Making Hampshire a better place for children and young people where all of them, including those who are vulnerable and/or disadvantaged, have the best possible start in life and are supported by the whole community to reach their potential. ELEMENTS OF WRITING Composition and Effect Aspects - Texts which are Engaging and Appropriate

Aims of each session  To provide you with an opportunity for supportive, professional dialogue with colleagues;  To develop a further understanding of the element of writing in focus;  To leave with one or two new activities, ideas or approaches to try in class;  To realise that you are not alone! Nb All of tonight’s materials are available on the English Moodle: hias.hants.gov.uk/englishhias.hants.gov.uk/english

The relative relation of Writing AFs

NC Level Descriptors - Writing 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. 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. Level 4  Pupils' writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose of the reader. Vocabulary choices are often adventurous and words are used for effect. Level 5  Pupils' writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate. Vocabulary choices are imaginative and words are used precisely.

Level 2Level 3Level 4Level 5 AF1  Mostly relevant ideas with some apt word choices  Brief comments or questions suggest viewpoint  Some basic purpose established with some features of genre used  Some attempt to adopt the appropriate style  Some appropriate ideas developed with some attempt made to elaborate on basic detail  Some attempt to adopt viewpoint though not maintained or consistent  Purpose generally clear with some genre specific features used  Some attempts at style with attention to reader Relevant ideas developed with some material developed in detail Straightforward viewpoint generally established and maintained Purpose clear but not always maintained with main genre specific features used Style generally appropriate although awareness of reader not always sustained Relevant ideas developed and appropriately shaped for form with some imaginative detail Clear viewpoint established, generally consistent with some elaboration Purpose clear and consistently maintained with genre specific features adapted Style established and maintains reader’s interest Strand 9 AF2 Achievement within AF1 and AF2

 Word choice and development of ideas AF1 – Imaginative, interesting and thoughtful texts - narrative  Word choice The man sat at the table and looked at a book. The grumpy, old man sat at the table and peered at a large book. Scrooge peered, through thin, wire- framed spectacles, at the lists of figures in the thick, leather-bound ledger set on the desk before him.

AF1 – Imaginative, interesting and thoughtful texts - narrative  Word choice and development of ideas  Development of sections of writing The solitary candle flame flickered, casting long dark shadows across the pale, tight lipped face of the old man. He peered, through thin, wire- framed spectacles, at the lists of figures in the thick leather bound ledger set on the desk before him. A small smile flickered briefly on his lips but was quickly extinguished. Frowning, Scrooge unwound himself from his accounts and slowly stood to his feet, each joint in his aged spine popping and groaning in protest at the hours spent hunched over the table. He ignored the complaints. As he ignored everything and everyone.

AF1 – Imaginative, interesting and thoughtful texts – non-fiction  Children need experience of imaginative non-fiction writing;  “Base it on your own experience...and then lie.”  Text Structure and Organisation & Sentence Structure and Punctuation aspects are key.

AF1 – Imaginative, interesting and thoughtful texts – non-fiction  Children need to be able to hear the ‘voice’ of the genre  Reading and ‘talking’ a non-fiction text will help children to internalise the structures  ‘Instructions’-speak  Musicality of sentences After cutting along the dotted line, carefully fold the shape in half. If you would like a dragon with a longer tail, be sure to feed it pigs’ feet.

AF2 - Produce texts which are appropriate to task, reader and purpose  Purpose  Audience  Layout  Authentic writing purposes and outcomes  Carefully scaffolded and sequenced steps in learning enabling children to achieve expected outcomes

Consider  Asking children to write/talk in role more often than framework indicates if you want them to develop author’s voice  First person narrative to develop language of ‘seeing’ into ‘telling’;  Third person narrative to develop control and perspective.

High level writers…  Can identify the purpose;  Can identify the audience;  Can adopt the appropriate voice in their writing;  Can convey their, or the narrator’s, viewpoint.

Other strategies for developing ideas and language...  Video  Drama  Freeze frame  Hotseating  Rumours  Roleplay  An ‘event’  A visitor  Something out of the ordinary happening at school etc.  Talk

Drama and Talk Activities  Drama activities can be used effectively across the curriculum to promote high-quality thinking, discussion and written outcomes.  Drama and talk activities support preparation and planning for narrative writing by helping to establish the links between characters and their settings.  Activities that allow children to rehearse two different sides of an argument or explore different viewpoints are useful preparation for non-fiction, e.g. discursive writing and persuasion texts.

What will children write? Information text What do they need to know about Purpose and Audience? -Why Info texts are written -How they are organised / set out -How writers inform the reader How will they know if they have achieved a successful outcome? How will they know what a good example looks /sounds like? What opportunities will they have to practise the specific aspects? -Reading / Being read to -Oral rehearsal -Imitation and improvement What will you need to model for the children?

The essentials...  A scaffolded, sequential unit of work, which:  Has high expectations of outcomes and achievement;  Develops necessary skills and understanding to support intended outcomes – clear LO and SC;  Enables you to model thinking when reading;  Enables you to model intentions when writing;  Supports and challenges children appropriately through guided work;  Enables children to independently practise and develop their learning.