The process of writing at Key Stage 3
Modelling writing, “making the features of a text type explicit by planning, deconstructing, analysing, composing or redrafting at word, sentence and whole text level.” (DFES)
A model of the text being studied is given to the pupils. Depending on the lesson, it may be the whole text, or several examples of aspects of a text: openings, endings, use of imperative verbs, use of time connectives, descriptions of character or settings, etc.
These texts are made available to the pupils via textbooks, the interactive whiteboard (photoshop, word, web-pages, etc), and printed sheet. Usually it is a combination of these.
"Text Generations" (Interactive Texts)
"Edges" (Interactive Texts and printed texts) e.g.Modelling the process of planning a story
Level 4 Story Opening Level 6 Story Opening
OUP Literacy Kit model texts.
Pupils' own work.
Shared writing is taken to mean: "the classroom process whereby the teacher models the writing process for children: free from the physical difficulties of writing, children can observe, and subsequently be involved in, planning, composition, re-drafting, editing and publishing through the medium of the teacher. Shared writing is interactive in nature and is appropriate for teaching all forms and genres.” (DFES)
We use the interactive whiteboard and its associated software (or Microsoft Word) for shared writing activities.
Guided writing is defined as: “a classroom activity in which pupils are grouped by writing ability. The teacher works with each group on a task carefully selected to offer an appropriate level of challenge to the group. Usefully thought of as a 'mini-lesson'. Challenge may be in terms of spelling, letter formation, simple punctuation, language and vocabulary, or sophisticated aspects of generic structure, planning and editing, use of imagery and so on.
Writing frames and scaffolding techniques are used to support pupils' writing in subsequent lessons. Below are some examples.
Year 7 - short story writing/planning frame
At various times in a unit, pupils will write independently. However, support is provided via modelling of texts, shared writing and guided writing. For many of our pupils, the move from shared to independent writing is successfully achieved when we model writing behaviours in shared writing that they subsequently attempt to emulate in their own independent writing.
Whilst studying a unit, first drafts often form the basis of self-evaluation/progress checks.
For our pupils, independent writing is difficult as the pupil needs to:
• Understand the task
• Think about topic/question and answer
• Formulate sentences
• Remember thoughts
• Recognise words within the phrase/sentence as separate units
• Organise writing on the page i.e. top left scan to bottom right
• Match letter sound to letter shape
• Be physically able to form letters
• Express ideas in a clear and logical sequence
• Access appropriate vocabulary
Given that our pupils have low reading and writing literacy levels, then independent writing is very problematic. We often see that at the end of a unit, most pupils can produce a piece of independent writing in line with the assessment task, success criteria and their target level. However, many pupils fail to consolidate this skill by being given opportunities to use these skills across the curriculum.
Year 8 - Ways of Writing Assessment
We have always tried to ensure opportunities for pupil self-evaluation and peer-evaluation occur at various points in the units of work. These opportunities are carefully structured and we use questions, writing frames, etc.
Additionally, we use the National Curriculum Level descriptors with the pupils when discussing their work.
NC Level Descriptors for writing
Example of success criteria guidance - Traffic Lighting (AFL)
Pupils sit assessments at the end of the unit under examination conditions – one lesson is set aside for preparation, and pupils write the assessment task in the following lesson. This is assessed by the class teacher and moderated by members of the department to ensure standardised levels. This is of paramount importance given the move towards verification of Teacher Assessment at KS3.
Use of ICT – homework tasks, lessons.
As a department, we aim to build on the skills and knowledge learned at Key Stages 1 and 2.
Pupils are taught in units: text books are used to provide for a baseline and structure but these are not followed rigidly and are supplemented by: teacher developed extracts; the use of a class reader; drama and role play activities; graphic modelling – both from text to graphic representation and graphic to text; use of stimulus material; e.g. pictures of landscapes, cityscapes, photographs of people, objects, etc. to prompt writing.
Starter activities
Heinemann................................Edges 1, 2, 3
Heinemann................................Access English 1, 2, 3
Oxford University Press............Passwords 1, 2, 3
Novels – various class readers according to reading ability and age.
Magazines – as appropriate
Instruction texts – recipes, science experiments, etc.
Posters
Advertisements
Etc.