Improving Writing Year 1

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Improving WritingYear 1

• Developing Guided Writing

Claire Ridsdale, Teaching and Learning Adviser
(Literacy)
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Outcomes

• Will
• Be able to assess and track pupil progress
• Understand how to use the Primary Framework to
  plan units following the teaching sequence
• Be able to use guided writing as a precision
  intervention to support childrens progress

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Session 1

• So Where?
• Expectations Data Analysis

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National Data
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KS1 Picture
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KS1 Priorities

• Reading at Level 3, particularly girls reading
• Writing at Level 3
• Continue to recover the drop from 2005s results
• Systematic, daily discrete teaching of phonics

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National Expectations

• National end-of-year expectations
• - 12 points progress through KS1
• - 1 sub-level 2 points progress
• - 1 whole level 6 points progress
• How does your class relate to these?
• Where are your underperforming groups in writing?

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Expectations
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Age-Related Expectations
Mapping Attainment and Progress

Focus Area Reading / Writing / Maths
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Y1 Data

• September FSP data
• No NC levels in September
• Implications for identification of children for
  ELS
• Use of P scales P scales should only be
  used in KS1 when
• - an EP/ISS colleague has recommended this
• - there is strong evidence to suggest that
  the child will
• still be working at W at the end of Y2

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ELS

• The outcome of ELS is to ensure that the children
  involved make the necessary progress to be
  working in line with national expectations for
  Year 1
• ELS is designed for children who
• Have already had access to high quality
  systematic teaching of phonics during the EYFS
• Are secure at Phase 2 of Letters and Sounds but
  identified through FSP data and ongoing AfL as
  needing additional support to address the
  learning involved in Phases 3 and 4
• Will need additional opportunities to apply
  their knowledge skills

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Early Literacy Support Programme Handbook for
teachers working in partnership with teaching
assistants

• Screening pupils
• Overview of the programme
• Provides guidance and support on Assessment for
  Learning
• Links to other curriculum areas

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Early Literacy Support Programme Session
Materials for Teaching Assistants

• Overview of ELS programme
• Provides a full script of each of the 80
  sessions.
• Take away activities
• Observation and assessment sheets
• Resources for sessions

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The Overview

• Runs for 16 weeks, starting during the second
  term of
• Year 1
• Five modules
• 5 x 20 minute sessions per week, additional to
  literacy hour
• Teacher and trained TA to working in
  partnership
• Three getting to know you sessions
• Increased emphasis on phonic teaching and
  application

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YR and Y1 Suggested Timeline
Year R
Year 1
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Reception
Transfer and transition nursery to YR
Transfer
ongoing activities
Transfer and transition YR to Y1
summer
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Reception

• In partnership with the Y1 class teacher
• Use phonic progress and FSP scales to update
  pupil tracker
• information with end of year outcomes
• Discuss actual progress of groups and
  individuals with Y1 class
• teacher
• Share analysis of teacher assessments,
  childrens work and
• moderated FSP outcomes
• Identify key aspects of CLL that need to be
  addressed for
• specific groups
• Discuss possible use of Wave 2 and Wave 3
  interventions for
• the next academic year

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Year 1
Follow up transfer YR to Y1
autumn term
ongoing activities
spring term
Transfer and transition Y1 to Y2
summer
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Year 1

• Review phonic progress and note the percentage
  of children
• working securely at Phase 3 or above
• Update the phonic tracker
• Continue daily discrete phonic sessions
  consolidate Phase 3
• Discuss actions and support for those children
  not making
• expected progress, e.g. provide additional
  sessions for
• individuals, groups
• Review the reading and writing NC levels of all
  the children
• and note any inconsistencies in relation to
  the phonic phases
• Plan action Guided reading and writing
  sessions
• Set curricular targets for reading and writing

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Year 1

• Review curricular targets and update pupil
  tracker
• Review groupings for discrete phonics sessions
• Review reading and writing levels.
• Review guided reading groups
• Ensure that children already working at phases 5
  or 6 are provided
• with sufficiently challenging books for guided
  reading sessions
• Analyse samples of childrens writing and assess
  current level
• Plan Shared and Guided writing sessions to
  address areas of need
• Carry out ELS screening
• Children who are currently still working at
  Phase 2 or below are
• unlikely to benefit from ELS other more
  intensive programmes should
• be considered for this group
• Identify and ensure staff to carry out ELS or
  other interventions are
• trained and prepared

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Year 1

• Review curricular targets and update pupil
  tracker
• Review groupings for discrete phonics session
• Review reading and writing levels
• Review Guided reading groups
• ELS programme commences with identified group
  of
• children
• Ensure other relevant interventions in place
  and children
• receiving appropriate support
• Teacher to meet with TAs on a weekly basis to
  assess
• progress of children on ELS or other
  interventions
• additional action to be taken where necessary

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Year 1

• Review curricular targets and update pupil
  tracker
• Review groupings for discrete phonics session
• Review reading and writing levels
• Review Guided reading groups
• Analyse samples of childrens writing and
  assess NC levels
• Plan Shared and Guided writing sessions to
  address specific
• areas of need identified from analysis of
  childrens writing
• Assess children who have been part of the ELS
  group (this
• group should now be working at age-expected
  levels). Where
• this is not the case, provide additional
  support
• Ensure that children on other interventions are
  making
• expected progress
• Consider running a further ELS programme if
  necessary

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Year 1

• Review curriculum targets and update pupil
  tracker
• Review groupings for discrete phonics session
• Review reading and writing levels
• Review Guided reading groups
• Ensure that children who were part of the ELS
  group
• continue to make expected progress
• Monitor progress of children on other
  interventions
• and take action where necessary

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Year 1

• Review curricular targets and update pupil
  tracker
• Carry out full assessment of all children to
  determine
• their phonic knowledge and skills and their
  reading and
• writing levels note, children working around
  age-
• related expectations should be working securely
  at
• phonic Phase 5
• Map childrens progress across the Y1 strand
  objectives
• in the Primary Framework

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Year 1

• In partnership with the Year 2 teacher
• Use phonic progress data to update pupil tracker
  with
• end of year information
• Discuss progress of groups and individuals
• Share analysis of teacher assessments of
  childrens
• reading and writing levels
• Identify key aspects that need to be addressed
• Discuss appropriate interventions for those
  children not
• making expected progress (Waves 2 and 3)

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Year 1
ongoing activities

• Ensure children receive a discrete daily
  phonics session
• Provide ample opportunities to apply phonic
  knowledge
• and skills in purposeful reading writing
  activities
• Use ongoing observations to assess and record
  childrens
• progress in relation to
• - grapheme-phoneme correspondences
• - ability to blend phonemes to read words
• - ability to segment phonemes to spell word
• - ability to read and spell tricky,
  high-frequency words.
• Use ongoing observations to note how well
  children
• apply their phonic knowledge and skills

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Coffee
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Tracking Grids

• From ISP, on framework website
• Have been adapted to include Y1
• Enable pupils within the class to be identified,
  targetted and tracked

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Activity

• Look through the data for your class
• Plot your children on the grid
• Who is on track to reach L2b at the end of Y2?
• Who are your amber children (just below)?
• Who are your red children (significantly below)?
• Why is this?
• What support have these children had/do they now
  need?

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Session 2

• So What?
• Progression Curricular Targets

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12 New Strands for Literacy

• Speak and listen for a wide range of purposes in
  different contexts
• Speaking
• Listening and responding
• Group discussion and interaction
• Drama
• Read and write for a range of purposes on paper
  and on screen
• Word recognition decoding (reading) and encoding
  (spelling)
• Word structure and spelling
• Understanding and interpreting texts
• Engaging with and responding to texts
• Creating and shaping texts
• Text structure and organisation
• Sentence structure and punctuation
• Presentation

Key strands for writing
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Activity

• Jigsaw Writing strands
• Create and shape texts
• Text structure and organisation
• Sentence structure and punctuation

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Level 3b working towards Level 3a
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Curricular Targets

• Models
• Whats your current curricular target focus?
• How has this been layered for groups?

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Activity

• Look at the sample of writing progress books
  youve brought with you
• What are the strengths and areas for development
  for writers in your class within
• - Creating and shaping texts
• - Text structure and organisation
• - Sentence structure and punctuation
• What are the next steps for each group?
• How do these relate to your curricular target?

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Target Walls
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Learning Walls
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Lunch
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Loop Cards!
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Session 3

• So How?
• Guided Writing

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Improving Writing with a Focus on Guided Writing
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Principles of Guided Writing

• A bridge between shared and independent writing
• Allows tailoring to the needs of the group
• Facilitates personalisation
• Provides the opportunity to extend, consolidate
  or provide extra practice
• Encourages children to be active participants in
  discussions about writing
• Children writing individually within a supportive
  group context
• Allows immediate feedback to be given
• - on successes
• - on further areas for improvement
• Provides a forum for pupils to discuss what makes
  writing effective
• Encourages pupils to be analytical and reflective

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How Do You Do It?
Assess and identify the learning needs of the
class using SSW and other relevant
information Group children with similar
needs Identify targets for the group linked to
the AFs (relate to curricular targets) Use
guided writing as a precision intervention to
support at the point of need Structure sessions
using the teaching sequence Review progress,
assess and identify next steps
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The Teaching Sequence Guided Writing

• Activate prior knowledge
• Modelled writing
• Shared writing
• Independent writing
• Reflect and review

• Rehearsing strategies/concepts
• Teacher scribing explaining
• Working in pairs
• Working independently
• Evaluating and improving

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Planning Organisation

• The number of groups in a class will vary
• The number of children in a group will usually
  be 6 to 8
• Groups should be flexible
• Guided writing may be used to provide support at
  different stages
• of the writing process
• Different ability groups will require support
  with different elements
• As children develop their independent written
  work they should be
• supported to
• - transfer ideas from plans into
  writing
• - apply strategies and skills gained
  as readers to meet the needs
• of an audience
• - draft their writing for meaning and
  content

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Before Writing

• Supporting childrens planning and drafting
• Review objectives for writing and targets
• Support to formulate ideas
• Modelling planning and drafting processes
• Re-telling a known story in the correct sequence
• Oral rehearsal in particularly for those
  children who have poor literacy or poor language
  skills
• Developing sentence construction and punctuation

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At the point of writing

• Supporting children as they begin to write or
  when they have already
• started to write independently
• Writing the first or next paragraph of a text
• Re-reading for clarity and purpose
• Using alternative vocabulary
• Improving precision choice of phrases, complex
  sentences
• Improving cohesion connectives, consistency of
  tense, time, person
• Assessing writing against the success criteria

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After Writing

• Supporting children to complete and improve their
  writing
• Using peer and self assessment
• Checking writing against success criteria
• Re-drafting to make improvements to the style and
  structure
• Reflecting on the impact on the reader
• Editing and proofreading
• Discussing next steps in writing

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DVD

• Watch the Y1 guided writing lesson
• What strategies does the teacher use?
• Which are most effective?
• What are her expectations of the children like?
• What learning takes place throughout the lesson?
• How is feedback provided?

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Activity

• Look at the information youve collated from the
  progress books
• What are the next steps for each group?
• How could guided writing be used to support
  improvement?

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Session 4

• Principles into Practice

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What difficulties do children face when learning
to write?

• Compositional v transcriptional skills
• The mechanics of writing
• Knowledge of what happens in stories
• e.g. plots, characters getting started
• The confidence to write and make mistakes
• Hidden emotional factors
• Structure and organisation of texts
• Being able to manipulate the vocabulary/
  language of
• narratives
• Having a clear purpose for writing
• Wanting to edit and improve
• Awareness of audience

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Types of Writing
Modelled Writing The teacher, as the
expert,demonstrates the writing process. Teacher
discusses and explains why specific choices of
vocabulary and sentence structure are made.
During this type of writing, pupils discuss
choices with teacher but do not provide content
of text
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Types of Writing
Shared Writing The teacher involves the children
in composition by asking for their ideas and
structuring discussion. The teacher takes ideas
and refines them before scribing
Independent Writing Children may work
individually or with partners using dry-wipe
boards to develop ideas
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Literacy Units

• Fewer units of work within the revised framework
• Longer for each unit
• Teaching sequence exemplified throughout
• Speaking listening used throughout
• Mini-writing outcomes along the way
• Word and sentence level work needs to be
  incorporated systematically
• AfL embedded throughout

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The Teaching Sequence
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Planning for Guided Writing

• Guided writing should be used as a precision
  intervention
• It should support children at their point of need
• It should be used as an opportunity to drive
  curricular targets
• It will probably involve a series of sessions in
  order to have impact

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Interim tasks

• 0.5 days supply cover has been paid into school
• Share learning from today with other Y1
  colleagues
• Identify a group of amber children who are
  currently working below age related expectations
• Collate benchmark data
• Identify their key areas of difficulty
• Use guided writing opportunities to address these
• Keep a learning log of what you have done and
  samples of the childs writing which illustrate
  the impact of the sessions

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Learning Log

• A learning log could include
• Learning intentions
• Comments on childrens progress against these
  learning intentions
• Comments about attitude and motivation
• Writing samples
• Your thoughts about the impact and value of the
  sessions