1. Planning for transition – Development of writing skills from Early Years to KS1 ensuring progression of each pupil’s Basic Skills June 2007

2. Chinese symbols/ Urdu

3. Aims and Objectives To identify progression of writing skills through the Foundation Phase To outline opportunities and offer effective strategies and activities for developing boys’ and girls’ writing within the learning environment and across areas of learning. To plan experiences for developing children’s writing skills To plan for effective teaching and learning to develop children as independent writers

4. What is extended writing? A range of forms Extended texts Content and text organisation Purpose and Audience Across the curriculum Language features Standard of writing

5. Development of writing

17. Respond to writing Positive personal response Question to extend Response on content Question to suggest Response on layout/ neatness Encourage re-drafting Opportunity to self-assess – ask for the child’s response/ view Note the strengths specifically Agree on one target to move forward

18. How do you teach writing?

19. Forms of Writing

20. Task: each group will have a text form and write a short paragraph or first few lines on ‘Butterflies’ Group 1=poem, Group 2=report (information - What do I know, what do I want to know, what have I learned? + make own books), Group 3= recount ‘dwyn i gof’ visit to butterfly form, Group 4=instruction (how to make butterfly cakes), Group 5=explanation (lifecycle of a butterfly) Group 6 = narrative

21. STEPS TO TEACHING A NEW FORM OF WRITING Familiarisation Discovery Model Shared Guided Independent Construction Present to Audience

22. Narrative Recount

23. Planning for a range of forms across the curriculum How can we provide further opportunities to consolidate this learning? Areas within the environment Props for role-play Exemplar photographs of mark-making area

24. Foundation Phase Effective Learning Principles  developing a disposition to learn  learning and owenrship of their learning – child-initiated and child-led active learning through first-hand experiences - well-planned practical activities,  investigative, asking questions,  learning through using their senses,  through interacting with others,  through problem-solving,  through purposeful repetition,  through developing independence and thinking skills  increased home-school partnership  listening to the voice of the learner