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Developing written explanations

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1 Developing written explanations
MPP Project Developing written explanations THINK – TALK – WRITE!

2 Step 1 to Step 2 Vocabulary – keep going on this
Small, structured group discussions – collaborative explanations Connectives to link ideas – (‘How’ and ‘Why’ placemats, examples) to construct compound sentences Explanations tables Graphic organisers, activities for sequencing Model out loud how to sequence ideas

3 Step 2 to Step 3 Model (by making your thinking explicit) how to improve an explanation Allow pupils to collaboratively identify features of good explanations Allow practice in pairs – compose, rehearse, speak, draft, peer assess, improve and write Set literacy learning objectives, with clear success criteria PEE (Point Evidence Explanation)

4 Brainstorm: Key Ideas: Cells/Forces/Particles/Energy
Question: Explain what happens to salt when you add it to water Brainstorm: Key Ideas: Cells/Forces/Particles/Energy Diagram Bullet Points ·           Paragraph Point: Evidence: Explanation:

5 Step 3 to Step 4 Construct complex sentences
Coherence (logical and consistent) and cohesion (grammar / connectives) Audience and purpose

6 10 Steps to Writing Put the cards for the 10 steps into the correct order that you think you should teach it.

7 Sequence for teaching writing:
10 steps: Clear aims Provide examples Explore features of the text Define the conventions Demonstrate how it is written Compose together Scaffold first attempts Develop independent writing Draw out the key learning Review

8 1. Establish clear aims: Task Genre eg. article, report, letter
Audience informs the type of language used Purpose Any of 8 non-fiction text types eg. Describe, Explain, Discuss, Argue, Compare

9 Six Most important text types at KS3 are….
Explanation – how Explanation – why Argument Conclusion Evaluation Plan These types of writing have conventions that need to be taught – see handout

10 2. Provide two good examples
Explore the similar features of the text eg. Similar vocabulary, layout of text, sentence construction etc Teacher may read out loud / get pupils to read out loud

11 3. Define the conventions and rules
Teacher leads them through, using what they found in 3, to identify the success criteria for the task Think out loud

12 7. Scaffold Teacher may need to provide some scaffold here to get pupils to discuss/ understand the science content, before they will be confident enough to contribute towards the shared writing

13 5 + 6 Model and compose together
This is teacher-led writing on the board May prefer to have ‘here’s one I made earlier’ to use as a model in the early stages Pupils offer suggestions for improvement Re-read and re-draft

14 7. Scaffold Teacher may provide some support here eg. A sheet /placemat of connectives, or a grid to help pupils in their planning

15 8. Develop independent writing
Pupils work in pairs to develop their own piece of writing

16 9. Draw out the key learning
Scan /photo/ visualiser two examples of pupils’ work Together discuss the key features, annotate, and add improvements

17 10. Review Refer back to TAP
Review if they have met the success criteria Link to other examples in science where they could /might have used similar writing Link to other subject areas

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