1. Talk for writing
The Planning Cycle

2. Year 6

3. Targets set for the fiction unit
Children set their own targets
Cold
Task
Targets set for the fiction unit

4. Story
Map
Sentence work

5. Reading as a reader - comprehension

6. Reading as a writer – language/style features

7. Boxing up the text

8. After shared writing – writing the text in sections

9. Further writing in sections (each part of the boxing up into paragraphs

10. Drafting of final piece
Quality marking to support improvement
Drafting of final piece

11. Hot assessment
Final piece published

12. Title page
Cold assessment

13. Child’s targets and teacher’s targets for the unit

14. Storymap
Letter as a ‘hook’

15. Reading as a reader – what is the impact on the reader?

16. Reading as a writer – how has the text been structured?

17. Short burst writing
Punctuation focus
Picture stimulus and sentence structure work

18. Follow with a fantastic ‘Hook!’
Cold assessment
Follow with a fantastic ‘Hook!’

19. Writing sounds in a word
Use of box shapes to support writing.
If possible use key vocabulary from the model text

20. Copy of the model text

21. Story Map

22. Key spellings from model text

23. Drawing pictures to tell own story orally – teacher a scribe
Sentences about ‘How to Catch a Star’

24. Starting to write re-telling of story

25. Changing the story map
for child’s innovation

26. Writing the innovation

27. Hot assessment

28. Preparation
Cold Task
‘Have-a-go’ independent writing on ‘green for growth’ paper approximately 2 weeks prior to starting the unit.
Although the task is ‘cold’ there is an expectation that children improve and learn from prior writing tasks. Ensure class discussion and reference to prior learning.
For children with poor handwriting skills use handwriting guide paper.
Meanwhile read and enjoy the Quality Text from the literacy spine to the whole class!
2. Set Writing Challenges
Analyse ‘cold tasks’ and paste in Writing Challenges for: text, word/vocabulary and sentence/punctuation level. Use NC age-related expectations (ARE) as benchmark and above ARE to extend. (Differentiate as appropriate).
Adapt the model text to include the Challenges.
Discuss Challenges with children. Children select their own challenge(s) by highlighting in yellow.
Explore grammar knowledge and skills (including the Challenges) along with spelling and handwriting in red skills books. See NC Spelling and Grammar Appendices and Word Lists.
Creative Context
3. Photograph(s)
Add evidence of activity(s) to immerse children in the Quality Text through drama, experience(s), trips, visitors, cross-curricular activities, role play areas etc… (if appropriate)
Imitation
Copy of Class Story Map
Add a copy of the class story map from the washing line for children to reference.
You may also wish to add photographic evidence of children ‘story telling’ or participating in drama activities…
5. Key Vocabulary Grid
Paste in any key new vocabulary from the model text that needs to be explored/explained (with photos if appropriate).
    
 Vocabulary could also be extended further in red skills books and/or Magpie Books.
For emergent spellers and children with an identified special need there should also be word cards with any key vocabulary they need.
6. Copy of Model Text
Paste in a copy of the model text learnt for children to reference.   
‘Reading as Reader’
Develop comprehension and vocabulary skills in children’s ‘Story of Reading’ Books. E.g., Using ‘Book Talk’ with model text, Quality Text and examples from other texts.

29. 9. Independent / Guided Writing
Imitation
Writer’s Toolkit
‘Reading as a Writer’
Co-construct and paste in a copy of the ‘Writer’s Toolkit’ based on the model text and/or other examples for children to use and reference.
Children should use the toolkit to select the ‘tools’ they want to include in their own writing- Tools not rules!
Innovation
Story Map (KS1) Boxed Up Text (KS2)
KS1 innovate or plan their new story by creating their own story map and retelling their own story.
KS2 (more able Y2) move into boxing up the text with the teacher and innovating their own story from this to retell.
Independent / Guided Writing
Following Shared Writing, children use their own story map/ boxed up text and toolkit to write their own version one section at a time. Build up the text day by day.
Teacher provides daily focused feedback for each section using school marking codes (pink/ green)
Children act upon teacher’s feedback each day and edit using green polishing pens.
Also include opportunities for peer and self-assessment using the Toolkit and Challenges.
Invention(s)
Independent Writing
Children use Toolkits, Writing Challenges and previously learnt stories/skills from other units to plan and complete whole texts and/or short burst writing tasks.
This should include cross-curricular writing opportunities in the Curriculum Theme books.
Hot Task
1 or 2 weeks after the unit repeat the Cold Task- Children ‘Show you what they now know’ on yellow paper.
Prior to carrying out the task children should plan and tell their story using a ‘story map’ or Boxed Up Text.
Children should use the Toolkit and Writing Challenges as well as previously learnt skills from other writing units.
When not completing the ‘Hot Task’ children should complete a weekly writing task (see 10.)
Evaluation
Achievement
‘I have learned to…’ Paste in Writing Challenges next to Hot Task and highlight successes in pink.
Add in a summative comment and discuss with children.
Children add in their comment on their learning.

30. A completed unit of work might contain:
 the pre-teaching cold task
 targets for children
 the model text
 the child’s innovated map
 boxing-up or story mountain for planning
 toolkit (s)
 the shared innovation (typed up and stuck in)
 the episodes of writing over several days with careful formative
marking that makes a difference
 attention to spelling and handwriting
 a completed independent hot task showing progress.

31. Hot and Cold Assessment
Indicated with a clear blue outline for cold and red for hot.
Cold assessment is not give them nothing and get on with it
Cold assessments should show progression
Cold assessment is a reminder about what you have done before, there maybe some scaffolding
Cold assessment gives you targets and what you will teach next.
Hot assessment gives the opportunity to show what you have taught being used.

32. Next Steps:
Begin to plan the first week back as an introductory week by selecting your text. (Resource pack handout with this sheet and tell Daniel which one you are using)
Decide on your cold task and the input you will give for this.
Decide on your ‘hook’ activities for the week.
After half term we will:
Meet to plan out the rest of the T4W unit
Begin to map out the whole year with each unit containing a fiction, non-fiction and poetry element.
Work through issues around: Guided reading, timings, whole school approaches.