Support for Writing An Introduction

What is Support for Writing? Support for Writing materials support: Support for Writing materials support: - progression within a year group - progression within a year group - teacher subject knowledge - teacher subject knowledge - pedagogy - pedagogy

Text Types What is a non-chronological report? What is a non-chronological report? On the framework website there is now guidance for narrative, non-fiction and poetry text types. On the framework website there is now guidance for narrative, non-fiction and poetry text types. Each text type includes a brief overview and then provides a more detailed analysis of each genre within the text type. The information included is Generic Structure, Language Features and Knowledge for the Writer. Each text type includes a brief overview and then provides a more detailed analysis of each genre within the text type. The information included is Generic Structure, Language Features and Knowledge for the Writer.

Progression We can identify the progression throughout school within a particular strand by looking at the end of year objectives. We can identify the progression throughout school within a particular strand by looking at the end of year objectives.

Strand 10 objectives relating to paragraphs Y2 Use planning to establish clear sections for writing Y3 Group related material into paragraphs Y4 Organise text into paragraphs to distinguish between different information, events or processes Use adverbs and conjunctions to establish cohesion within paragraphs Use adverbs and conjunctions to establish cohesion within paragraphs Y5 Experiment with the order of sections and paragraphs to achieve different effects

Steps in Learning The Steps in Learning documents provide advice on how each objective can be broken down into smaller steps for each year group. The Steps in Learning documents provide advice on how each objective can be broken down into smaller steps for each year group.

Year 4 – Strand 10 Learning objectives Organise text into paragraphs to distinguish between different information, events or processes Organise text into paragraphs to distinguish between different information, events or processes Use adverbs and conjunctions to establish cohesion within paragraphs Use adverbs and conjunctions to establish cohesion within paragraphs How would you break this down into smaller steps? How would you break this down into smaller steps?

Steps in Learning For each objective there are three steps. For each objective there are three steps. The three steps normally focus on three writing stages – shared, guided and independent. The three steps normally focus on three writing stages – shared, guided and independent. This does not mean that this is a ‘desired’ model for progression. A shared writing task could be a lot more demanding than an independent task. This does not mean that this is a ‘desired’ model for progression. A shared writing task could be a lot more demanding than an independent task.

Classroom Examples Within the Steps to Learning section are examples of what each step may look like in the classroom. Within the Steps to Learning section are examples of what each step may look like in the classroom. These can provide ideas for you to use but please remember that this is guidance only and if used should be adapted to suit the needs of the children in your class. These can provide ideas for you to use but please remember that this is guidance only and if used should be adapted to suit the needs of the children in your class.

Pupil Writing Targets Although we have our own Writing Targets please remember to look at the framework guidance for targets as they provide additional small steps in learning. Although we have our own Writing Targets please remember to look at the framework guidance for targets as they provide additional small steps in learning. Also included now are examples of activities that can be used to support this objective/target. Also included now are examples of activities that can be used to support this objective/target.