The More Able The More Able WriterWriter

Helping children Helping children move their writing move their writing

from Level 4 to Level from Level 4 to Level 55

The More Able The More Able WriterWriter

Helping children Helping children develop a love for develop a love for the craft of writingthe craft of writing

AgendaAgendaMore Able WritersMore Able Writers

– What do we mean by ‘more able’?What do we mean by ‘more able’?Readers as WritersReaders as Writers

– The role of reading in the writing The role of reading in the writing processprocess

Teachers as WritersTeachers as Writers– The value of modelling the writing The value of modelling the writing

processprocessChildren as WritersChildren as Writers

– Helping children develop their writingHelping children develop their writing

More able More able WritersWritersWhat do we mean by ‘more able’?What do we mean by ‘more able’?

– In this context, we are looking at two In this context, we are looking at two groups:groups:

Children, who through their own ability, have Children, who through their own ability, have developed a good grasp of the writing process;developed a good grasp of the writing process;

Children, who through our teaching, have Children, who through our teaching, have reached a good understanding of the writing reached a good understanding of the writing process;process;

– By the time these children reach Year 6, By the time these children reach Year 6, they are already working at a good level 4 they are already working at a good level 4 or aboveor above

– But, there is also a third, smaller group, But, there is also a third, smaller group, who are not secure with the writing process who are not secure with the writing process but still have the potential to reach Level 5.but still have the potential to reach Level 5.

More able More able WritersWriters Firstly, the most obvious perception of ‘more able’:Firstly, the most obvious perception of ‘more able’:

Children, who through their own ability, have developed a Children, who through their own ability, have developed a good grasp of the writing process;good grasp of the writing process;

– These are often the children who can ‘already do These are often the children who can ‘already do what we are teaching them’ – they either what we are teaching them’ – they either participate well or don’t listen but tend to ‘come participate well or don’t listen but tend to ‘come up with the goods’ anyway!up with the goods’ anyway!

– Therefore, they are more often than not, the Therefore, they are more often than not, the children who get left to their own devices, yet still children who get left to their own devices, yet still producing good workproducing good work

– But, although they can give the impression of But, although they can give the impression of knowing what to do, as quite often they have knowing what to do, as quite often they have ‘picked things up’ through their own reading, they ‘picked things up’ through their own reading, they don’t necessarily know why they are doing it!don’t necessarily know why they are doing it!

– These children tend to write well but never seem These children tend to write well but never seem to improve – mostly because they’re not sure how to improve – mostly because they’re not sure how to!to!

More able More able WritersWriters

Secondly, the less obvious perception of ‘more able’:Secondly, the less obvious perception of ‘more able’: Children, who through our teaching, have reached a good Children, who through our teaching, have reached a good

understanding of the writing process;understanding of the writing process;

– These are often the children who give a good These are often the children who give a good impression of understanding what we are teaching impression of understanding what we are teaching themthem

– Therefore, they are usually the children who make Therefore, they are usually the children who make a ‘pretty good go’ at achieving the lesson’s a ‘pretty good go’ at achieving the lesson’s objectiveobjective

– But, although they do produce a good piece of But, although they do produce a good piece of work in that lesson, a few weeks later, it’s all work in that lesson, a few weeks later, it’s all forgotten!forgotten!

– These children tend to write fairly well but never These children tend to write fairly well but never seem to make the improvements hoped for – seem to make the improvements hoped for – mostly because they’re not given the time to mostly because they’re not given the time to consolidate the new skills they’ve learnt!consolidate the new skills they’ve learnt!

More able More able WritersWriters Finally, those who are rarely perceived as ‘more able’:Finally, those who are rarely perceived as ‘more able’:

Children, who are not secure with the writing process but Children, who are not secure with the writing process but still have the potential to reach Level 5;still have the potential to reach Level 5;

– These are often the children who are attentive, These are often the children who are attentive, maybe even keen and enthusiastic, but whose maybe even keen and enthusiastic, but whose writing does not mirror those qualities (especially writing does not mirror those qualities (especially not when its being deciphered and then marked!)not when its being deciphered and then marked!)

– Yet, amidst the marks on the page, occasionally Yet, amidst the marks on the page, occasionally there is something that actually meets the lesson’s there is something that actually meets the lesson’s objectiveobjective

– Although they do produce work that is really only Although they do produce work that is really only just Level 4, the fact they’re learning shows just Level 4, the fact they’re learning shows potential – quite often illness, a holiday, a change potential – quite often illness, a holiday, a change of school, or simply the way they learn has led to of school, or simply the way they learn has led to ‘gaps’!‘gaps’!

– These children tend to write fairly poorly but show These children tend to write fairly poorly but show a flare in a specific aspect of the writing process – if a flare in a specific aspect of the writing process – if the ‘gaps’ are filled in, these children can make the ‘gaps’ are filled in, these children can make huge progress!huge progress!

Readers as Readers as WritersWritersThe role of reading in the writing The role of reading in the writing

process process – As has previously been said, children As has previously been said, children

who are already good at writing are so who are already good at writing are so because they are good at reading!because they are good at reading!

– So once all children have been turned So once all children have been turned onto reading (but that’s a different onto reading (but that’s a different workshop!)…workshop!)…

– Then, it’s a good idea to take them one Then, it’s a good idea to take them one step further…step further…

– Encourage them to ‘read as writers’Encourage them to ‘read as writers’

Reading as Reading as WritersWriters If children are to become good writers, they If children are to become good writers, they

need to read what other writers have written, need to read what other writers have written, thinking about why that person wrote it as thinking about why that person wrote it as they did.they did.

In other words, make use of the assessment In other words, make use of the assessment focuses for reading:focuses for reading:– Identify and comment on the structure and Identify and comment on the structure and

organisation of texts, including grammatical and organisation of texts, including grammatical and presentational features at text level;presentational features at text level;

– Explain and comment on the writers’ use of Explain and comment on the writers’ use of language, including grammatical and literary feature language, including grammatical and literary feature at word and sentence level;at word and sentence level;

– Identify and comment on writers’ purposes and Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the viewpoints, and the overall effect of the text on the reader; reader;

Hopefully then they will begin to understand Hopefully then they will begin to understand why and how writing devices are used and for why and how writing devices are used and for what effects.what effects.

Reading as Reading as WritersWriters Three ‘reading as writers’ activities useful Three ‘reading as writers’ activities useful

for developing children’s awareness of for developing children’s awareness of writing are:writing are:– The Writer’s Toolkit: Give children a short The Writer’s Toolkit: Give children a short

extract (usually a paragraph) and ask them to extract (usually a paragraph) and ask them to investigate the author’s use of … (eg. investigate the author’s use of … (eg. suspense)suspense)

– The Writer’s Guide: Having taught a specific The Writer’s Guide: Having taught a specific feature of language use or sentence structure, feature of language use or sentence structure, ask them to find examples as they read, jot ask them to find examples as they read, jot them down and explain their effect on the them down and explain their effect on the readerreader

– The Writer’s Journal: Give children a book The Writer’s Journal: Give children a book where they can collect, borrow and steal (ie. be where they can collect, borrow and steal (ie. be a magpie) good use of language that they reada magpie) good use of language that they read

Teachers as Teachers as WritersWriters The value of modelling the writing processThe value of modelling the writing process

– The most effective way of furthering children’s The most effective way of furthering children’s writing is to establish a ‘writing environment’writing is to establish a ‘writing environment’

– Teachers are central to such an environment Teachers are central to such an environment so, as such, children seeing teachers actually so, as such, children seeing teachers actually writing will be one of the most valuable writing will be one of the most valuable learning tools that we can exploit!learning tools that we can exploit!

– Therefore, if we can, writing our own material Therefore, if we can, writing our own material for lessons involving the teaching and learning for lessons involving the teaching and learning of the writing process could be a valuable and of the writing process could be a valuable and worthwhile experience for all involved.worthwhile experience for all involved.

Teachers as Teachers as WritersWriters The benefits of modelling the writing processThe benefits of modelling the writing process– First and foremost, by writing our own material First and foremost, by writing our own material

we put ourselves through the same thought we put ourselves through the same thought processes that we expect the children to face – in processes that we expect the children to face – in this way, we will experience the same hurdles and this way, we will experience the same hurdles and consider how to overcome them;consider how to overcome them;

– Secondly, by modelling those thought processes Secondly, by modelling those thought processes as we write, we have the chance to exploit some as we write, we have the chance to exploit some valuable learning experiences with the children;valuable learning experiences with the children;

– Furthermore, by writing with the class, it is Furthermore, by writing with the class, it is possible to teach the writing process at all levels, possible to teach the writing process at all levels, supporting weaker writers whilst extending the supporting weaker writers whilst extending the more able;more able;

– Finally, watching an adult become involved in the Finally, watching an adult become involved in the writing process is a valuable way of nurturing a writing process is a valuable way of nurturing a similar interest in writing for the children.similar interest in writing for the children.

Children as Children as WritersWriters Helping children develop their writingHelping children develop their writing

– As with all teaching of writing, this falls into As with all teaching of writing, this falls into three strands:three strands:

Sentence structure and punctuationSentence structure and punctuation– vary sentences for clarity, purpose and effect vary sentences for clarity, purpose and effect – write with technical accuracy of syntax and punctuation in phrases, write with technical accuracy of syntax and punctuation in phrases,

clauses and sentencesclauses and sentences Text structure and organisationText structure and organisation

– organise and present whole texts effectively, sequencing and organise and present whole texts effectively, sequencing and structuring information, ideas and events structuring information, ideas and events

– construct paragraphs and use cohesion within and between construct paragraphs and use cohesion within and between paragraphsparagraphs

Composition and effectComposition and effect– write imaginative, interesting and thoughtful texts write imaginative, interesting and thoughtful texts – produce texts which are appropriate to task, reader and purposeproduce texts which are appropriate to task, reader and purpose

– Yet, it is also worthwhile remembering the Yet, it is also worthwhile remembering the premise of text, sentence premise of text, sentence andand word level work word level work as choice of vocabulary is also crucial as choice of vocabulary is also crucial

Children as Children as WritersWriters Helping children develop their writingHelping children develop their writing– It is also useful at this point to remind ourselves of how It is also useful at this point to remind ourselves of how

children’s writing must improve between a Level 4 and a children’s writing must improve between a Level 4 and a Level 5:Level 5:

– Level 4Pupils' writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose of the reader. Vocabulary choices are often adventurous and words are used for effect. Pupils are beginning to use grammatically complex sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and pupils are beginning to use punctuation within the sentence. Handwriting style is fluent, joined and legible.

– Level 5Level 5Pupils' writing is varied and interesting, conveying meaning clearly in a range of Pupils' writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate. forms for different readers, using a more formal style where appropriate. Vocabulary choices are imaginative and words are used precisely. Simple and Vocabulary choices are imaginative and words are used precisely. Simple and complex sentences are organised into paragraphs. Words with complex regular complex sentences are organised into paragraphs. Words with complex regular patterns are usually spelt correctly. A range of punctuation, including commas, patterns are usually spelt correctly. A range of punctuation, including commas, apostrophes and inverted commas, is usually used accurately. Handwriting is apostrophes and inverted commas, is usually used accurately. Handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks.joined, clear and fluent and, where appropriate, is adapted to a range of tasks.

Children as Children as WritersWriters So first of all ‘So first of all ‘Vocabulary choices are Vocabulary choices are

imaginative and words are used precisely.’ imaginative and words are used precisely.’ One of the key features of a confident One of the key features of a confident

piece of writing is the writer’s use of piece of writing is the writer’s use of precise language, ie. trying to find the precise language, ie. trying to find the most accurate way of expressing an most accurate way of expressing an idea.idea.

So it is important at all levels for So it is important at all levels for children to collect new language that children to collect new language that they discover.they discover.

Children as Children as WritersWriters So first of all ‘So first of all ‘Vocabulary choices are Vocabulary choices are

imaginative and words are used precisely.’ imaginative and words are used precisely.’ A good activity for developing choice A good activity for developing choice

of vocabulary is ‘warming up the word’of vocabulary is ‘warming up the word’– Provide the children with a word that links Provide the children with a word that links

to the theme of that day’s writingto the theme of that day’s writing– They then generate as many associated They then generate as many associated

words or phrases as possible before words or phrases as possible before sharing as a class – if successful, each sharing as a class – if successful, each child could contribute an offeringchild could contribute an offering

– It can also be used for text types whereby It can also be used for text types whereby the children collect as much useful the children collect as much useful language for writing a … text as possible.language for writing a … text as possible.

Children as Children as WritersWriters Next, ‘Next, ‘Simple and complex sentences are organised Simple and complex sentences are organised

into paragraphs. A range of punctuation, including into paragraphs. A range of punctuation, including commas, apostrophes and inverted commas, is usually commas, apostrophes and inverted commas, is usually used accurately.’ used accurately.’

There are three key areas that children There are three key areas that children need to be able to use confidently in their need to be able to use confidently in their writing – variety, clarity and accuracywriting – variety, clarity and accuracy

So children need to know how to vary So children need to know how to vary their sentence structures, how to express their sentence structures, how to express themselves concisely and effectively and themselves concisely and effectively and how to record this accurately using the how to record this accurately using the appropriate punctuation.appropriate punctuation.

Children as Children as WritersWriters Next, ‘Next, ‘Simple and complex sentences are organised into Simple and complex sentences are organised into

paragraphs.’ paragraphs.’ Good activities for improving sentences are: Good activities for improving sentences are:

– Sentence doctor (amend a sentence)Sentence doctor (amend a sentence)– Reorder (mobility)Reorder (mobility)– Drop in (subordinates – eg. relative clauses, Drop in (subordinates – eg. relative clauses, John, who John, who

waswas…)…)– Crazy Clauses (Crazy Clauses (Although the zebra was on a diet,Although the zebra was on a diet, …) …)– Imitation (Imitation (After the jelly had been served,After the jelly had been served, …) …)– Compare (Tom got up; Tom yawned, wrestling with Compare (Tom got up; Tom yawned, wrestling with

the duvet)the duvet)– Construct (Washing line with clauses)Construct (Washing line with clauses)– Improve (The cat sat on the mat)Improve (The cat sat on the mat)– Who-did-what-and-to-whom? (Passive Voice)Who-did-what-and-to-whom? (Passive Voice)– If I win the lottery,… (Conditionals)If I win the lottery,… (Conditionals)– Apply (Whiteboards!)Apply (Whiteboards!)

Children as Children as WritersWriters Also, ‘Also, ‘A range of punctuation, including commas, A range of punctuation, including commas,

apostrophes and inverted commas, is usually used apostrophes and inverted commas, is usually used accurately.’accurately.’

Good activities for improving use of Good activities for improving use of punctuation: punctuation: – Sentence doctorSentence doctor– Take a break (Commas)Take a break (Commas)– Contract (Apostrophes)Contract (Apostrophes)– Collect & Classify Collect & Classify – Punctuate it Punctuate it – Sequencing (Jumbled sentence)Sequencing (Jumbled sentence)– Who said what? (Speech marks)Who said what? (Speech marks)– Apply (Whiteboards)Apply (Whiteboards)

Children as Children as WritersWriters Furthermore, ‘Furthermore, ‘Simple and complex sentences are Simple and complex sentences are

organised into paragraphs.’ organised into paragraphs.’ There are two key areas that children need to There are two key areas that children need to

be able to use confidently when structuring be able to use confidently when structuring their writing – coherence and cohesiontheir writing – coherence and cohesion

The first refers to the underlying logic and The first refers to the underlying logic and consistency of a text (ie. ideas are relevant consistency of a text (ie. ideas are relevant and enable the reader to follow the meaning); and enable the reader to follow the meaning);

Whereas the second refers to the grammatical Whereas the second refers to the grammatical features in a text which enables the parts to features in a text which enables the parts to link together (ie. through the use of link together (ie. through the use of connectives to relate events, maybe in time; connectives to relate events, maybe in time; or pronouns or phrases that link back to or pronouns or phrases that link back to previous content)previous content)

Children as Children as WritersWriters Furthermore, ‘Furthermore, ‘Simple and complex sentences are organised Simple and complex sentences are organised

into paragraphs.’ into paragraphs.’ Good activities for improving paragraphs and Good activities for improving paragraphs and

structuring texts are: structuring texts are: – Paragraph doctor (amend a paragraph)Paragraph doctor (amend a paragraph)– Structure it (labelling the segments of a story, eg. Structure it (labelling the segments of a story, eg.

dilemma)dilemma)– Title it Title it – Sequence it (order paragraphs to create a flowing text)Sequence it (order paragraphs to create a flowing text)– Toolkit it (identify the cohesive features)Toolkit it (identify the cohesive features)– Predict it (write the following paragraph cohesively)Predict it (write the following paragraph cohesively)– Split them (un-jumble two paragraphs)Split them (un-jumble two paragraphs)– Improve (add in connectives etc.)Improve (add in connectives etc.)– Replace (improve connectives, eg. consequently not Replace (improve connectives, eg. consequently not

therefore)therefore)– Coh-ease (spot and mark all the links in a text)Coh-ease (spot and mark all the links in a text)– Apply (Whiteboards)Apply (Whiteboards)

Children as Children as WritersWriters Finally, ‘Finally, ‘Pupils' writing is varied and interesting, conveying meaning Pupils' writing is varied and interesting, conveying meaning

clearly in a range of forms for different readers, using a more formal style clearly in a range of forms for different readers, using a more formal style where appropriate.’where appropriate.’

The key areas here are for children to writeThe key areas here are for children to write ‘imaginative, ‘imaginative, interesting and thoughtful texts’ interesting and thoughtful texts’ and toand to ‘produce texts which are ‘produce texts which are appropriate to task, reader and purpose’appropriate to task, reader and purpose’

So the children need to be able to maintain the appropriate form throughout their writing – in other words they must be aware of the purpose of the writing!

In a story, they must control their plot – therefore by the end of the story it is evident how events at the start are related and that the story hasn’t just rambled blindly on!

They need to be aware of the audience – this will require them to maintain a viewpoint throughout their writing.

And last but not least, they should be beginning to demonstrate ‘well-crafted’ writing, including appropriate stylistic devices.

Children as Children as WritersWriters Finally, ‘Finally, ‘Pupils' writing is varied and interesting, conveying Pupils' writing is varied and interesting, conveying

meaning clearly in a range of forms for different readers, using meaning clearly in a range of forms for different readers, using a more formal style where appropriate.’a more formal style where appropriate.’

Once again, good activities for developing Once again, good activities for developing children’s awareness of purpose, audience and children’s awareness of purpose, audience and style are:style are:– Buddy systems: pairing classes gives children’s

writing both purpose and audience, eg. Year 6 class writing story books for a Year 3 class

– Class councils: write about issues that matter to them – a school/class council is a good starting point

– Real writing: Find external reasons for writing, eg. inviting visitors to school, writing to newspaper editorial columns

– Marking grids: Children marking each others use of …– Response partners: Great for discussion in all three

areas!

The More Able The More Able WriterWriter

Helping children Helping children develop a love for develop a love for the craft of writingthe craft of writing

Hopefully, by combining many of Hopefully, by combining many of the suggested ideas, we can go the suggested ideas, we can go some way to achieving the above. If some way to achieving the above. If that is possible, then helping that is possible, then helping children move their writing from children move their writing from Level 4 to Level 5 will become a Level 4 to Level 5 will become a much easier task!much easier task!