Presentation on theme: "BIG Writing A Ros Wilson Strategy"— Presentation transcript:
1BIG Writing A Ros Wilson Strategy Set up classroom with candle & mozart, lights dimmed
2The Big Writing Philosophy Big Writing is the development of the ‘writing voice’ through fast, fun, lively and predominantly oral activitiesPupils talk the ‘writing voice’ in a dedicated ‘Big Writing’ session & at other points in a weekBased on the premise,IF A CHILD CAN SAY IT, A CHILD CAN WRITE IT
3Philosophy Continued …. The talking voice is not the same as the ‘writing voice’BOYS LOVE TO TALK!WHAT’S GOOD FOR THE BOYS IS GOOD FOR THE GIRLSTalking voice vs posh [writing] voice- RW suggested that T and Ch speak in a posh voice at some point during the day.Talking voice is less formal than writing voice.Talking voice includes slang & dialect, truncated sentences, (get off! Go away! Come here!) superlatives, intonation & expression.Writing voice is grammatically correct.
4The Four Generic Targets VCOPSummaryVocabularyConnectivesOpenersPunctuationThe range of ambitious vocabulary apupil knows; WOW words.The range of ways pupils have of joining ideas, phrases & sentencesThe strategies pupils have for opening sentences; especially the 3 key openers: connectives, ‘ly’ words & ‘ing’ wordsThe range of punctuation a pupil can use & the accuracy with which they use it.These are the 4 generic targets which impact on writing.Chanting- hand movements.Best writing- always writing at the best level.VCOP should be incorporated into all Literacy sessions in both reading and writing. It may not be a separate session, should permeate all sessions including in other subjects. Still need to teach the framework objectives, picking out other things as well.
6BIG WRITING – The Method One hour per week, plus daily stocking fillersTime comes from one literacy hour, Time should be split into 2 x 30 min sessions across a morningWill consider at end of session.
7BIG WRITING – Different text types PoetryStoryNon FictionRecountsLettersPupil portfolio- plastic wallet files- special for BIG write onlySpecial paper- recommend A5 lined (yr1) A4 lined with margin everywhere else.The three goalsThree pieces of fruit to eat during the sessionLength, detail, description.
8BIG WRITING – Teacher’s Role To maintain the silenceTo provide 10min brain breaksTo prompt pupils to build in VCOP[These are known as time prompts]
930 MINS It's BIG Writing time! 10 mins 30 mins 20 mins 15 mins 10 minsCheck your punctuation!30 minsCheck your targets!30MINSIt'sBIG Writingtime!20 minsCheck your openers and connectives.15 minsCheck your WOW words!
10Time PromptsA clock should be visible to all pupils, ideally colour coded in 10min intervals.‘You have had 10 minutes. Count how many sorts of punctuation you have used?’‘You have had 15 minutes. How many WOW words have you used?’‘You have had 20 minutes. Look at your openers. Have you opened with connectives…’ly’ words, ’ing’ words?‘You have 5 minutes left.’Sorts/different types of punctuation not pieces of punctuationAfter about 5 or 6 weeks, can reduce prompt to ’10 mins, what should you have included?’
11Stocking FillersEvery day aim to finish one lesson 5 minutes early to do some quick VCOP activities.Encourage the children to ‘steal’ good examples of VCOP from authors.Gold book appendix 2
12Write on TargetThe next day “Target Friday” the children will work in small groups or independently to focus on their target.This target will be set by the class teacher in direct response to their Big Write work.For exampleTarget “Please use more adjectives”Work could beWrite a list of interesting adjectives.Write three sentences that include two adjectives.This instant response means that children will make clear improvements in their writing before starting the next week’s work.AppendicesKung Fu PunctuationVCOP ActivitiesAll Write Now resourcesWrite on Track intervention lessons Y6 linked to chapter 9Writing Levels from Dunbartonshire linked to Criterion ScaleIntervention Y2READ CH 4 and 5.