The next two posts will describe the key moments from the innovation and invention phases. Children experienced daily rehearsal of sentences and paragraphs from the text. Children then worked in small groups to continue this with other extracts of text.
Having completed the bridging activity on adverbials, children were well prepared for success in this activity.
To follow the work on adverbials, children completed sentence work which focused on innovating adverbials in a sentence. We then introduced the text map as soon as possible.
Children who would find the writing need of this too challenging completed a colour coding alternative. Children were given a context and we had a class discussion about content so that they were well prepared to write. As well as introducing new sentence types, we also dropped in short activities which revised old sentence types so that children were building a repertoire of tools for their writing.
Children working on a shorter version of the text had a differentiated version of the speed words, based on the vocabulary in their story. During the imitation phase, quick activities focusing on grammar were dropped into lessons.
Image, video and sound were used to create an atmosphere and immerse them in the genre. We blanked out the main wording of the toolkit, leaving only a short prompt.
Once children had a sound understanding of the vocabulary they would encounter, the differentiated versions of the focus text were then introduced.
Activities are either jumpstarts quick activities at the beginning of lessons or dedicated lessons focusing on new grammatical concepts. Image and video are used regularly at this stage to ensure children have a grasp of difficult concepts. After picking out and selecting various sentence types for our focus text, part of the imitation phase involved deconstructing, discussing, modelling and practising these, in preparation for writing.
Most of the class worked on the main version, whilst children whose reading and writing levels are below expectation and those who struggle to write accurately, worked on the shortened and simplified version of the text.
This not only prepared them for the next phase of innovation but also provided us with valuable time to work on sentence accuracy.
We used work on adverbials as a bridge between reading the text and understanding being able to answer comprehension questions about it.
We prepared children for reading the focus text by exploring the context of the story and by introducing and discussing any unfamiliar vocabulary that they would encounter.
Teachers modelled identifying and analysing how the writers of suspense texts had achieved the intended effect. A number of factors have contributed to this: Following the structure of sentences from the focus text by innovating early in the unit contributed towards their internalisation of a variety of grammatical structures.
Heresentences have been structured so that they are seperate and therefore easier to follow.
It was then covered with a sentence which shows the effect in action. Here, children were exposed to the language of the toolkit that the rest of the class were constructing, but were also taking part in activities which met their needs as writers. Those working beyond age-related expectations worked on a mixture of AF2 and AF3 questions.
This activity ensures that children are exposed to and talk about what good writers do and how to achieve similar effects in their writing.
Children then completed AF2 questions about the focus text. This vocabulary was then used to create a set of speed words for the unit. Daily practice recalling the toolkit ensured that it was internalised, just like the focus text. For the next couple of days and throughout writing phases, we practised recalling the toolkit because in order for children to write well, they need to be able to remember how to achieve certain effects.Worksheets from the Talk a Lot Series These worksheets were taken from the Talk a Lot series of books.
If you wish, you can download the entirety of these books on the English Course Books page. Writing Worksheets; Word Family Worksheets; Subtraction Worksheets; Word Problems Worksheets Activities for 6 Year Olds; Activities for 7 Year Olds; Activities for 8 Year Olds; Help 10 and 11 year olds prepare for middle school with JumpStart’s collection of free, printable 5th grade worksheets.
Critical Thinking Worksheets. Carmen Malpas, a Year 4 teacher, has generously provided some downloadable key resources and planning for a Year 4 Persuasion unit based on the Talk for Writing across the curriculum approach and looking at the topic of poverty in India.
Year 6 Journalistic Reports SStitmimuululuss page 28 ©Topical killarney10mile.com be photocopied for classroom use only. Lion Escapes! Look carefully at the picture below. keystage 2 Interactive Worksheets to help your child understand Writing in English Year 6. Education resources, designed specifically with parents in mind.
English worksheets and activities for handwriting, phonics, guided reading and much more! Used in Year 4 but could easily be adapted for UKS2. A detailed 4 week unit covering the Imitation, Innovation and Independent phases of Talk for Writing for the story of The Canal.
For each week there are weekly plans, resources (all labelled with.Download