1. NEA – IMPORTANT!! Jaz – Bibliography and 1.5 line spaced
Kayja – 1.5 Spaced
Dylan – Still need writing piece re printed
Anyone with outstanding work – hand in THURSDAY to GIB (unless I’ve spoken to you)
ALL- NEED TO DO A TITLE PAGE. HAND IN TOMORROW PLEASE

2. Title Page
Name: Candidate Number: Title (of own writing): Word Count: Title of style model: Commentary Word Count:

3. No Easter Essays – Paper 1 Will need to find Mrs Root to complete P1/2
Alana – Q3
Molly
Riley
Dylan
Emma

4. Dear YR13, So much well done
Dear YR13, So much well done! We’re very nearly there and I have nothing but confidence in you. You have dealt with the ups and downs of the last few months with the minimum of fuss and carried on regardless. I am so grateful to you for this – your support has made my difficult time a little bit easier! Right, let’s grapple these last few lessons. Dig deep and find that determination and Grit. We got this! Trust Miss Wright/Butterworth….whatever my name is :D
This is totally building on knowledge I already have….
Yesterday, I was hoping to see face like this…
Instead, I saw this…
Synthetic phonics?
I mean, what the actual?
Is she for real?
So, I went away and reflected and talked to LOADS of other teachers and have come back with a proposal….

5. CLA – Marked for AO1 and AO2

6. The Data is Your Friend. Think of the data like a quote or extract
The Data is Your Friend! Think of the data like a quote or extract. It needs interpreting, explaining and analysing. It needs to exemplify your points It needs to link to or challenge your chosen theories. The data will always be referring to a ‘big idea’ and will link in some way to the question.

7. AO1 – What to look for
Have a quick glance at the glossary – anything you don’t know?
Anything you could add?

8. AO1 – What to look for
Have a quick glance at the glossary – anything you don’t know?
Anything you could add?
NOW – Let’s look at some Data and a question:
Label the key features clearly
Explain what the feature demonstrates
What approach/theory could this be linked to?

9. Coordinating conjunctions
Addition
Adding an extra vowel sound to the end of words. Eg. Doggy
Assimilation
Changing one consonant or vowel for another. Eg. Gog for Dog
Auxiliary verbs
A verb that supports or helps another.
Cooing and babbling
Comfort sounds and vocal play and extended sounds that resemble syllable-like sequences.
Coordinating conjunctions
Words that link clauses to form compound sentences. Eg. And, But, Or
Deletion
Omitting the final consonant of words. Eg. Do(g), Cu(p)
Holophrase
One word utterances (12-18 months)
Object permanence
The awareness that objects continue to exist even when they are no longer visible.
Over extention
The word is used to label something, but has been stretched to include things that aren’t normally a part of that words meaning. Eg. Everything round is an apple.
Post telegraphic
Complex combinations (36+ months)
Proto words
An invented word that has a consistent meaning.
Reduplication
Repeating a whole syllable. Eg. Dada, Mama
Subordinating conjunctions
Words that link a main clause to a subordinate clause. Eg. Because, Although.
Substitution
Substituting one sound for another. Eg. Pip for Ship
Telegraphic
Three or more words combined. (24-36 months)
Two word combinations
(18-24 months)

10. FOR CLA – think APPROACH
Use the data to help you formulate these!
What is it referring to?
Topic sentence
FOR CLA – think APPROACH
Linked to a wider idea/ theory.
Give specific examples from the data as evidence.
Label features
Define terms
Discuss and explain the evidence
The use of….
In omitting X ……
The transcript shows….
This shows/demonstrates/presents….
This is an example…
The child is trying to….. /
Back up with the theory
This conforms to/subverts X’s proposal that…
In considering X’s theory of….
This finding would confirm X’s idea that…..
selectively choose the best bits from each approach to explain
HOW does the data link to this?
This conforms to/subverts X’s proposal that…
In considering X’s theory of….
This finding would confirm X’s idea that…..
Offer an alternative point of view/theory.
Evaluate the theory
Recent research suggests…
Clearly from contemporary research….
More recent studies illuminate the idea that….
One observation shows….

11. Homework – Due Tuesday
1. Work through the CLA booklet – excellent revision tool AND an example essay.
The answers will be posted on blog – please have a go first!
2. Look at the example essay – this will help you see what sort of thing to put in and structure!
3. Write the essay from today’s lesson: ‘Role play and pretending is the most vital part of child language acquisition.’
Don’t forget people still owe me essays from Easter!! You will need to see Mrs Root in the library p1/2 to complete these.

12. Perceptive topic sentence – THINK BIG and CONCEPTUAL
Perceptive topic sentence – THINK BIG and CONCEPTUAL! Answer the question. Include a big idea from the theories (umbrella)
Each paragraph should explore a different study/approach
WITH CLA THIS IS EASY!!!!
Always have that steer in the back of your mind – are you linking back? Always, always link back!
STOP!
Link to examples. Use to exemplify your initial point. Start bringing in theory.
Explain. Use terminology.
Link to Theory – WHO agrees/disagrees with your idea? HOW can the theory support your findings? EVALUATE! CHALLENGE!
Bring it all together – Conclude your section. Offer an alternative idea. EVALUATE what you have said.

13. Essay Plan X 3 Sections INTRO
answer question. Engage with concept. Set up argument
ARGUMENT/STATEMENT
One argument is…..Another argument is……The second reason why…..
X proposes that…..
For example……Use examples to explain how the theory answers the question (AS - REFER TO DATA)
COUNTER ARGUE
However ……
In contrast….
Alternatively….
Despite this…..
EVALUATE
Further more
It is important to acknowledge…..
CONCLUDE
Refer back to the question
Pose another question?
Conclude you findings
X 3 Sections
Essay Plan

14. Introduction:
Define what is being talked about.
Quote or reference from the outset.
Interrogate the question.
Practice some generic opening lines!

15. Paper 1 - Feedback
Need to up our P1 game – are we becoming a little complacent?
AO1 – Not enough! Are you revising this? Do you annotate thoroughly? Do you know your sentence/clause types?
You must start analysing straight away. People starting to introduce waffly first paragraphs. Need examples from the outset and then consistently throughout.
Don’t forget representation
Stop using the same examples/points – people are becoming obsessed with pronouns!!! There is more to language than pronouns!!
Likewise, don’t overdo the MGASP++ and then become repetitive. Each section must have a clear focus.
Layering of analysis – more than one example/milk quotes.
STRUCTURE.
Sharp. Precise. Focussed.
PLAN.

16. Paper 1 – Simply Put
Topic Sentence – ONE area of MGASP++ (Stop listing!) Offer an example Conclude section
Analyse linking to topic sentence
Analyse linking to another area of MGASP
LAYERS!
Back and forth!
Drawing links.
Identify another AO1 in quote and analyse
Offer another relevant example from the text and analyse

17. Paper 1 Q3 – Simply Put Again, becoming a little waffly and all over the place.
Offer more than one example?
Milk quotes?
Link to other areas of MGASP++
Comparative MGASP++ (Both texts…..)
Text A uses (insert relevant AO1 feature)
Text B same/different (insert relevant AO1 feature)
Comparative analysis (same, but different effect because…..etc)

18. CLA – Reading and Writing Go hand in hand!

19. How children learn to read will impact things we see in their writing!
Like speaking, children learn to read in different stages.
Think about children’s books and how these are constructed? Narrative, characters, language…
Why and How children interact with these
Interaction with adults

20. Jean Chall Stages of children’s reading development
Pre-reading and pseudo-reading
->6
‘Pretend’ reading. (turning pages and repeating stories).
Some letter and word recognition – especially in own name.
Predicting single words or next bit of story.
Initial reading and decoding
6-7
Reading simple texts with high-frequency lexis.
Confirmation and fluency
7-8
Reading texts quicker, more accurately and fluently.
Reading for learning
9-14
Reading for knowledge and information.
Multiplicity and complexity
14-17
Responding critically to/ analysing what they read.
Construction + reconstruction
18+
Forming opinions about what they read.

21. Reading cues Graphophonic
Looking at the shape of words, linking these to familiar graphemes/words to interpret them
Semantic
Understanding the meanings of words and making connections between words, to decode new ones
Visual
Looking at the pictures and using the visual narrative to interpret unfamiliar words or ideas
Syntactic
Applying knowledge of word order and word classes to work out if a word seems right in the context
Contextual
Searching for understanding in the situation of the story – comparing it to their own experience or their pragmatic understanding of social conventions
Miscue
Making errors when reading: a child might miss a word or substitute another that looks similar, or guess a word from accompanying pictures
Can this be seen in writing data?

22. Jolly Phonics and impact on reading…current system
blog/2014/mar/04/reading-lessons-phonics-world-book-day
Sue Lloyd
UK Primary school teacher – Jolly Phonics
Jolly phonics is a systematic, sequential, phonics programme which is designed to teach children to read
Children learn 42 sounds of language rather than the alphabet
Then taken through stages of blending and segmenting words to develop skills
Comes under the synthetic phonics method – rival to analytic phonics method

23. Phonics - controversial
Reading for meaning not considered
Teaches sounds rather than spelling
Whole new system
Texts in isolation rather than whole
Can this be seen in writing data?
blog/2014/mar/04/reading-lessons-phonics-world-book-day

24. Reading for pleasure and children’s books – things to look for!
Narrative
Recognisable characters
Language tropes/recognisable phrases – ‘once upon a time’ and ‘The End’
Certain language choices

25. Jerome Bruner Saw parent-child interactions with books as 4 phased:
Do we Know this man?
The Language Acquisition Support System (LASS)
Saw parent-child interactions with books as 4 phased:
Gaining attention
Query
Label
Feedback
(Inspired by Vygotsky)

26. Vygotsky
How about this man?

27. “Accuracy is more important than creativity.”
Do you agree or disagree with this statement?

28. How children learn to write Creative Approach V’s Rule Based Approach
The creative approach
A child should be allowed to experiment creatively with language, without strict correction, using trial and error.
Advocates suggest that by not focusing primarily on accuracy, we make children less afraid of making mistakes, raising their enjoyment and self-esteem.
The rule-based approach
This approach suggests that when a child understands the conventions of writing (rules of spelling, punctuation or grammar), progress will be more rapid and they will move on quickly to producing understandable, appropriate texts.
Jon Abbott (1999) used the metaphor of free range chickens versus battery hens to describe different educational approaches, suggesting that more independent and creative learners might be the ones who eventually thrive.

29. Jean Rothery’s genre-based approach to teaching writing
Until the 1970s the teaching of writing tended to focus on technical accuracy, often including rote learning and dictation. In the early 1980s Rothery researched and published the genre-based approach. This considers the effectiveness of teaching writing by looking at the purpose of the writing and how it can best be fulfilled. Teaching in this way often follows the following pattern:
deconstruction
joint construction
modelling

30. Current Practice – emphasis on grammar and accuracy.
The DfE requires children must be introduced to some of the following writing skills in year 2:
formation of nouns and adjectives using suffixes
subordination and coordination in sentence formation
expanded noun phrases in sentence formation
correct and consistent use of present and past tense
use of progressive form of verbs in the present and past tense
use of capital letters, full stops, question marks and exclamation marks
apostrophes to mark omission and singular possession.
In data we might see this being attempted by children or reference by MKO e.g teachers

31. Some key comments on learning to write….
‘... in recent years pressure on the curriculum has arguably resulted in a narrowing of learning experiences, so that emotional engagement, full participation, experiential and inquiry based learning, as well as spontaneity and creativity have been pushed to the margins of learning’ (Sedgwick, 2001; Craft, 2000; Puttnam, 1998).
‘Others have also argued that there is more to intelligence than academic ability and suggest that in order to develop lifelong learners, who can cope with the uncertainty and speed of technological and economic change, we need to turn our attention to the potential of creativity’ (Robinson, 2001; Gardener, 1999).
‘If children erroneously perceive writing as the domain of a lucky few, a gift possessed by others, and experience real difficulty or failure, they are likely to be less confident which will influence their attitude to writing. This was the case in the ‘We’re Writer’ project, in which many of the KS2 children perceived themselves to be weak writers and some of them showed the early stages of a potentially long-term negative disposition towards writing (Grainger et al, 2003). Developing creativity in writing is not a fanciful extra in learning to write, but is central to children’s growth as writers and to their self- esteem.’

32. Research into Children’s Writing in Schools…
Britton was a teacher who later held several different roles at the Institute of Education in London. He led a major research group, surveying 2000 students to investigate the ways writing is taught in schools. He believed that:
‘No one can learn to write well without first being given the chance to write about what matters to her, for a reader who will respond to not merely the form but also the sense of what she has to say (summarised by Harris, 1988)’.
Britton built on Vygosky’s ideas about the purposes of writing. He suggested that in schools, writing fulfills three purposes: building a relationship with the teacher, aiding learning by allowing children to organise and extend their knowledge, and categorising and exploring our own experiences.

33. Britton also suggested that there are three kinds of writing:
1. Expressive writing: the first type of writing children develop. It is first person and wholly concerned with the self, as the child explores their own identity.
Britton argues that as skills develop, children’s writing can be placed into two further categories:
2. Poetic writing: ‘literary’ writing, such as stories and poems. This sort of writing is encouraged in early years, as it leads children to think about the craft of writing.
3. Transactional writing: writing for a purpose, for example writing instructions or a report. Here the writer is able to detach themselves from their writing, adopting an impersonal tone.
These terms are often useful for categorising the data you are given in the exam, just as terms like holophrastic stage are useful when discussing spoken data.

34. Which of these writing tasks are expressive, transactional or poetic?
A poem about Christmas.
‘What I did at the weekend’.
A letter to the headteacher.
A short story about a magic penny.
A newspaper article about a school trip.
A description of your best friend.
A timeline.

36. Spelling stages Pre-phonemic
What should I be looking for in written data? AO1
Pre-phonemic
Semi-phonemic
Phonetic
Transitional
Conventional
Mainly scribbling, some letters are decipherable Link letter shapes and sounds All phonemes can be represented by graphemes Awareness of combinations of letters and letter patterns. Including ‘magic e’ rule Spell most words correctly

37. Types of spelling errors
What should I be looking for in written data? AO1
Insertion
Adding extra letters
Omission
Leaving out letters
Substitution
Substituting one letter for another
Transposition
Reversing the correct order of letters in words
Phonetic spelling
Using sound awareness to guess letters and combinations of letters
Over/undergeneralisation of spelling rules
Overgeneralising of a rule where it is not appropriate, and undergeneralising it by only applying it in one specific context
Salient (key) sounds
Writing only the key sounds

38. Types of writing – backed up with relevant, precise examples!
What should I be looking for in written data? AO1
Types of writing – backed up with relevant, precise examples!

39. Evidence of writing/reading being taught and influence of MKO
What should I be looking for in written data? AO1
Correction of specific SPAG errors – accuracy
Praise for creativity/purpose?
Creativity V’s Rules
Evidence of modelling?
Phonetic spelling?
INFLUENCE OF READING
Narrative
Recognisable characters
Language tropes/recognisable phrases – ‘once upon a time’ and ‘The End’
Certain language choices
backed up with relevant, precise examples!

40. Let’s Practice Dealing with Data…
What examples would you pick out?
Why?
What concepts/theories can you link it to?
THIS SHOULD HAVE ANNOTATIONS ALL OVER IT!