1. Writing is Exciting

2. What is writing?
It is a way of:
Recording events in our lives.
Prompting us.
Informing others
Recording our creative thoughts
and the results of our imaginings
to entertain.

3. Writing begins with mark making.
We encourage children:
To use chalks, pens, pencils, brushes and to make marks in shaving foam, sand, cornflour, playdough and clay.
To experiment with textures and shapes and to create patterns and pictures in order to develop fine motor control.

4. Writing develops in stages: It starts with random scribbling which
Mark Making moving into Writing
Writing develops in stages:
It starts with random scribbling which
develops into flowing circular shapes.
Drawing simple pictures.
Symbols or mock letters.
Emergent writing with letter strings.
or groups of letters and squiggles.
Picture labelling and writing names.
Invented spelling or initial letters.

5. Emergent Writing
Writing letters to communicate meaning

6. Sounding out words and writing in sentences6

7. The writing uses groups of letters and finger spaces to show each word.
The writing uses some sounds at the beginning, middle and end of the words to communicate meaning.
The writer is beginning to have an awareness that a full stop will show the end of a sentence.

8. Writing is written with an awareness of sentences and phonemes are used as well as tricky words.

9. Writing is in sentences with full stops and capital letters in the right place.
Many tricky words are spelt correctly and they are beginning to add in conjunctions/ connectives ( joining words) like and.

10. End of Key stage piece of writing

11. End of Key stage piece of writing

12. Writing with a Purpose
Children need a reason to write and it should be based on real experiences.
Writing should be an inclusive part of children’s learning experiences and play.
Examples of different ways include visits, visitors, role play, theatre, letters linked to a purpose

13. How do we teach writing at Hiltingbury?

14. 1. Choosing a genre & links with topics
Fiction
Non- Fiction
Poetry
Look out for the variety of responses in the children’s writing activities

15. 2.Finding a stimulus
Books
Texts
Visits
Pictures
Video clips
Drama

16. 3. Modelling good writing
Watching an adult model good writing.
Sharing in the writing process-
ideas,
spellings, grammar, punctuation…
Asking children to improve a piece of
writing or focussing on a specific skill
(Guided Writing)

17. 4. Practising and rehearsing
Using whiteboards
Oral rehearsal
Drafting/Editing
ICT

18. 5. Reminding children what makes good writing
Think before you write
Use your sounds to spell unfamiliar words
Use lots of description
Using correct grammar
Displays/ prompt cards to support learning such as Vocabulary, Spelling, Connectives, Openers, Punctuation
Present writing neatly and clearly e.g. models for handwriting
To think about their reader

19. New curriculum
Spelling, Punctuation and Grammar test is going to be statutory for Year 2 in the Summer Term 2016.
- Year 1 have to learn about plurals –s, –es, –ing, – ed, –er and –est endings.
Understand that the apostrophe represents the omitted letter(s )
Adding prefixes and suffixes
-using the prefix un–
-using –ing, –ed, –er and –est where no change is needed.
Year 2
Statutory terminology:-Noun, noun phrase, compound, adjective, adverb, verb, tense (past, present)
using ment, -ness, -ful, -less, -ly
understanding what a statement, question, exclamation or command is.
-Showing the purpose for writing is a significant change.
Writing for an audience- ensuring children know who they are writing for.

20. Colour Coded Grammar
Grammar is essential for writing and Colour Coded Grammar is one tool. We aim to teach children the tools in order that they can present their creative and purposeful ideas in written form. Also to give our children the best opportunities to be successful within the new National Curriculum, including being ready for the next phase.

21. (= doing it or feeling it)
Kinaesthetic
(= doing it or feeling it)
Auditory
(= hearing it)
Visual
(= seeing it)

22. Who / what ? What? Where? WOW word Adjective Joining word Conjunction
Year R:
Building concept and storing knowledge:
Group ‘things’ - “these are all things”: grouping topic vocabulary.
Verbal label a range of ‘doing word’ – P.E lessons, outdoor learning.
Identifying places and prepositions – talking about settings in stories and also identifying in, on, between, next to.
Who / what ?
What?
Where?
Year 1:
Recognise that every word in a sentence has a job – discussion through reading and verbal rehearsal of sentences.
Learning a range of ‘joining words’ – build a bank of words, use in writing.
Planning stories using their knowledge of who, where, what doing.
Develop time concepts / phrases.
Discuss meanings of new words and categorise.
WOW word
Adjective
Joining word
Conjunction
When?
(Time words)

23. Adverb Adverb Year 2: Technical vocabulary
Improving sentences – underline all the …
Constructing sentences activities
Playing word games: adjective + noun through the alphabet.
Spot words in guided reading activities.
Adverb

24. How can you support your child’s writing?
Give a purpose, let them write lists, labels, messages and greetings without copying and praise their attempts at independent writing.
Be sensitive and listen to what they say.
Talk about their writing
Let them see you writing
Encourage them to feel proud of their work.
Encourage them to ‘have a go’ and take risks.
Read stories and explain or pick out new or interesting vocabulary and phrases…be a
‘Magpie’

25. Some examples of different opportunities to write at home…
Role play areas indoors and outside provide many opportunities to write lists, diaries, messages, menus, orders, invitations, letters, signs, forms and tickets.
Exchange notes with the tooth fairy, leave notes on lunch boxes or any surprise location!
Write captions to go with photographs
Write postcards or letters to other members of the family
Write lists, reminders, phone messages, instructions
Try playing crosswords, word games and
anagrams. Use technology and write within DB
Primary.

26. To become writers, children need something to say, the means to say it, and a reason to say it.