1. Brinkley Grove Primary School From September 2013

2. Big Writing is the development of the ‘writing voice’ through fast, fun, lively and predominantly oral activities Pupils talk the ‘writing voice’ in a dedicated ‘Big Writing’ session & at other points in a week Based on the premise, IF A CHILD CAN SAY IT, A CHILD CAN WRITE IT However, the talking voice is not the same as the ‘writing voice’ BIG WRITING PHILOSOPHY

3. Sessions  1 session a week on FRIDAYS for Year 1 – 6  1 hour for year one; 1 hour 15 for year two; 1 hour 30 for KS2  Split into 2 equal parts with a break in the middle  Focus & text type will have been introduced the day before  1 st session: fast, fun, lively, oracy based activities linked to the writing in 2 nd session focus on VCOP (35 mins) planning time (10 mins) used to refocus the pupils’ thoughts on the stimulus & text type for writing (Appendix 1)  2 nd session: children write silently and independently within a calm, inspiring ethos candle, music, silent food!

4. Teacher’s Role during writing time… oTo maintain a quiet, purposeful atmosphere to support concentration oTo provide 10min brain breaks o To prompt pupils to build in VCOP [These are known as time prompts]

6. TIME PROMPTS Used by teachers during Big Write A clock should be visible to all pupils  ‘You have had 10 minutes. Count how many sorts of punctuation you have used?’  ‘You have had 20 minutes. How many WOW words have you used?’  ‘You have had 30 minutes. Look at your openers. Have you opened with connectives…’ly’ words, ’ing’ words?  ‘You have 5 minutes left. Check you have met your targets…edits, self assessment and reflection’

7. TALK HOMEWORK  On Thursdays… 30 minutes preparing them for their TALK HOMEWORK  Prepares them mentally  No writing – ORACY BASED  A slip is sent home “My homework tonight is to talk to you about…”

8. Assessment…  Weekly Big Write – normal marking policy with 2 super short term targets to achieve across the curriculum within the week eg. use these 3 adjectives over the week; use a comma in sentences starting with an adverb eg. Slowly, he walked along the passageway towards the door  Method for referring to these targets  BIGGER WRITING – half termly against descriptors– summative assessment and long term target for the next half term

9. STOCKING FILLERS  4 or 5 five minute sessions across the week – fill those minutes that we so EASILY waste in the week eg. end of day; in from playtime; waiting for assembly  Quick VCOP activities linked to new learning from short term targets in the previous week  Encourage the children to ‘steal’ good examples of VCOP from authors.  Quick progress is encouraged by these activities - can be seen in their writing Example - appendix 2

10. Six different ways to support children in planning their writing  Cartoon strips- draw what’s going to happen in sequence.  Opening, body & ending scaffold  Story writing frame: opening, build up, dilemma, reaction to dilemma, resolution.  Thought clouds  Lists - key characters/settings/events/words to use  Mind maps  Thinking, but only if you are sure that child is ready to write… this is not usually encouraged!!  Sue Palmer skeleton frames

11. 4 or 5 key targets for all or most of the class to revise, revisit and re-learn a.A misuse of commas in sentences starting with a verb b.Spelling of a common suffix TION/SION c.Starting sentences with AND d.Lack of variety of adjectives around movement MondayTuesdayWednesdayThursday aCompleted sentences for them to put the comma in where/why Whole class Start with shouting, running – create sentences Pairs/whiteboards Start with tiptoeing, crying – create sentences Independently Write 2 of your own Think, pair share bGenerate list of common tion/sion words Think,pair share 2 areas in the room – put the word in the right place in the room (cards with station/stasion) pairs Sta_ Mo_ Po_ Mis_ Pairs Put the list on whiteboards independent cEgs of compound AND sentences Whole class discussion Generate compound sentences on boards Pairs Generate compound sentences on boards Independently/share Paragraph given to change sentences with ANDs starting Pairs dList words for walking slowly/quickly and running Think, pair, share Choose 3 of these to write in sentences and use independently on boards & homework Share homework Pairs Write in sentences on boards 3 different chosen words Think, pair share USE OF LEARNING ASSISTANT

12. MANY MANY SCHOOL WEBSITES - ideas http://www.montgomery.devon.sch.uk/tag/big-write/ MUSIC HELPS CHILDREN TO FOCUS… CLASSICAL egs: Dances with wolves –John Dunbar theme Out of Africa The string quartet tribute