Year1 Core English March 2012

 To understand the early stages of writing  To consider how we can support children’s early writing  To consider how we teach handwriting

 Get into small groups making sure you have a range of phonic resources to discuss  What did you like about your resource?  Were there any drawbacks to your resource?

 Please list the kind of writing you have seen in early years or primary classrooms?  In your groups make a list to share

 Now reflect on the types of writing young children might have seen and engaged with in the home.  Again make a list in your groups

 Some children find it difficult to see the relevance school writing has in their own lives  Children need:  A purpose for their writing  An audience  Their writing to be relevant Browne, 2009

 ”The appearance of gesture, language and make believe play are signs of a developing ability to represent thought symbolically  This development is accompanied by mark- making, drawing, the pretend writing of messages and, eventually recognizable conventional writing”. Whitehead, 2010, p.155

 Making a distinction between drawing and pattern making and writing (the sign concept)  Understanding that writing is a sign system for conveying messages involving the production of letter forms (the recurring principle)  The idea that words and sentences can be produced ad infinitum (the generative principle)  The understanding that there is a limitation on the number of letter-like forms acceptable as signs. Whitehead, 2010, p.155

 Experiments with mark making, sometimes ascribing meaning to the marks  Uses some clearly identifiable letters to communicate meaning  Represents some sounds correctly in writing  Writes own name and other words from memory  Holds a pencil and uses it effectively to form recognisable letters, most of which are correctly formed  Attempts writing for a variety of purposes, using features of different forms 

 Uses phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words  Begins to form captions and simple sentences, sometimes using punctuation  The child has achieved all the above early learning goals for writing. In addition, the child communicates meaning through phrases and simple sentences with some consistency in punctuating sentences

 Look at the examples of writing you have been given from reception aged children. (A-D)  What do these children know about writing?  Use the EYFS stepping stones handout to identify what stage is these children are at?

 Level 1  Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly orientated.  Level 2  Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size.

 Level 3  Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.

 The Hare and the Tortoise (Year 1)  The Dirty Puppy (Year 2)  Again what are these young writers doing well?  What targets might you set for them??  Can you identify where they might in terms of NC levels?

 In our classrooms how can we:  Provide attractive writing areas  Extend the range of drawing and mark making  Create literacy rich opportunities for play and drama In your groups share what you have seen

 “Much of what children need to learn about writing, from story-structure to written language features and punctuation, can be gained from story telling, shared reading and oral interaction stimulated by them.”  As we watch the video note how the teacher supports the children’s writing and the interdependence of speaking and listening, reading and writing  reading-writing-and-role-play reading-writing-and-role-play Developing Early Writing (2001)

 In order to develop a legible style, pupils should be taught:  Handwriting  how to hold a pencil/pen  to write from left to right and top to bottom of a page  to start and finish letters correctly  to form letters of regular size and shape  to put regular spaces between letters and words  how to form lower- and upper-case letters  how to join letters  Presentation  the importance of clear and neat presentation in order to communicate their meaning effectively.

 Left handed/ right handed  Type of tool used  Script used – upper/lower case letters, joining, school model  Grip, pressure, posture  Letter formation  Size and slant of letters  Spacing between letters, words  Size of writing  Alignment  Writing speed O’Sullivan 1996

We need to provide opportunities for children to develop: Physical control through large-scale movement Manipulative skills Fine motor control & hand-eye coordination How might both indoor and outdoor provision support this?

 There are a variety of early handwriting activities for you to enjoy-please use the sheet in your pack to reflect on the skills you are developing and how you might use these in your classroom