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