Writing Inverclyde literacy framework

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Self-evaluation

listening & talking

Reading

Writing

P4

Writing

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Learning to Write

SPOTLIght On...

Writing to support learning

P5

Writing Key messages

Invest time for talk at all stages of learning to develop writing skills - dialogic approaches work best

Explicitly teach the components of writing and devote time to practise these skills

Understand the of writing and the genre conventions

purposes

Feedback

Grammar is best taught in the context of learner's writing - punctuation should be taught systematically

Writing should have an authentic audience and learners encouraged to

Both revising and editing should be used to improve writing

identify as authors

Write about what you know or what you are learning about to support working memory and

Sentence construction and paragraphs should be modelled/scaffolded- this will also support the writing of extended pieces

Adequate time should be given to all aspects of the writing process

increase motivation

next

Click anything blue if you want to know more

P6

Learning To WRite

Develop writing stamina

Use dialogic approaches and collaboration to model writing

Be aware that working memory can impact on progress

Write about what you know or what you are reading about

Writing should have an authentic audience

Feedback

Sentence creation is the foundation of all writing

Dramatic play and imitation allows children to explore roles and themes, beginnings, endings, and transitions, all of which are vital to the writing process

Take opportunties to write in all subject areas

Quality planning leads to quality writing

The 'Simple View of Writing' is a theory that writing has three basic components: composition, transcription, executive function. All require using working memory.

Give time to revise and edit

Give feedback to support both revision and editing

WAGOLLs are useful to demonstrate what a text's style and content may look like

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writing components

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P8

Components of Writing

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Image Learning Difficulty Australia

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Composition

P9

Composition requiresIdeas - Words - Sentences

Es &Os

Sentences types, grammar & syntax awareness, punctuation structure

Ideas topic knowledge, imitation, genre

Words vocabulary, word choice

Talk and thinking time should support planning and generation of ideas

Teach vocabulary and word choice

If you don’t know what a sentence or paragraph is you won’t be able to write one

Planning collabortively will support gaps in prior knowledge

Establishments have a responsibility to grow learners’ vocabulary. There are different types of vocabulary

Feedback

Explicitly teach the 4 ways to vary sentences

Imitating texts, using WAGOLLs and retelling stories can remove the burden of imagination while developing other skills

Use dialogic approaches to model how to create and develop sentences. Quality is better than quantity when learning how to create a good sentence

and tiers

There are four main purposes of writing (genre)

We learn vocabulary through:1. Explicit vocabulary teaching 2. Incidental learning and 3. Cultivating work consciousness

Learning about syntax enables pupils to develop their sentences

Exposure to a rich range of genres will develop an understanding of the texts' features and conventions. READ what you are writing about and write what you know about

Grammar and punctuation are interlinked and are best taught in the context of writing. Progression frameworks are helpful

Vocabulary aquisition starts at home but we can't assume everyone has the same experience

Limit the volume the guidance for a writing task will reduce working memory/cognitive load required

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P10

Composition

Effective Reading InstRuction

Professional learning

Skills and Progression in Writing

How words and phrases are arranged to form correct sentences

Chapter 1

Phrase bank for signposting sentences

Prior knowledge and the power of prediction

Crafting great sentences

Feedback

Freedom to write through imitation

Review of EEF report - lots on motivation here

Top tips for teaching grammar

Progression example of sentence and paragraph creation

Single Paragraph Outline

What is Syntax? Learn the Meaning and Rules, with examples

What-should-we-do-with-wagolls

Sue Palmer - Types of writing

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P11

Composition EArlY Level

“The meaning of texts created by young children will often involve a skilled adult piecing together various modes of expression alongside visual or oral explanations from the child" (Flewitt, 2008)

Effective writing InstRuction

Early writers will often combine pictures, words, and symbols all in one creation. The learners may talk to themselves or others as they mark make and will use symbolic representations alongside or in place of alphabetic code

Feedback

We can support composition at early level by reading stories to children, talking to them frequently and narrating their imaginative play, re-phrasing what they have said and modelling correct sentence structure. This will support learners to share their ideas and help them to develop an understanding of how sentences are formed by hearing them orally

Practitioners should encourage and motivate learners to make plausible attempts to behave like a writer and to draw freely, making marks that have meaning to them. We should be encouraging learners to role play everyday experiences and provide opportunities for them to write in all areas of the playroom or classroom. For example, working in an office using a keyboard, writing a shopping list or a prescription for your patient at the doctors

Providing opportunities for learners to capture their thinking and structure it for a range of purposes and audiences is essential. For example, recording names of characters in their favourite picture books or making invitations to friends and family for parties, shows or local events

Retelling stories in the correct sequence either through children's play or by using programmes such as story grammar supports learners to develop ownership of story language and a profound understanding of story structure

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Composition SEcondary BGE & SEnior Phase

P12

Effective writing InstRuction

Use dialogic approaches to model all writing - build on prior knowledge

Seek writing opportunities in all subject areas. Develop the literacy skills needed to support literacy components in National 5, Highers and in BGE

Quigly click for larger image

Consider how the development of skills can be agreed across the school

Use grammar to move learners to academic writing

Feedback

Consider the volume of the guidance for a writing tasks

Continue to focus on multiple paragraphing outlines

Teach new vocabulary (3 ways)

Tier two instructional vocabulary

needs taught to allow learners to access the question they have been asked and go on to share their knowledge and understanding using the question to frame their response

Subject specific/disciplinary vocabulary needs explictly taught

For those who find writing difficult, assess and tackle the barriers they face and do this consistently across all subjects. Know appropriate SQA support for exams and use supports in daily practice

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writing components

P13

Composition First to second Level

Effective writing InstRuction

Encourage extended writing by giving learners the skills to write good quality sentences and paragraphs

Teach learners to develop their sentence variation strategies

Write about what we know already - provide this background knowledge before any idea generation takes place

• Early level to first level example of sentence variation

• First level to second level example of sentence variation

Build sentences in all areas of the curriculum

Use dialogic approaches to model all writing

Feedback

Ensure time is given to planning, before planning clarify: - Who is the writing for? - What is the writing about? - What is the purpose? (genre)

Teach learners to develop paragraphs using paragraph outlines

• First to second level - single paragraph outline

Teach new vocabulary (3 ways)

• Second level to third level - multiple paragraph outline

Teach punctuation and grammar through writing and reading progressively

• Whole class paragraph outlines can also support idea generation

Provide scaffolded steps

Use whole class idea generation to create sentences and paragraphs taking the pressure off of the idea generation

Sentence paragraph progression exemplar

Have an authentic audience

and publish all writing

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writing components

Consider the volume of the guidance for a writing tasks

P14

TranscRiption

Es &Os

Transciption is moving oral language into written language

Handwriting: motor skills, formation

Typing

Spelling

Gross and fine motor skills are the foundations of fluent handwriting

Rich opportunities should be offered to develop digital literacy skills including typing skills

Spelling should be explicitly taught in a logical order using the alphabetic code

Dedicated time should be spent on handwriting to prevent cognitive load

Other spelling ideas can be explored using worthwhile and helpful activities

ICT can support the transcription of text to remove the physical barriers

Feedback

Regular handwriting practice will increase speed and automaticity

Morphology such as prefixes, suffixes and root word support spelling

Cursive or block writing? Which is best?

It is important for all children to sit properly when writing - being seated at a table and chair, at an appropriate height gives a child good stable posture from which they can develop their handwriting

Errors in formation often lead to wider difficulties in writing later in school

Encourage analogy to support spelling of unknown words

Accurate letter formation by the end of early level will support the joining of letters more easily

Etymology can also stimulate interest in spelling from root words

Letter formation should be rigorously assessed through observation

Formation and reading of sounds are interdependent

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writing components

SUPPOrts

P15

transcription

Effective InstRuction

Professional learning

EEF Improving Literacy KS1

Building Automaticity in handwriting

Why no to cursive?

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Why yes to cursive?

Call Scotland digital support posters

Eptomology and morphology

NHS Occupational Therapy Handwriting

Handwriting Toolbox

Research on Teaching Spelling

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writing components

P17

Transcription EArly Level

“Children are better equipped to make fine motor movements if they also have adequate opportunity to develop their gross motor skills” (Realising the Ambition 2020, p70)

Effective writing InstRuction

For writing to develop, learners must be given the opportunity to play and learn in a literacy rich environment. There should be opportunities for purposeful writing to take place in all areas of the playroom or classroom, with links to real life experiences e.g. shopping lists in home corner, recipe cards for malleable/baking experiences, road signs in the construction area etc. Children should be offered a range of opportunities to mark make with different materials e.g. wet and dry sand, corn flour, foam, markers, chalk, charcoal, pens and pencils

Feedback

Children need to move in order to be able to sit. Stomach, shoulder and trapezoid muscles are required to be able to sit at a table to write. Heavy work and outdoor physical play has an essential role in developing this

Practitioners should provide opportunities to develop learners' finger strength in order to grasp and hold a pencil correctly. Fine motor skills can be developed by using scissors, sewing, eating with cutlery, using small painting brushes or tweezers. We should be vigilant in noticing and tracking children’s progress through the various stages of pencil grip and encourage further non pencil experiences where required

Children move through stages in their mark making. Children will demonstrate a readiness to write as their drawings progress to include and feature greater detail. Gradually, their muscle control becomes more defined moving from to using straight lines and curves to form letters

pre-writing shapes

Children's emergent writing should happen naturally through play when presented with the right provocation and inspiration. This can start as random scribbles, moving towards a left to right directional 'squiggle' and develop into a series of squiggles denoting an awareness of Letter like shapes may begin to be formed and often pictures will start to feature regular letters (often the initial of the child’s name)

word boundaries.

Listening to children talking and modelling how to write down the words they say helps children to see how sounds become words on paper. Practitioners who model writing support children to understand language patterns, develop their thinking skills, solve problems and make sense of their experiences

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writing components

P18

Transcription First to senior phase

Effective writing InstRuction

Balance the use of technology with traditional handwriting practice

Provide constructive feedback on handwriting to help students improve their form and consistency. This can include tips on posture, grip, and stroke

Feedback

Regular practice of handwriting drills can improve the speed and legibility of writing. Activities like tracing, copying, and writing letters and words can reinforce muscle memory

Build fine motor skills and pencil control for older learners whose work is illegible or painstaking slow

If a learner requires to use a keyboard then typing programs and games to build keyboarding skills to build automaticity should be used. Typing should become second nature, so students can focus on composing text rather than searching for keys

For a few learners the use of speech to text or programmes like Clicker can be useful to get words on a page. Learners should be taught to how punctuate, review and edit their work and to do this with increasing speed

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writing components

P19

Executive Function

Planning Motivation Reviewing

Es &Os

Executive function and self-regulation skills provide critical supports for learning and development, and while children aren’t born with these skills, they are born with the potential to develop them through quality interactions and practice

Executive function goes hand in hand with self-regulation, which helps learners feel up to the task of staying organised and getting things done

Feedback

Planning techniques should be explicitly taught

Dedicated time should be allocated during the writing process or at another time to revise and edit writing

Editing and revising are different

Don't overload writing guidance more can be added at the revising process. It is better to scaffold feedback

Motivate learners to want to write

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P20

ExEcutive Function

Effective Instruction

Professional learning

Using anchor points to support editing and reviewing

The Challenge of Editing Writing

EEF Improving Literacy Key Stage 2

Feedback

Why executive Functioning Matters

Executive Functions and Writing

Chapter 3

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writing components

P21

Executive Function EArly Level

"A balance of responsive planning and intentional planning is essential in providing suitable experiences that connect with and extend children’s interests and motivations." (Realising the Ambition)

Effective writing InstRuction

Executive function is a lifelong learning process that goes hand in hand with self-regulation. Executive function helps us get things done, self-regulation helps us understand our emotions, so that we can feel stable enough to complete a task

Scaffolding the development of these skills is crucial. First, by helping children to emotionally regulate to complete challenging tasks, and then by gradually stepping back to let children manage this process independently—and learn from their mistakes. Children build on their executive function skills through engagement in meaningful social interactions and experiences that draw on self-regulatory skills at increasingly demanding levels

Feedback

To prompt children’s motivation to write, adults should facilitate experiences linked to children’s interests and identify relevant opportunities to model and encourage writing for a purpose

Practitioners should narrate children's play to role model and encourage children to plan, monitor, and reflect on their thinking and learning, including how they plan to approach or adapt an activity

During imaginary play, children develop rules to guide their actions in playing roles. Pretending to be a doctor or a dinosaur means children need to recall their concept of that character, and to remember the “rules” of how that character acts. As they play with each other, children help to reinforce one another’s executive function by affirming and discussing their imaginary roles. They also hold complex ideas in mind and shape their actions to follow these rules, inhibiting impulses or actions that don’t 'fit' the role

The demands of songs and movement games support executive function as children have to move to a specific rhythm and synchronize words to actions and the music. Action songs require young children to remember lyrics in sequence, as well as the accompanying physical movements — helping children develop their memory and sequencing skills on multiple levels at once. All of these tasks contribute to working memory. It is important that these songs and games become increasingly complex to interest and challenge children

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writing components

P22

Executive Function First to sENIOR PHASE

Effective writing InstRuction

Using planning techniques to structure the writing processTeach the multiple demands of writing separatelyUse dialogic approaches: shared practice and guided practice until the gradual removal of scaffolding for independent writingUsing planning tools to structure the writing process

Feedback

Dialogic approaches offer opportunities to explore complex text structure

Focus on motivation Build writing pieces at a manageable pace for each learner

EEF

Give time to revise and edit writing

Teach metacognition skills

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writing components

P23

Motivation

Consider cognitive load

Challenge is key to motivation

Strengthen the learners' identity as a writer, valuing their motivation and wider experience. Encourage goal setting

Feedback

Learners need the right level of working memory to maintain motivation

Be explicit about the different goals of writing

Give autonomy, where possible, of what is written

Work in partnership with children, families and colleagues to explore, understand and identify interests, strengths and barriers

Use writing that links to learners' interests

Increase opportunities for collaborative planning and idea generation. Prioritise talk using dialogic approaches

Write about what learners know. - provide background knowledge/experience where prior knowledge is limited

Have an authentic audience

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writing components

Supports

spotlights

P23

Working Memory/Cognitive Load

Working memory refers to a cognitive system with the capacity to hold temporary information and manipulate stored information.

Working memory is used when a learner needs to think and remember at the same time

Feedback

Working memory and short-term memory - although linked – are not the same

The working memory can be overloaded when trying to interact with the multiple demands included in the writing process

High levels of stress on working memory can make it difficult to concentrate and organise thoughts, leading to a lack of written work or ideas

To avoid an overload of working memory, the writing process should be broken up into multiple parts which are manageable for learners. The quantity of writing success criteria should also be considered

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P24

Working Memory/cognitive load

Effective WRiting InstRuction

Professional learning

• Activate what learners already know, provide background knowledge if required. Write about what they know or are learning

The Simple View of Writing

• Planning techniques should be explictly taught

Feedback

• Teach the multiple demands of writing separately
• Use dialogic approaches: shared practice and guided practice until the gradual removal of scaffolding for independent writing

How to optimise working memory

The Writing Revolution

• Use imitation using dialogic approaches to modelling

Six Strategies to Prevent Cognitive Overload

• Give time to edit and review writing
• The quantity of writing success criteria should also be considered. More can be added at the review stage.
• Encourage 'have a go' writing, technical skills can be edited later while learners are developing automaticity

• Build writing pieces at a manageable pace for each learner

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writing components

P25

WRiting to support learning

Writing for learning is where we write to support our understanding of the wider curriculum to support the creation of new text

Es &Os

Note taking is an integral part of all disciplinary areas of the curriculum and should be explictly taught. It is the responsiblty of all

Note taking is critical for retaining information, enhancing comprehension, and aiding in study and review

Teaching effective note-taking requires a combination of instruction, practice, and feedback for all learners at all ages

Feedback

When note-taking from video/oral speakers, emphasise active listening

Learners will need motivated to learn note-taking skills. It is also important that that note-taking has a purpose and has an authentic audience

Writing automaticity can impact on the quality of notetaking. Teaching

abbreviations and symbols can support

Notes should be used to support writing when composing texts

To reduce cognitive load note-taking oral/video text can be used to teach skills and while reading fluency is developing

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SUPPOrts

P26

WRiting to support learning

Effective Reading InstRuction

Professional learning

Chapter 2 & 6

Feedback

Study skills

Writing Revolution - note taking abbreviations

Writing Revolution - note taking

Note taking resources

Visual Notetaking

Note-taking strategies

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P27

Writing to support learning Early to second level

Effective writing InstRuction

Explicity teach different note taking methods and learner preference - encourage learners to consider which type of note taking helps support their learning

Use dialogic approaches to model notetaking

Feedback

Use abbreviations and symbols

Regularly review notes

Teach and practice summarising

Highlight the importance of key points

Consider motivation

Use notes to ensure authentic use of writing

To reduce cognitive load note-taking oral/video text can be used. This is also useful when reading fluency is not secure

Use note-taking technology wisely

Encourage collaboration

Teach metacognition skills

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P28

Writing to support learning secondary BGE to senior phase

Effective writing InstRuction

Explicity teach different note taking methods to suit subject areas and learner preference. Encourage learners to considerwhich type of note taking helps support their learning

Use dialogic approaches to model notetaking

Feedback

Abbreviations and symbols can support

Regularly review notes and practice summarising

Highlight the importance of key points

Consider motivation

Use notes to ensure authentic use of writing

To reduce cognitive load note-taking oral/video text can be used. This is also useful when reading fluency is not secure

Use note-taking technology wisely

Encourage collaboration

Teach metacognition skills

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P29

Note Taking for Research in Secondary 1

Preparing for Note taking

If pupils have little experience in taking notes, they will initially find the process a challenge, either writing too much or too little.Throughout the process, encourage pupils to take regular breaks – if they don’t, they will lose focus and be increasingly likely to think everything they read is worth noting down.Before reading, pupils should identify what they are trying to find out.They should have a clear project title / essay question / report, with the key words highlighted and annotated. They may also have a list of research questions. Effective note-taking relies on pupils having clear research areas or research questions, deriving from their project title. This will help them select what they should write down from what they read. It will help the pupils to have these questions in front of them as they carry out research. Modelling of the creation of focus questions is necessary at every stage. Initially, collaboration between teachers and pupils, or groups of pupils, will be useful for effective focus question creation. As pupils become more skilled at note-taking, they will be able to form their own research questions.

Feedback

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P30

Note Taking for Research in Secondary 2a

Organising notes

Discussions focusing on the organisation of notes should be held with pupils before they embark on note-taking for research purposes. Modelling of different ways to organise notes should take place. Pupils should decide if written or typed notes would be more beneficial to them. If they are likely to be taking notes in a number of different locations, taking notes digitally on a phone or tablet may be best. However, if they are likely only to have access to a device at certain times, or in specific locations, it may be better that they hand write their notes.

Feedback

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P31

Note Taking for Research in Secondary 2b

Organising notes

If pupils are creating written notes They should be encouraged to organise their notes in a folder, using dividers with tabs that can be written on to separate out notes for specific sections of their project / essay / report. Pupils should take a new divider for each section of notes they want to create. It is often useful for pupils to know at a glance which author their notes came from. Alternatively, pupils may want to be able to see quickly what their notes are about. So pupils may be encouraged to either: 1. Separate notes by author and title. Each time they take notes from a book it will be useful for them to use different pen colours to indicate what notes will correspond to what chapter heading in your dissertation. OR 2. Separate notes by the keywords / research questions / chapter headings of your project / essay / report. This will make it easier when you reach the writing stage as your notes will already be collated under the separate sections for their writing. Pupils should utilise separate pieces of paper for each section. Then they read the text and record notes on the relevant pieces of paper, using different coloured pens for different authors. If Pupils are creating digital notes Pupils should use the methods for written notes, but may want to think about organising these into folders on cloud storage / device. Alternatively, a more effective method is using an app such as OneNote, where pupils can create different pages and ringbinders for your notes, and access them anywhere. This should be modelled and pupils reminded to sync your notes after each note-taking session.

Feedback

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P32

Note Taking for Research in Secondary 3

How to lay out notes

It is important that pupils set out their notes are set out in a clear, methodical way and that modelling of this takes place before pupils commence on research for the first time. An effective way of laying out notes is to divide a page into 3 columns:1. Pupils use the margin at the side of their paper to record page numbers in case they want to paraphrase, quote or re-check information at a later date. The rest of the page is divided into two columns: 2. One section for factual information and data from the text pupils are reading. 3. One section for any thoughts they have about what you are reading. This is especially useful if they will be expected to analyse or evaluate in their writing.

Feedback

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P33

Note Taking for Research in Secondary 4a

Taking notes

Once a pupil had established a template for note-taking, they should be encouraged to go about note-taking in a focused way. For each separate author/website, pupils should note down the following: a) When researching from a book, an article, a report or an audiobook, pupils should record the following: Author / Title / Publisher / Date of Publication / Place of Publication b) If they are using a website, record the following: The URL / The date visited. Pupils should be aware that from their reading, there are three main things to record in their notes: 1) Factual information to expand their knowledge and understanding about their research topic.2) Analysis, opinion and argument around the factual information, which may help to answer their research questions. 3) References to other sources of information and recommendations for further reading, may be useful to record. If one author references the work of another, this may help direct pupils towards further works to research.

Feedback

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P34

Note Taking for Research in Secondary 4b

Taking notes

Copying vs Note-taking

• Pupils should be encouraged to not copy directly from the text unless they intend to use the section as a quotation in their writing.
• Instead, they should try to encapsulate ideas in the text and translate them into language that is meaningful and easy for them to understand. Encourage them to read a short section, and then write down anything they think is relevant without looking back at the text.
• Pupils should be reminded that anything they record word-for-word is put in quotation marks to help avoid plagiarism. Quotes should highlight key arguments or aspects of what they are writing about.

Additional Techniques

• The following are areas of good practice that should be modelled for pupils so that they can select what would be useful to them, prior to, or during a period of research being undertaken.
• Pupils should be encouraged to use abbreviations for words / phrases to save time, e.g. ‘government’ becomes ‘govt’; American Civil War’ becomes ACW.
• They should also be encouraged to use symbols for certain words such as ‘3 dots in form of a triangle’ for ‘therefore’.
• Pupils may prefer to create diagrams, such as flow charts or spider diagrams, instead of using continuous prose. If they are recording a sequence of events, they may decide to create a timeline.
• If pupils are taking notes from a certain chapters / sections in a book / report / website, it would be useful to use these chapter /section titles as subs-headings in their notes.

Feedback

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P35

Note Taking for Research in Secondary 5

Developing notes for the writing phase

Once a set of notes has been taken, pupils should develop these notes to maximise their use for the writing phase of their project. This will also need to be modelled in order for pupils to establish their own preferred routines. Pupils should be encouraged to annotate specific parts of their notes with comments linked with arrows, in order to develop specific ideas.They may want to use different coloured highlighters and pens to accentuate different aspects of your notes. For instance, you may want to highlight the following separately: Background informationKey information and dataOpinions Primary sources For this to be effective, pupils should create a key and stick to it so that at the end of their research phase they can progress quickly to the writing phase of their project. Once pupils have read part of a text / website, they should be encouraged to write a few lines in your own words to summarise the most significant points made in the text. This will help remind you what is useful about the notes at a later date.

Feedback

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P36

Phonological Awareness

Phonological Awareness is essential for writing because spoken words correspond to written words

Es &Os

Phonological Awareness is an umbrella term for a wide set of skills

Broader phonological skills are developed from the very beginning of early level and beyond, whereas the narrower phonological awareness skills are likely to be developed later in early level

Feedback

Info

Info

There is crossover and overlap between broader and narrower skills. Some of the skills may be developed at the same time with one skill supporting development of another

Learners with good phonological awareness skills tend to become better writers than children with poorer skills

Learners will grasp different aspects of phonological awareness at different times and may need to revisit areas as they learn to write

You can support the development of phonological awareness through encouraging a variety of activities both at nursery/school, and at home

reading Rope

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SUPPOrts

P37

Phonological Awareness

Effective Reading InstRuction

Professional learning

Daily opportunities to hear, explore and play with the sounds and patterns of language rhyming stories/nursery rhymes and make connections between sound and print is essential

Developing Early Phonological Awareness and Literacy skills

Chapter 4

Feedback

Phonological Awareness

Why teach Phonological and Phonemic Awareness?

CMO training

Phonological Awareness

Structured practice /interventions/phonological awareness games

Why strong Phonological skills help readers?

Difference between Phonological and Phonemic Awareness

Phonological Awareness Development tool

EEF Reading House

reading Rope

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P38

Phonological Awareness

Effective Reading InstRuction

Professional learning

Daily opportunities to hear, explore and play with the sounds and patterns of language rhyming stories/nursery rhymes and make connections between sound and print is essential

Developing Early Phonological Awareness and Literacy skills

Chapter 4

Feedback

Phonological Awareness

Why teach Phonological and Phonemic Awareness?

CMO training

Phonological Awareness

Structured practice /interventions/phonological awareness games

Why strong Phonological skills help readers?

Difference between Phonological and Phonemic Awareness

Phonological Awareness Development tool

EEF Reading House

reading Rope

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P39

SPotlight on ...

Play Pedagogy

Equity

Assessment

Literacy Rich Environment in the Early Years

Feedback

Dyslexia

Family learning

Support staff

Secondary Note Taking

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P40

Key messages for assessing, tracking and providing support

It is important we assess what is required to produce a piece of writing as well as the piece itself to identify next steps

Learner participation to identify strengths and next steps through effective feedback is key Assessment of writing must have a purpose and this should be determined at the planning stage

Assess writing stamina and automaticity to support speed

Feedback

"Keep up" rather than "catch-up" is the strongest intervention

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Sometimes additional support is needed. This support can be at different levels

Scaffolding assessment allows all learners to demonstrate their learning. Scaffolds should used carefully when assessing attainment

Scaffolds should not be a substitute for the development of writing skills. Scaffolds are intended to be taken down overtime.

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P41

How can we assess WRiting?

High Quality Assessments

High Quality Assessments

Formative Assessment

Feedback

Formative Assessment

Inverclyde Writing Assessment Records

Summative Assessments

Summative Assessment

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P42

Examples of Teacher and pupil Trackers

Feedback

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P43

Identifying the problem & solution

Feedback

* Writing is complex and more than one barrier may be present. While all concerns need addressed, give time to addressing concerns individually to prevent cognative load.

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P44

Levels of Support

Feedback

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P45

SupPorting writing?

Feedback

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P46

Play PedAgogy & WRiting

"A balance of responsive planning and intentional planning is essential in providing suitable experiences that connect with and extend children’s interests and motivations." Realising the Ambition

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Adult Initiated (intentional)

Adult Directed (intentional) Teaching of reading:

Child Led (responsive)

Provocation or experience that the adult initiates but is open ended in nature to allow the child to lead - takes the learning in a direction that suits their interest or need.

Child is intrinsically motivated, actively making choices, engaging in repetition and cycles of actions and interactions or applying what they have learned in new situations.

The balance between intentional and responsive depends on the needs of the child and what is happening within the setting. There is no set time in relation to this balance but in having an understanding of the importance and impact of each, helps practitioners to understand the need for both intentional and responsive experiences.

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P47

Play pedagogy and writing

Professional learning

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Inverclyde's play padlet

Education Scotland play-pedagogy-toolkit

Cawdor primary discussing balance

Developing early phonological awareness and literacy skills

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P47

Play pedagogy and writing

Professional learning

Feedback

Inverclyde's play padlet

Education Scotland play-pedagogy-toolkit

Cawdor primary discussing balance

Developing early phonological awareness and literacy skills

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P48

LITERACY RICH ENVIRONMENT IN THE EARLY YEARS

"We need to co-create safe spaces with children to talk, sing, rhyme and play with sounds, vocabulary and print” – Realising the Ambition 2020

Literacy develops throughout a child’s life from pre-birth and underpins all communication and interaction. Literacy can be attached to everyday learning experiences and opportunities through a rich environment

experience

A literacy rich environment emphasises the importance of using interaction, and effectively to facilitate high quality learning opportunities

spaces

Our learning environment supports children to develop a love of reading and provide opportunities to listen and talk about a variety of texts

In the development of writing, children need to not only be provided with a wide range of mark making opportunities, but also be able to explore other experiences within their environment

Children need to hear and use talk in meaningful daily contexts which should be encouraged through a literacy rich environment. This allows practitioners to model, support and promote early listening and talking skills

You can make use of audit tools to evaluate your current indoor and outdoor literacy provision and identify any areas you may wish to develop further

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P49

LITERACY RICH ENVIRONMENT IN THE EARLY YEARS

“Throughout their education, children and young people should experience an environment which is rich in language, and which sets high expectations for literacy and the use of language” - Education Scotland: Literacy and Play Pedagogy

Creating A literacy Rich Environment

Supporting listening and talking through your environment:

• Musical instruments available to encourage singing, rhyming and syllable exploration
• Staff highlighting new vocabulary and role modelling aspects of phonological awareness e.g. rhyming and alliterating children’s names etc.
• Display children’s work and photos everywhere – prompts to invite conversation and ensures children’s voice
• Encourage children to talk about their own planning

Supporting reading through your environment:

• A cosy, inviting book area with a wide selection of fiction and non-fiction books available
• Other reading resources available throughout the playroom such as comics, magazines, cook books, catalogues, timetables etc.
• Provide resources to prompt children to re-tell or explore familiar stories or rhymes e.g. story stones, story spoons, props, pictures, storyboards etc.
• Display environmental print purposefully indoors and outdoors e.g. mud kitchen recipes, labels for resources, area names and signs on display including text and pictures
• Role model reading for pleasure and for a purpose e.g. looking up a word in a dictionary or reading a recipe

Supporting writing through your environment:

• An area dedicated to writing and mark making with resources for children to self-select
• Display both adult and child-made signs and labels throughout the playroom
• Opportunities for children to imitate real life writing experiences and writing tools available to use throughout their play e.g., marking scores in a game, clipboards for plans in the construction area, envelopes for writing letters etc.
• Encouraging children to record their own planning e.g. in a floorbook
• Resources and tools available throughout the playroom to help develop fine motor skills e.g., threading, different fasteners on baby clothes, playdoh accessories etc.

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P50

Equity

High quality learning and teaching has the greatest impact on disadvantaged learners

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Literacy, including reading, is the magic key to all subject areas including writing

Providing background knowledge and increasing vocabulary is required to mitigate gaps

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P51

Equity

Professional learning

The attainment gap? What about the teaching gap? Anne Glennie

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What makes great teaching?

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P52

Family learning

Families who enjoy reading together have more opportunities for discussion, developing empathy and attachment. Children who read at home also have more opportunities to develop an awareness of sentence structure, spelling, punctuation and grammar

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Children who are read to regularly have opportunities to build vocabulary and

background knowledge,

which supports the writing process

Not all parents are able to write and some find it difficult to support their child - be mindful of this and provide appropriate support accordingly

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P53

Family learning

Professional learning

BBC bitesize advice for parents

Creative writing: How parents can help their child get the best out of 500 Words

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Professional learning on family learning

Read, Write, Count

Strategic framework for parental involvement

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P54

DYSlexia

Professional learning

Support for Young People

Chapter 17

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Education Scotland – Dyslexia and Inclusive Practice Dyslexia and Inclusive practice

Support for Parents

Support for Educators

Dyslexia Scotland - Empowering people with dyslexia to reach their full potential

Parental support - Education Scotland Parentzone Site

CMO training

Literacy Circles

Addressing Dyslexia Toolkit

Call Scotland – Support for writing with Dyslexia

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P55

Dyslexia

Dyslexia is not an illness The understanding of Dyslexia has evolved over time. Dyslexia is a lifelong, neurodevelopmental condition affecting someone’sability in reading, writing and/or spelling. Dyslexia does not reflect an individual’s cognitive ability and may not be typical of performance in other areas. Dyslexia exists in all cultures, abilities and socio-economic backgrounds. Support to remove barriers caused by Dyslexia are vital if we are to get it right for every child. For many learners who experience writing difficulties arising from dyslexia, it can be a frustrating and challenging process, but the correct support, adjustments and use of technology can make a big difference.

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The Inverclyde Overview should be used for the identification and support of literacy difficulties and dyslexia

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P56

English as an additional language (EAL)

The Scottish Curriculum for Excellence emphasizes inclusivity and adaptability to meet the diverse needs of learners. English as an Additional Language (EAL) learners require tailored support to thrive in writing tasks. The following key messages outline strategies and considerations for educators working with EAL learners within the CfE framework. Supporting EAL learners in writing tasks requires a thoughtful and inclusive approach that aligns with the principles of the Scottish Curriculum for Excellence. By building on learners' strengths, scaffolding tasks, and fostering a supportive environment, educators can empower EAL learners to develop their writing skills and confidence while contributing their unique voices to the classroom community

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Build on Learners' Existing Skills and Backgrounds

Provide Targeted Feedback

Develop Vocabulary and Language Structures

Use Technology and Multimodal Resources

Link Writing Tasks to Real-Life Contexts

Scaffold Writing Tasks

Encourage Collaborative Learning

Monitor Progress and Celebrate Achievements

Words that need explained: translanguaging

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P57

English as an additional language (EAL)

verbal reasoning

The Bell Foundation Speaking and Writing Frames

The Bell Foundation Visuals

The Bell Foundation Modelling

The Bell Foundation From Talk to Writing

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The Bell Foundation Resource Library

The Bell Foundation Early Literacy Word Work

The Bell Foundation Flashcards

The Bell Foundation Bilingual Dictionaries

The Bell Foundation translanguaging

The Bell Foundation Collaborative Activities

The Bell Foundation Vocabulary

The Bell Foundation Classroom Talk

From Talk to Writing Creator: Bell Foundation

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P58

Support Staff

Pupil support assistants should not be used as an informal teaching resource for low attaining pupils

Use pupil support assistants to add value to what teachers do, not to replace them.

Feedback

Using pupil support assistants to help pupils develop independent learning skills and manage their own learning

Ensure pupil support assistants are fully prepared for their role in the classroom

Use pupil support assistants to deliver high quality one-to-one and small group support using structured interventions

Ensure pupil support assistants make connections between learning from everyday classroom teaching and structured interventions

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P59

Support Staff

Professional learning

Empowering Pupil Support Assistants in our classrooms

Feedback

Effective use of Teaching Assistants EEF

CMO training

Support staff approaches and interventions

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P58

Content Team

Siobhan CurrieLynn McGachy Michelle O'Neill Martin Craig Vicky Bonnar Roslynn Oliver

Ross MacLachlan Ellis McAteer Mark Coyle Liz Sommerville Kimberly McVey Telmo Gomes

Feedback

With thanks to Education Scotland Literacy Team for their contribution and feedback. Also thanks go to South Ayrshire and Glasgow for being a critical friend.

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Index - Click on page to take you strAight to the pages

Page 1 The Framework

Page 36 Spotlight on...

Page 49 Family Learning

Page 2 Learning to Write Cogs

Page 37 Key messages for assessing

Page 51 Dyslexia

Page 3 Writing Key Messages

Page 38 How can we assess writing

Page 56 EAL

Page 4 Learning to Write overview

Page 39 Examples of trackers

Page 58 Support Staff

Feedback

Page 5 Components of Writing

Content Team

Page 40 Identifying the problem and solution

Page 6 Composition

Page 11 Transcription

Page 41 Levels of support

Page 15 Executive Function

Page 42 Supporting writing

Page 19 Motivation

Page 43 Play Pedagogy and Writing

Page 20 Working Memory/Cognitive Load

Page 45 Literacy Rich Environment

Page 25 Writing to support Learning

Page 33 Phonological Awareness

Page 47 Equity

Introduce common abbreviations and symbols to save time and space (e.g., "&" for "and", ">" for "greater than").Encourage students to create their own shorthand that makes sense to them. Text speak and ​ emojis can be useful.

https://7esl.com/abbreviations-for-note-taking/

"Imitation is the practice of observing and replicating the writing of others." Donna Gorrell Imitation when learning to write encourages learners to engage with genre conventions and styles. Imitation encourages the learners to shape their sentences, paragraphs and practice complicated writing processes all in their own words, removing the blank page. Imitation steps can include: Learners internalising a story Mapping a story's main events Recreating thier own version As learners are building confidence as a writer imitation can also be use develop skills: Teacher writes a sentence/paragraph/poem - learner writes a similar piece of text Encouraging students to imitate professionals from texts such as The Economist and National Geographic with academic style writing can be used to teach students how to respond in a variety of ways – for exam and essay writing. Dialogic approaches are key to the modelling of imitation practice.

The study of the history and origin of words, including their historical development and changes in form and meaning. It focuses on tracing the roots and evolution of words over time.

Phonemic Awareness is the ability to hear, identify and manipulate the individual sounds that form words.

• Bag: has 3 letters and 3 phonemes. /b/ /a/ /g/
• Chat: It has 4 letters but 3 phonemes. /ch/ /a/ /t/

• Book: Again 4 letters, but 3 phonemes. /b/ /u/ /k/

1. Explicit vocabulary teaching For first level - senior phase Select - Explain - Explore - Condolidate 2. Incidental vocabulary learning: "When teachers talk about words – their subtleties, misnomers, histories, and more – building on reading high quality texts, these conversational turns unlock important shades of meaning for pupils that can fend off misconceptions and lead to greater understanding when reading. Many of these opportunities will arise spontaneously. You simply cannot predict all the words pupils will know and not know. However, with awareness that some of these ‘teachable moments’ could be missed, we should aim to wed incidental learning to explicit teaching." 3. Cultivating word consciousness: ‘Word consciousness’ is an “awareness and interest in words and their meanings” (put a little more interestingly, it is pupils “bumping into spicy, tasty words that catch your tongue”). Quigley

Click image to expand text

Volume of Guidance in Writing Tasks Creating the right volume of a success criteria will prevent cognitive load. Too much and for some remembering everything they need to include may overload the brain and nothing will be produced. It is better to introduce further critieria as you progress throught the reviewing process.

Working memory is used when a learner needs to think and remember at the same time.A person’s working memory coordinates and handles the writing process at the moment of writing but, as we know, the working memory has a finite capacity and can easily become overwhelmed. If, for example, a child is struggling with holding their pen and letter formation, then they will not have the capacity to compose great poetry. Equally, if a child is engaged in generating ideas for a story, they may not have the capacity to organise these ideas in a plan at the same time. https://researchschool.org.uk/news/the-simple-view-of-writing-music-to-our-ears

Writing can be thought of as a task made up of five stages: planning, drafting, revising, editing, and publishing. Pupils should be taught each of these components and underlying strategies. Writing strategies should be explicitly taught using the ‘gradual release of responsibility ' EEF P30 https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/literacy-ks2/EEF-Improving-literacy-in-key-stage-2-report-Second-edition.pdf?v=1718617141

Build sentences in all areas of the curriculum: In PE write about sequences using signposting sentences. In RE take notes shrinking sentences. In science report combine sentences. In social subjects expand sentences using who, what, why, when, and where or 'because - but - so'.

'because - but - so' examples of sentence expansion

Teaching science stem:Aerobic respiration is similar to anaerobic respiration...Aerobic respiration is similar to anaerobic respiration because both start with glucose and make ATP. Aerobic respiration is similar to anaerobic respiration, but anaerobic respiration does not require oxygen. Aerobic respiration is similar to anaerobic respiration, so both autotrophs and heterotrophs use aerobic and anaerobic respiration. _______________________________.

Teaching maths:Fractions are like decimals ______________________________.Fractions are like decimals because they are all parts of wholes.Fractions are like decimals, but they are written differently. Fractions are like decimals, so they can be used interchangeably. :

Purposes of writing

• Convey information
• Describe events
• Explain processes
• Persuade
• Argue
• Explore issues
• Express an opinion
• Imaginative writing
• Creative writing

Attention and listening skills is being able to listen and focus on specific tasks or sounds. A child needs to be able to focus on things around them in order to be able to learn. This is essential in securing progress throughout phonological awareness.

Introduce common abbreviations and symbols to save time and space (e.g., "&" for "and", ">" for "greater than").Encourage students to create their own shorthand that makes sense to them. Text speak and ​ emojis can be useful.

https://7esl.com/abbreviations-for-note-taking/

Have learners compare and discuss their notes with classmates. This can provide new perspectives and highlight different techniques. Group note-taking activities can also help learners support each other.

Understanding that one thing can be used to represent another. It is taking place when a child uses an object for a different purpose during their play, for example, pretending a stick is a wand. It is also taking place when a child uses their written squiggles or marks to represent a word.

There is conflicting research on whether cursive or block writing is best. Handwriting requires the use of fine and gross motor skills. Achievement of writing demands the orchestration of multiple skills involving the eyes, arms, hands, memory, posture and body control as well as managing pencil, paper and following instructions. A whole school approach should be determined. While correct formation of letters is important, the use of cursive writing will depend on where developmentally the learner is. It is better to focus on the long-term success in handwriting and for some cursive may need to happen later. https://early-education.org.uk/cursive-or-joined-up-writing-in-early-years-the-case-against/ https://www.howlifeunfolds.com/learning-education/case-cursive-6-reasons-why-cursive-handwriting-good-your-brain

Not all our learners arrive in school with the same prior knowledge. We need to provide them back ground knowledge to ensure they are not disadvantaged.

One key to unlocking writing engagement and stretching their craft is to add an outside audience. Learners will hold themselves to a higher standard, and they will be more motivated to produce quality work. Types of audiences include: 1. Other classmates 2. Other teachers, supoprt staff or SMT 3. Learner's families 4.Other classes 5. Local government officials, business owner, community groups, local politician 6. Podcasts, blogs, websites, local newspaper 5. Contests

• Use formative assessments, such as writing portfolios, to track learners' progress over time. • Recognise and celebrate milestones, both big and small, to keep learners motivated. • Communicate progress to learners and their families to strengthen their sense of achievement and support.

Volume of Guidance in Writing Tasks Creating the right volume of a success criteria will prevent cognitive load. Too much and for some remembering everything they need to include may overload the brain and nothing will be produced. It is better to introduce further critieria as you progress throught the reviewing process.

• Incorporate digital tools, such as translation apps, word processors with spell-checkers, and multimedia resources, to support writing. • Encourage the use of audio and visual elements to complement written work, such as podcasts, videos, or illustrations. • Provide access to bilingual dictionaries and online resources tailored to EAL learners.

• Recognise and value the cultural and linguistic backgrounds of learners as assets in the classroom. • Encourage learners to draw on their native languages to support understanding and creativity in English writing . • Provide opportunities for learners to share their experiences and perspectives, enriching the learning environment for all.

"Imitation is the practice of observing and replicating the writing of others." Donna Gorrell Imitation when learning to write encourages learners to engage with genre conventions and styles. Imitation encourages the learners to shape their sentences, paragraphs and practice complicated writing processes all in their own words, removing the blank page.

• Imitation steps can include:
• Learners internalising a story
• Mapping a story's main events
• Recreating thier own version

As learners are building confidence as a writer imitation can also be used to develop skills: Teacher writes a sentence/paragraph/poem - learner writes a similar piece of text Encouraging students to imitate professionals from texts such as The Economist and National Geographic with academic style writing can be used to teach students how to respond in a variety of ways – for exam and essay writing. Dialogic approaches are key to the modelling of imitation practice.

Review Sessions: Have regular review sessions where students can go over their notes and add to them. Peer Review: Pair students to review each other's notes and discuss what they learned. Discuss the importance of regularly revisiting notes to reinforce learning and aid retention.

To Describe (Descriptive Writing) Poems: Short pieces of writing that use lots of details to create a picture in your mind. Travel Journals: Stories about different places and what they are like. Character Descriptions: Writing that tells you what a person looks like and acts like. Nature Descriptions: Writing that paints a picture of natural scenes like forests, mountains, or oceans. Art Reviews: Descriptions of paintings, sculptures, or other artworks, focusing on details like color and style. Fashion Blogs: Detailed descriptions of clothing, accessories, and fashion trends.

To Narrate (Narrative Writing) Short Stories: Made-up stories that have characters and a plot. Autobiographies and Memoirs: True stories about a person’s life or experiences. Personal Stories: Sharing real-life experiences, like what happened on a special day or during a fun trip. Comics and Graphic Novels: Stories told with pictures and words, often featuring superheroes or adventures. Fairy Tales: Magical stories with characters like fairies, dragons, and talking animals.

To Persuade (Persuasive Writing) Opinion Pieces: Articles where someone shares their opinion and tries to convince you to agree. Advertisements: Messages that try to get you to buy something. Political Speeches: Talks by leaders that try to get you to support their ideas or vote for them. Book Reviews: Opinions about books, trying to convince others to read (or not read) them. Debate Speeches: Presentations where someone argues for or against a specific point of view. Petitions: Written requests asking people to support a cause or make a change. Emails/letters: Persuasive emails/letter can try to convince someone to support a cause, join a club, or agree with your idea for a group project.

To Inform (Expository Writing) Science reports: Writing that tells us about a science topic. News Articles: Reports that tell you what’s happening in the world. How-To Guides: Instructions that show you how to do something, like cook a recipe or build a model. Encyclopedia Entries: Articles that provide detailed information about different topics like animals, history, or science. Documentaries: Films or videos that teach you about real-life subjects and events. School Reports: Assignments where you gather facts and present what you learned about a topic.

* lists not exhaustive

For example: No prior knowledge = limited ideas Poor planning skills = Composition will not have structure and my be incomplete Limited working memory = I will only cope with a small number of things to think about Not motivated = I am not writing Poor fine motor skills/pencil control = It is sore to write Incorrect letter formation = I can't join and writing takes me longer I don't get time review my work = My writing is not going to get better

1. Explicit vocabulary teaching For first level - senior phase Select - Explain - Explore - Condolidate 2. Incidental vocabulary learning: "When teachers talk about words – their subtleties, misnomers, histories, and more – building on reading high quality texts, these conversational turns unlock important shades of meaning for pupils that can fend off misconceptions and lead to greater understanding when reading. Many of these opportunities will arise spontaneously. You simply cannot predict all the words pupils will know and not know. However, with awareness that some of these ‘teachable moments’ could be missed, we should aim to wed incidental learning to explicit teaching." 3. Cultivating word consciousness: ‘Word consciousness’ is an “awareness and interest in words and their meanings” (put a little more interestingly, it is pupils “bumping into spicy, tasty words that catch your tongue”). Quigley

Click image to expand text

"What do we mean by ‘writing stamina’ anyway? For many teachers, a lack of writing stamina characterises an inability to write independently for a sustained period. And yet, it probably characterises a broader range of behaviours that attend writing (and learning). Just a sample of these could include: Limited handwriting fluency. For younger pupils in particular the motor skills required of extended writing is hard work. As a result, their handwriting quality can quickly slip. For older pupils too, the effort and attention on handwriting can wane. Running dry of ideas. For many pupils, with an urge to get going with a tricky writing task, they rush into the act. They plan sparingly. As a result, their initial enthusiasm is dimmed and they run out of creative ideas, or deep knowledge of the topic at hand. Errors increase in pupils extended writing. Pupils embark on their writing, but they lack the ability and stamina to edit and revise what they have written. As a result, their writing is error strewn and apparently maxed out of all stamina. Motivation is low to keep going with a writing task. Every teacher has battled with the reality of pupils claiming, ‘I’ve finished!’ in a matter of minutes, or gnashed their teeth as a pupil has plonked their head on the desk during the act of writing" Alex Quigly

Scaffolds used by learners should also be used to when undertaking assessments. However scaffolds must allow the learner to demonstrate they have attained the required skills. EG: scribing for a learner way not allow a learner to demonstrate the correct use of punctuation if used incorrectly.

"Scaffolds are temporary support that is removed when it is no longer required’, providing ​‘enough support so that pupils can successfully complete tasks that they could not yet do independently’. Rather than requiring teachers to be creating different worksheets for pupils with different needs, scaffolding can be a term used to describe:

• A visual scaffold, such as a task planner.
• A verbal scaffold, such as a teacher correcting a misconception at a pupil’s desk.
• A written scaffold, such as a writing frame. This scaffolding tool from the EEF can help teachers to consider what effective scaffolding looks like and what it might mean for them in their classroom. It can support teachers to consider when and how scaffolds might be implemented for everyone, becoming a fundamental part of high-quality teaching, rather than an add-on.

https://educationendowmentfoundation.org.uk/news/scaffolding-more-than-just-a-worksheet

Subject specific or disciplinary vocabulary are words which are either used specifically in that subject area (and not in general English). This is the third tier of the vocabulary.

The arrangement of words in a phrase or sentence can change the meaning: Notice how moving the word only changes the meaning of the entire sentence. Only Batman fights crime. Meaning: Batman is the only person who fights crime. No one except Batman fights crime, not even Superman. Batman only fights crime. Meaning: Fighting crime is the only thing Batman does. He doesn’t work, he doesn’t shower—fighting crime is all he does. Batman fights only crime. Meaning: Batman doesn’t fight anything except crime. He doesn’t fight Alfred or Robin; he doesn’t fight the dry cleaner if they accidentally stain his shirt. Crime is the only thing he fights. Learners who understand syntax comprehend better than the ones who don’t. Learners who understand syntax comprehend better than the ones who don’t.

Publishing pupil writing can be a rewarding experience for learners, fostering a sense of accomplishment and motivating them to improve their writing skills. Here are some examples of how a teacher can publish pupil writing: 1. Writing Walls or Boards: Dedicate a wall or board in the classroom to showcase learner's writings. Rotate the displays regularly to feature different learners' work. 2. Classroom Anthology: Compile a collection of learners' writings into a booklet or magazine. This can be printed and shared with the class, school, and parents. 3. School Newspaper or Magazine: Create a school newspaper or magazine. This provides a larger audience within the school community. 4. Class Blog or Website: Create a class blog, twitter feed, website where learners can post their writings. This platform can be shared with parents and the class community. 5. Writing Contests: Enter learner's writings into local, regional, or national writing contests. 6. School Bulletin Boards/ Visitor Areas: Display writings on school bulletin boards, especially in common areas where many learners, teachers, and visitors can see them. 7. E-books: Create a digital anthology of learners' work and publish it as an e-book. 8. Collaborative Projects: Partner with other classes or schools to create a larger anthology of learners' writing, fostering a sense of community and collaboration. 9. End-of-Year Book: Compile the best works from the entire year into a book that can be given to learners at the end of the school year as a keepsake or to passed on to the next teacher. 10. Emails/letters Emails of letters that are actually sent. By providing various platforms and opportunities for learners to publish their writing, teachers can greatly enhance learners’ engagement and pride in their work. However the expectation is that learners are given time to finish a piece of work to feel that sense of accomplishment.

Working memory is used when a learner needs to think and remember at the same time.A person’s working memory coordinates and handles the writing process at the moment of writing but, as we know, the working memory has a finite capacity and can easily become overwhelmed. If, for example, a child is struggling with holding their pen and letter formation, then they will not have the capacity to compose great poetry. Equally, if a child is engaged in generating ideas for a story, they may not have the capacity to organise these ideas in a plan at the same time. https://researchschool.org.uk/news/the-simple-view-of-writing-music-to-our-ears

Regular handwriting practice is also needed to support pupils to increase the speed at which they can handwrite and the automaticity of the process. As the process becomes quicker and less effortful, pupils will be able to focus more on other aspects of the writing process such as spelling and text generation. EEF Automaticity is writing without consciously focussing on the formation or spelling. A lack of automaticity with handwriting causes cognitive resources to be used up and therefore are unavailable for other processes, such as vocabulary selection or new ideas.

• Recognise and value the cultural and linguistic backgrounds of learners as assets in the classroom. • Encourage learners to draw on their native languages to support understanding and creativity in English writing . • Provide opportunities for learners to share their experiences and perspectives, enriching the learning environment for all.

• Create writing assignments that are meaningful and relevant to learners' lives, such as writing letters, diaries, or news articles. • Use cross-curricular topics to integrate writing with other areas of learning, such as history or science. • Encourage learners to reflect on their writing purpose and audience to enhance engagement and authenticity.

Have learners compare and discuss their notes with classmates. This can provide new perspectives and highlight different techniques. Group note-taking activities can also help learners support each other.

Developing fine motor skills and pencil control is a slow process. This should be a short activity that is undertaken frequently (possibly at the bottom of a jotter - not a labourous task working through worksheets and worksheets)

2. Move on to pencil-control - waves

1. Start with line awareness exercises

3. revisit letter formation for letter incorrectly formed- make sure the tails hang down and the stalks stand tall

4. reintroduce joining to increase speed

Developing fine motor skills and pencil control is a slow process. This should be a short activity that is undertaken frequently (possibly at the bottom of a jotter - not a labourous task working through worksheets and worksheets)

2. Move on to pencil-control - waves

1. Start with line awareness exercises

3. revisit letter formation for letter incorrectly formed- make sure the tails hang down and the stalks stand tall

4. reintroduce joining to increase speed

• Break writing tasks into manageable steps, such as planning, drafting, revising, and editing. • Provide examples (WAGOLL) that show clear expectations and structure for different writing genres. • Use graphic organizers, such as mind maps or storyboards, to help learners organize their thoughts.

Translanguaging is the term used to describe practices that allow and encourage EAL learners to use their full linguistic repertoire in order to empower them and help them to realise their full potential. This means encouraging them to speak, write and/or translate to and from their first language or any language they speak and English, to support their learning. Encouraging translanguaging involves fostering positive attitudes towards multilingualism and encouraging EAL learners to be proud of all their language skills. Allowing learners to choose which language to use at any time is a key feature of translanguaging.

Introduce digital note-taking tools and apps, such as OneNote, Evernote, or Google Keep, which can help organise and access notes easily for those who may benefit.

Involving learners to track their progress

Encouraging learners to set targets through identifing their successes and next steps, will support more agency in their writing and contribute to motivation. Some schools use a pupil friendly tracker to record progress across the levels. For some learners, a more detailed progression tracker may be required to ensure success is achieved. Any form of pupil tracker should encourge the learner to feel positive about their achievements. In early years tracking of skills is included within the Inverclyde Early Years Tracking Tool.

Introduce digital note-taking tools and apps, such as OneNote, Evernote, or Google Keep, which can help organise and access notes easily for those who may benefit.

You will recognise a lot of use of tier two words in exam questions. "Tier 2 words are high-frequency words used by mature content users over a variety of content domains. More simply, they are words that are frequent enough that most native speakers would know what they mean, but usually require explicit instruction (having to look them up in a dictionary, or apply context referencing, etc.) Tier 2 words are words such as obvious, complex, reasoned, national, or informed" Peter Kruge Examples of tier two intructional words used in exams - compare, analyse, conclude, label, identify, evaluate, summarise, modify, elaborate, specify, catagorise.

EEF

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Writing can be thought of as a task made up of five stages: planning, drafting, revising, editing, and publishing. Pupils should be taught each of these components and underlying strategies. Writing strategies should be explicitly taught using the ‘gradual release of responsibility ' Pupils must be given time to move through all aspects of the writing process. Opportuntiies for writing should be frequent. EEF P30 https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/literacy-ks2/EEF-Improving-literacy-in-key-stage-2-report-Second-edition.pdf?v=1718617141

Formative assessment provides ongoing feedback that leads to next steps. “The most powerful educational tool for raising attainment and preparing children to be lifelong learners, in any context, is formative assessment.” (Outstanding Formative Assessment, Shirley Clarke) Carefully planned formative assessments provide opportunities for teachers to assess all elements of writing continually and regularly. This continuous feedback supports learners to understand what their next steps are and how to achieve them. https://www.edutopia.org/article/7-smart-fast-ways-do-format

Alex Quigly explains well how formative assessment can support learning

Writing can be thought of as a task made up of five stages: planning, drafting, revising, editing, and publishing. Pupils should be taught each of these components and underlying strategies. Writing strategies should be explicitly taught using the ‘gradual release of responsibility ' EEF P30 https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/literacy-ks2/EEF-Improving-literacy-in-key-stage-2-report-Second-edition.pdf?v=1718617141

Some levels of stress are normal and healthy. However, stress can also have a negative impact on a student’s ability to write. Stress factors can manifest in many forms. These can be:

• language and learning disabilities
• a lack of knowledge of the English language or subject area
• negative living conditions and home pressures

When students experience high levels of stress, their ability to use their working memory to meet the multiple demands of the writing process is impacted.

A WAGOLL stands for ‘What a Good One Looks Like’. If we want our children to become outstanding writers then they need to see outstanding writing or at least writing that models what they are working towards.

A WAGOLL can be used as an inspiration source. Learners shouldn't directly copy the text, but they can take some of the ideas from this piece of work and imatate it. WAGOLLs offer the opportuntity to: Anaylise text to see how language is used for effect be able to pick out key features of a genre analyse the use of puncutation and grammar and see What a Good One Looks like. WAGOlls can be a professional example or a pupil example. It is useful to save peices of work that outline what you are looking for.

Use more than one WAGOLL. When pupils are faced with one example of good writing, they too often simply copy this. But shift pupils to comparing two examples and pupils begin to better to discriminate their key ingredients. (success criteria)

Word Awareness is the understanding that a phrase or sentence is made up of individual words. It’s also the ability to manipulate words in phrases or sentences, which includes playing with compound words (words made of 2 or more words). As adults, we can easily hear three separate and distinct words in the sentence, “The dog walks.” But this is not as easy for our little ones, especially our youngest preschoolers. Talking and listening skills are key to developing word awareness.

An authentic audience for learning how to write in school refers to real-world readers outside of the classroom who can provide genuine feedback and motivation for learners. Unlike the traditional approach, where the teacher is the sole audience, an authentic audience can include a variety of individuals or groups, such as:

1.Other classmates 2. Other teachers, supoprt staff or SMT 3. Learner's families 4. Other classes 5. Local government officials, business owner, community groups, local politician 6. Podcasts, blogs, websites, local newspaper 7. Contests 8 For themselves to use - note taking In early years' play an authentic audience is not always required. E.g. imaginary shop shopping lists.

Engaging with an authentic audience can make writing tasks more purposeful, helping students understand the importance of their voice and improving their communication skills.

Explicit vocabulary teaching -Select - Explain - Explore - Consolidate Quigley

Incidental vocabulary learning: "When teachers talk about words – their subtleties, misnomers, histories, and more – building on reading high quality texts, these conversational turns unlock important shades of meaning for pupils that can fend off misconceptions and lead to greater understanding when reading. Many of these opportunities will arise spontaneously. You simply cannot predict all the words pupils will know and not know. However, with awareness that some of these ‘teachable moments’ could be missed, we should aim to wed incidental learning to explicit teaching." Quigley

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Cultivating word consciousness: ‘Word consciousness’ is an “awareness and interest in words and their meanings” Quigley Learners should be given opportunities to understand: structure, such as roots, prefixes, and suffixes, as well as how they combine to create different forms and meanings (morphology) history of words roots and evolution of words over time (etymology) re move able prefix root suffix pre script ion (before) (write) (act) prefix root suffix

"Errors in letter formation are often the source of handwriting difficulties in children, but are not always obvious to a reader after the event of writing. Observations of the child’s process of letter formation need to be undertaken so that incorrect patterns do not become embedded, leading to difficulties with fluency later on. Ten letters seem more susceptible to formation errors and may require additional attention: i, j, a, d, g, r, n, m, h, and z. " EEF https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/literacy-ks-1/Literacy_KS1_Guidance_Report_2020.pdf?v=1715426185

When learners cognative load is focussed on forming the letters they have limited room for other writing processes such as idea generation, grammar or spelling.

• Introduce subject-specific and high-frequency vocabulary in context before writing tasks. • Use visual aids, word banks, and sentence starters to scaffold learners' writing. • Model the use of grammar and sentence structures that align with the learners' proficiency levels.

Encouraging school pupils to identify as authors: Improves Writing Skills By identifying as authors, learners are more likely to take ownership of their writing, striving to improve their grammar, structure, and overall communication skills. This self-perception can boost their confidence in writing, motivating them to practice and refine their abilities. Enhances Critical Thinking Writing involves organising thoughts, making decisions about plot, character development, and themes. Learners who see themselves as authors think critically about their writing choices, leading to better reasoning and analytical skills that extend beyond writing. Encourages Ownership and Responsibility They learn to appreciate the process of planning, drafting, revising, and editing. Boosts Confidence and Self-Esteem When learners identify as authors, they are more likely to view their writing as valuable. This recognition can boost their confidence and self-esteem, especially when they see others acknowledging their work.

The Writing Revolution by Hovhman & Wexler

"What do we mean by ‘writing stamina’ anyway? For many teachers, a lack of writing stamina characterises an inability to write independently for a sustained period. And yet, it probably characterises a broader range of behaviours that attend writing (and learning). Just a sample of these could include: Limited handwriting fluency. For younger pupils in particular the motor skills required of extended writing is hard work. As a result, their handwriting quality can quickly slip. For older pupils too, the effort and attention on handwriting can wane. Running dry of ideas. For many pupils, with an urge to get going with a tricky writing task, they rush into the act. They plan sparingly. As a result, their initial enthusiasm is dimmed and they run out of creative ideas, or deep knowledge of the topic at hand. Errors increase in pupils extended writing. Pupils embark on their writing, but they lack the ability and stamina to edit and revise what they have written. As a result, their writing is error strewn and apparently maxed out of all stamina. Motivation is low to keep going with a writing task. Every teacher has battled with the reality of pupils claiming, ‘I’ve finished!’ in a matter of minutes, or gnashed their teeth as a pupil has plonked their head on the desk during the act of writing" Alex Quigly

Introduce common abbreviations and symbols to save time and space (e.g., "&" for "and", ">" for "greater than").Encourage students to create their own shorthand that makes sense to them. Text speak and ​ emojis can be useful.

https://7esl.com/abbreviations-for-note-taking/

Children need to move in order to be able to sit. Stomach, shoulder and trapezoid muscles are required to be able to sit at a table to write. Heavy work and outdoor physical play has an essential role in developing this, for example, encouraging activities like climbing, throwing and catching.

Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities.

This framework is a self-evaluation tool for practioners to evaluate their knowledge, then develop their understanding of how to effectively teach reading (please note reading builds on talking and listening and leads to writing skills). As the full framework is developed, the links across the organisers will be explictly identified. Practitioners should use the self-evaluation tool to identify areas they may wish to develop. They can then use the framework to build or secure their understanding. Throughout the framework readers are directed to:

• Key Messages - extracted from current research
• Professional Learning - reading, research, videos or CMO sessions
• Effective Reading Instruction - examples of practice that research has indicated may be effective (these are not exhaustive lists)

Technical language has been used intentionally throughout the framework. Any words indicated in blue can be opened to reveal what the language means. Anything that flashes will either direct you to another page or open an information window. Spotlights include more detailed guidance for the areas: Equity - Assessment - Motivation - Play Pedagogy - Support Staff - English as an Additional Language - Family Learning -Dyslexia

Have learners compare and discuss their notes with classmates. This can provide new perspectives and highlight different techniques. Group note-taking activities can also help learners support each other.

Summarise in Pictures: Have younger students draw a picture to summarize a story or lesson. One-Sentence Summaries: Encourage older students to write one-sentence summaries of what they learned.

Editing is fixing basic errors like capitalization, punctuation and spelling. Revising is the task of improving writing-specifically by revising structure or word choice. Generally for writing instruction to be effective we have to make a habit of constantly looking at and re-working what students write. But as Hochman pointed out, Revising is much more rigorous. It’s where the work really happens- where an idea is framed, distilled to its core elements, and brought to life. Editing is fine; revision is critical. Which is important to observe because 1) many (most?) teachers don’t distinguish between the two and 2) if you let students choose–that is if you put a block of text in front of them and say something like “What suggestions do you have to improve it?”–they will generally choose to edit rather than revise, primarily because it is easier to add a missing capital letter than to rework a sentence to use a subordinating conjunction and make your verb more precise and active, say. In fact many teachers, too, will choose editing over revising- for exactly the same reason. We’re drawn to the low hanging fruit, so when we look at text in the classroom there can be a “rigor gap” if we’re not careful to revise more than edit.

Signposting stems

Working memory is used when a learner needs to think and remember at the same time.A person’s working memory coordinates and handles the writing process at the moment of writing but, as we know, the working memory has a finite capacity and can easily become overwhelmed. For example, if a child is struggling with holding their pencil or letter formation, then they will have the capacity to compose great poetry orally but be unable to write their composition at the same time. Equally, if a child is engaged in generating ideas for a story, they may not have the capacity to organise these ideas in a plan at the same time. https://researchschool.org.uk/news/the-simple-view-of-writing-music-to-our-ears

Put Reading First Nih.gov

For example, science and math might benefit more from the charting method, while history might be better suited for the outline method.

Such as manipulating clay or using peg boards, completing jigsaws or sewing, to fully develop the small muscles in their hands.

When an initial concern is expressed, the pathway should be followed to ensure support is timely and appropriate.

https://glowscotland.sharepoint.com/:f:/r/sites/CMOTrainingTeam/Shared%20Documents/Literacy/Literacy%20Framework/Dyslexia%20support%20materials?csf=1&web=1&e=ZyFET6

The ability to hear and identify words in a sentence. Knowing when one word ends, and another begins. For example, "That-is-a-cat".

Summative Assessment When regarding a written pieceof work it is important to acknowledge that you will only be assesssing the end product and not the the writing process. It is therefore important to ensure that a fuller picture is skills gained that all components are assessed. Formative assessments will provide you with a more holistic picture that will lead to next steps. When determining achievement of a level a wide range of evidence should also be sought as learners may have a preference for one type of genre or may be motivated by a context and will be able to demonstrate the National Benchmarks.

Standardardised testing should be used with caution as this type of test will only assess a small number of the National Benchmarks.

Summative Assessment When regarding a written peice of work it is important to acknowledge that you will only be assesssing the end product and not the the writing process. It is therefore important to ensure that a fuller picture is skills gained that all components are assessed. Formative assessments will provide you with a more holistic picture that will lead to next steps. When determining achievement of a level a wide range of evidence should also be sought as learners may have a preference for one type of genre or may be motivated by a context and will be able to demonstrate the National Benchmarks.

Standardardised testing should be used with caution as this type of test will only assess a small number of the National Benchmarks.

Introduce common abbreviations and symbols to save time and space (e.g., "&" for "and", ">" for "greater than").Encourage students to create their own shorthand that makes sense to them. Text speak and ​ emojis can be useful.

https://7esl.com/abbreviations-for-note-taking/

Have learners compare and discuss their notes with classmates. This can provide new perspectives and highlight different techniques. Group note-taking activities can also help learners support each other. Group Activities: Use group activities where learners can share what they’ve noted and learn from each other. Note-Taking Buddies: Pair learners up to help each other take notes during lessons.

• Pair or group EAL learners with peers who can provide linguistic support and model good writing practices. • Incorporate group writing activities and discussions to enhance confidence and engagement. • Foster a positive classroom culture where learners feel safe to experiment with language.

• Offer constructive and actionable feedback focused on specific aspects of writing, such as vocabulary use, coherence, or grammar. • Highlight learners' progress and strengths to build their confidence and motivation. •Avoid overwhelming learners with corrections; prioritize key areas for improvement.

Working memory is used when a learner needs to think and remember at the same time. A person’s working memory coordinates and handles the writing process at the moment of writing but, as we know, the working memory has a finite capacity and can easily become overwhelmed. If, for example, a child is struggling with holding their pen and letter formation, then they will not have the capacity to compose great poetry. Equally, if a child is engaged in generating ideas for a story, they may not have the capacity to organise these ideas in a plan at the same time. https://researchschool.org.uk/news/the-simple-view-of-writing-music-to-our-ears

For example, talking about what they are doing and why, considering possible next steps, and evaluating the effectiveness of their decisions.

An authentic audience for learning how to write in school refers to real-world readers outside of the classroom who can provide genuine feedback and motivation for learners. Unlike the traditional approach, where the teacher is the sole audience, an authentic audience can include a variety of individuals or groups, such as:

1.Other classmates 2. Other teachers, supoprt staff or SMT 3. Learner's families 4. Other classes 5. Local government officials, business owner, community groups, local politician 6. Podcasts, blogs, websites, local newspaper 7. Contests

Engaging with an authentic audience can make writing tasks more purposeful, helping students understand the importance of their voice and improving their communication skills.

Not all our learners arrive in school with the same prior knowledge. We need to provide them back ground knowledge to ensure they are not disadvantaged.

Class tracking

Tracking the skills learners have attained is critical to informing next step for the individual. Careful tracking lets the teacher know what other supports need to be put in place to support each learner. Tracking grids can be helpful for the class teacher to inform what might need revisited as a whole class or what might need further practise. Tracking of skills should based on a range of evidence showing the learner has: • Achieved a breadth of learning across the knowledge, understanding and skills as set out in the experiences and outcomes for the level? • Responded consistently well to the level of challenge set out in the experiences and outcomes for the level and has moved forward to learning at the next level in some aspects? • Demonstrated application of what they have learned in new and unfamiliar situations? It is not necessary for learners to demonstrate mastery of every individual aspect of learning within Benchmarks at a particular level before moving on to the next level. However, it is important that there are no major gaps in children’s and young people's learning when looking across the major organisers in each curriculum area.

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For example, creating a sign for a den to tell baddies to ‘keep out’ or writing invitations to a tea party.

Encourage students to review and revise their notes shortly after class to fill in any gaps and clarify any confusion. Discuss the importance of regularly revisiting notes to reinforce learning and aid retention. After taking notes, have students summarise the main ideas in their own words. This helps reinforce the material and ensures they understand the key points.