2Pupil characteristics in English Often boysUsually well-behaved & positivePersevered, especially with routine tasksLacked self-help strategiesDid not demand attention
3Obstacles to Progress Reading Writing Limited range of strategies No higher order skillsWritingCouldn’t combine different elements of writingRestricted opportunities for oral rehearsalLimited access to guided writingLimited amount of useful feedback
4Obstacles to Progress Speaking and Listening And … Didn’t recognise as a skillLimited direct teachingUnable to describe progressionAnd …Low level targetsLimited opportunity to apply targetsDependent on TAsTeachers unaware of progress and expectationsUnsystematic interventionInfrequent review of progress
6What is Guided Writing? Guided Writing is the name given to a range of ways in which teachers support developingWriters.Formal Guided Writing involves a small group of pupils sitting with the teacher, rehearsing,questioning,clarifying and revising as each produces an individual piece of writing.Informal/Supported Guided Writing describes all the ways in which teachers scaffold an independent writing task for pupils. Teachers My provide detailed plans, note – making and writing frameworks, frequent conferences and peer assistance as they seek to guide pupils in their writing.
7No giant writing or big spaces!!!! Get Writing!You have 2 minutes to write about one of these objects.You can write a piece of fiction, non-fiction or poetry!You have to write at least 8 lines!No giant writing or big spaces!!!!Show participants two objects. Anything will do! They are going to have two minutes to write about it. It is quite important not to do any preamble or discussion at this point. Give a count down as time goes. Who has succeeded in writing 8 lines? Share your writing with person next to you/ the table. Any piece of work we can all hear?Any comments about the activity?Hard because we left out the lead up to writing – no discussion / no capturing of ideas etc.
8Why use Guided Writing? Guided Writing: Familiarises pupils with the management of the writing processEnables pupils to be active participants in writing conferencesEncourages pupils to be analytical and reflective about writingProvides a forum for pupils to discuss what makes effective writingSupports EAL pupils confronted with the demands of written English
9Rainbow Activity What might Guided Writing look like in: Foundation StageYear 2Year 6 ?Put flip chart sheets on table one headed – foundation stage, one headed year2,one headed year6. Use different coloured pens fill in what you think G Writing might look like. Pass paper on, read and add to ideas already there. Repeat and then share ideas.
10The Advantages of Guided Writing It provides the bridge between shared and independent workthe teaching focus and teachers intervention can be tailored in response to particular needsits flexibility allows for individual, paired or collaborative group work
11The teacher works with groups or pairs of children who have similar needs. Children are given opportunity to practise writing in a supported group context.Children learn to share and problem solve aspects of writing with others
12Guided Writing Audit Emergent: Guided Writing is used to support developingwriting in each classroomEstablished:Most guided writing sessions have an explicitteaching/learning objectives, tailored by the teacherto the needs of the groupThis is the audit of schools carried out on the leadership programme and it is based on the success for everyone self assessment criteriaBUZZ – consider where you feel you and your school is on this scale and briefly discuss on your table.
13Advanced: Across the school pupils demonstrate a growing accuracy in: Writing to convey meaning appropriately for different purposessentence construction, punctuation and paragraphingThe habit of checking their own spelling, recognising the main patterns of English, aiming at greater accuracy through the use of spell checkers and dictionariesA fluent and legible handwriting style
14When do we do Guided Writing? Time to work with a guided group is scarce so it must be clearly focussed. Guided Writing can take place at any stage of the writing process.Before writing to support children’s planning and drafting of their workAt the point of writingAfter writing – feedback sessionsRefer to page improving writing through guided writing – latest publication from Dfes
15The Guided Writing Cycle RehearseWriteShareReflectReviseThis is the basic cycle for a guided reading session. The next activity will take us through this cycle.
16Objective: We are thinking about how commas and connectives can be used, instead of full stops, to make sentences more detailed
17Rehearse:As it is made of two different metals, it is called a bimetallic strip.Cut the sentences into parts, identifying two simple sentences. What has been left over?Can we place these anywhere else in the sentence to make it make sense?What happens?Establish that the connective/conjunction and the comma separate different parts of the sentence and make the simple sentence longer and more detailed. This rehearsal is teacher led – sentence on sentence strip cut up and blutac onto boardTry another sentence
18When it gets hot, one of the metals expands more than the other. Identify the simple sentences.Cut out the simple sentences.Write them as simple sentences.What are you left with?The participant have a go. Sentence on paper cut and identify simple sentences and what is left. Try to change the order of the sentences. Does it work?What is the role of the commas and connectives?
19Write:The kettle needs enough water in it to make your cup of tea so firstly fill the kettle full of water.Switch the on button to on.Take a mug. Take a tea bag.Use connecting words to try to make these two sentences into one longer and more detailed sentence.(Use sentence strips to record ideas)
20Share: Reflect: Revise: Share: Share ideas and connectives Take a look at one of the sentences and dissect it.Revise:Look at your sentence. Is there anything you would like to change?These activities complete the Guided Writing cycle. This cycle may take more than one session! You may need to have the same group over successive days!!Share:Share revised ideas.
21Guided Writing Examples Watch this clip showing a Year 1 example of Guided WritingCan you see a clear structure to the session?Does the teacher support the children through key questions, constructive comments, teaching at the point of writing?Clips from new DVD
22Guided Writing Examples Watch this clip showing a Year 3example of Guided Writing.Use the prompt sheet to make notes.Page 39 of new G. Writing pub.
23What the children need generally A repertoire of self-help strategiesCoaching in exploratory and analytic workTeaching that focuses on ‘deep’ learning that gets toideas, concepts and true understandingImproved oral work to help them think things through and become articulate and ‘ready to write’ or solvemathematical problemsPlanning aidsMore group coaching such as guided workMore direct support from the teacher rather than the teaching assistantWhat children need in order to make good progress. Some general comments from Making Progress – next couple of slide look specifically at Maths and Literacy. Maths may be a repeat of what they have seen earlier.
24What the children need in mathematics They need…more open activities to talk and think aboutmore paired discussion to shape their ideasto be shown how to explore different approaches to solve a problemtime and teacher support to explore and explain their methods and thinkingto keep mental calculation strategies fresh through regular usemore freedom to make their own decisions on how to record their workto be taught how to use number lines more flexibly
25What the children need in English They need…a range of reading strategies to tackle unfamiliar texts successfullyto see reading as pleasurable and meaningfulhelp with writing as they writeplanning strategies to help them with extended writingto be given high value targets to improve their writingto use focused talk to think through their ideasto be explicitly taught the conventions of speaking and listening
26DiscussionConsider your schools and the ‘slow moving children’ and ‘children falling behind’ for mathematics or EnglishWhat do the children need to do to address this issue?What do the teachers need to do to address this issue?What support and professional challenge could Headteachers and senior leaders provide?What are the implications for LA support and challenge?Group/table discussion. No need to feed back except for last bullet point perhaps.