Big Writing 17 March 2010

Activity

Big Writing – Why Change? Girls Boys Reading 92% (88%) 89% (82%) Writing 88% (87%) 76% (77%) To raise attainment To moderate assessment To provide progression

Big Writing Philosophy Big Writing is the development of the ‘writing voice’ through fast, fun, lively and predominantly oral activities. Pupils talk the ‘writing voice’ in a dedicated ‘Big Writing’ session and at other points in the week. The talking voice is not the same as the writing voice. Boys like to talk! IF A CHILD CAN SAY IT, A CHILD CAN WRITE IT.

Big Writing Starting Off Baseline Assessment Children’s first task was to write a letter. Criterion scales used for assessment.

Big Writing-Criterion Scale Focuses on importance of VCOP. Clear guidance on length. Broad levels of A-E broken into sub-levels: C1 = beginning to demonstrate competence C2 = growing confidence in broad level C3 = consistent performance (check next level) 5-14 levels will be superseded by Curriculum for Excellence levels.

Big Writing Next Steps Six lessons for Quick Impact. To revise and consolidate VCOP. To focus on an area of weakness highlighted by assessment. Stocking fillers.

Vocabulary Connectives Openers Punctuation

Vocabulary The range of ambitious vocabulary a pupil knows: WOW words

Connectives The range of ways pupils have of joining ideas, phrases and sentences.

Connectives A- Use any connective to join two simple sentences. B- Use connectives to join two or more simple sentences (and, but, so, because) C- Use a range of connectives to extend sentences and clarify relationships (when, until, if though) D- Use a range of sophisticated connectives (since, nevertheless, however) E- Use sophisticated connectives confidently and accurately sometimes to shape meaning (furthermore, similarly, despite)

Openers The strategies pupils have for opening sentences, especially the three key openers. Connectives – Although… ‘ly’ words – Suddenly…. ‘ing’ words – Walking through the dark forest…

Punctuation The range of punctuation a pupil can use and the accuracy with which they use it.

Punctuation

Handwriting A- can control ascenders/descenders, upper case/lower case although shape and size not consistent. B- can use accurate and consistent printing. Begins to learn joins of lower case letters. C- can use neat, accurate handwriting with well-formed links. D/E- Handwriting is consistently well formed, neat and linked.

Spelling A- simple phonic skills to tackle unfamiliar words. B- can spell most common words. C- can spell most common words and strategies developing for unknown polysyllabic words. D- Can spell all common words and phonetically regular or familiar polysyllabic words accurately. E- Almost all spelling is correct.

3 Strands to Big Writing Length, detail & Basic skills description (GHASP) Length, detail & description (LDD) VCOP (Writing voice plus ‘POSH VOICE’) Grammar Story structure Opening,Body,Ending (blue cards) Vocabulary Handwriting Connectives Who,what,where,why, when,how (red cards) Spelling Sight words Phonics Openers Feelings / emotions (yellow cards) ‘Punctuation’ Sentence structure, full stops & capital letters (punctuation) ‘Stop and describe one’

It's BIG Writing time! 45 MINS 10 mins 40 mins 30 mins 20 mins Check your punctuation! 20 mins Check your WOW words! 40 mins Check your targets! 30 mins Check your openers and connectives. It's BIG Writing time! 45 MINS  

Additional Support For some children, additional support may be required. The Support for Learning Team operates in each class to foster inclusion and meet learners’ needs.

Assessment is for Learning Learning intention is shared. Self/peer assessment. Teacher assessment – defining next steps and targets.

Activity

While we try to teach our children all about life, Our children teach us what life is all about. Angela Schwindt

Parental Workshops Following the presentation, parents opted to join the following ‘classes’: P6/7 stage with Miss Grant, Mr McPeake and Mrs Marshall. P4/5 stage with Mrs M Harkins and Mr Nugent. P3/4 stage & Additional Support with Miss Sloan, Miss Gallagher and Mrs Lawson-Tennyson. P1/2 stage with Mrs Jamieson and Miss Jack. Parents participated in the types of activities experienced by the children!

Parental Workshops – a good time was had by all!

Big Writing-parental feedback only ‘wow’ words were acceptable! Excellent Interactive Informative Supportive Inspiring Interesting Wonderful Appropriate Insightful Fun Well laid out Presentation Entertaining Educational Useful Excellent Totally Great Inclusive Directive Enjoyable Imaginative Well Presented Visual Therapeutic Child-centred and confidence building – great stuff! The workshop was very informative and actually helps parents to see what the children are being taught It is interesting to find out how the children are being taught, and finding ways to help them at home. Teachers had put in amazing preparation to make it concise, clear and easily understandable. I had heard by child talking about WOW words but didn’t know what they meant so am now able to understand and think it is a really great initiative.

St Andrew’s RC Primary If you have any queries about Big Writing please contact the school on 01324 508650 and ask for Mrs Harkins. Further parents’ information evenings have been requested on Curriculum for Excellence and Numeracy.