Allow each area to have a self selection point whereby writing frames and formats are available. Make sure that writing materials support ‘writing for real’ e.g. birthday invitations, present list and thank you letters. Target boys writing where necessary by setting challenges e.g. can you draw and label you own super hero? Power ranger? Transformer? Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. As most children will now be applying their phonic knowledge independently adult intervention must take place in order to extend their writing. Plan in a weekly adult led writing activity e.g. Writing up cooking instructions and then leave independently for children to use. Create a weekly ‘big write’ session whereby all children are given time to write a piece of work of their interest e.g. Draw a superhero and write about it? Label? Or name? This will ensure that all learners are given the opportunity to write the same task and form a bank of evidence for their writing progress. www.earlybirdyeducation.com