Writing Inverclyde literacy framework
Inverclyde Attainmen
Created on August 6, 2024
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ANCIENT EGYPT
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PARTS OF THE ANIMAL CELL
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PARTS OF THE PLANT CELL
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PARTS OF A PROKARYOTIC CELL
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Transcript
3
1
Reading
2
listening & talking
Writing
Self-evaluation
StartHere
P4
Writing
3
Writing to support learning
Learning to Write
SPOTLIght On...
Feedback
P4
Writing Key messages
Grammar is best taught in the context of learner's writing - punctuation should be taught systematically
Write about what you know or what you are learning about to support working memory and
Writing should have an authentic audience and learners encouraged to
Click anything blue if you want to know more
Adequate time should be given to all aspects of the writing process
P5
Explicitly teach the components of writing and devote time to practise these skills
Sentence construction and paragraphs should be modelled/scaffolded- this will also support the writing of extended pieces
next
increase motivation
Understand the of writing and the genre conventions
Invest time for talk at all stages of learning to develop writing skills - dialogic approaches work best
Both revising and editing should be used to improve writing
identify as authors
Feedback
purposes
Learning To WRite
Sentence creation is the foundation of all writing
Be aware that working memory can impact on progress
Give time to revise and edit
SUPPOrts
Writing should have an authentic audience
Write about what you know or what you are reading about
P6
Dramatic play and imitation allows children to explore roles and themes, beginnings, endings, and transitions, all of which are vital to the writing process
Develop writing stamina
The 'Simple View of Writing' is a theory that writing has three basic components: composition, transcription, executive function. All require using working memory.
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writing components
Take opportunties to write in all subject areas
Use dialogic approaches and collaboration to model writing
Give feedback to support both revision and editing
Quality planning leads to quality writing
WAGOLLs are useful to demonstrate what a text's style and content may look like
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Components of Writing
P8
Image Learning Difficulty Australia
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Composition
Es &Os
Composition requiresIdeas - Words - Sentences
Feedback
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
P9
Planning collabortively will support gaps in prior knowledge
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We learn vocabulary through:1. Explicit vocabulary teaching2. Incidental learning and3. Cultivating work consciousness
writing components
Teach vocabulary and word choice
If you don’t know what a sentence or paragraph is you won’t be able to write one
Ideas topic knowledge, imitation, genre
Words vocabulary, word choice
Sentences types, grammar & syntax awareness, punctuation structure
Explicitly teach the 4 ways to vary sentences
Use dialogic approaches to model how to create and develop sentences. Quality is better than quantity when learning how to create a good sentence
Learning about syntax enables pupils to develop their sentences
Establishments have a responsibility to grow learners’ vocabulary. There are different types of vocabulary
Vocabulary aquisition starts at home but we can't assume everyone has the same experience
Language acquisition starts at home: Engaging with parents and families can boost a child’s vocabulary. Provide opportunities for parents to engage with their child through support or cooperative sessions:
- Encourage parents to read aloud to their child as part of their daily routine
- Identify if families need support or resources – are their opportunities for children to take books home to read for pleasure? Do parents need support with literacy?
- Model for parents the ways we can engage with a story when reading it aloud.
- Record stories for parents to listen to alongside their child.
- Provide new ways for families to interact, e.g. talk homework to discuss a hot topic, cooking or baking together, curriculum events where children share their learning with a family member.
and tiers
Imitating texts, using WAGOLLs and retelling stories can remove the burden of imagination while developing other skills
There are four main purposes of writing (genre)
Grammar and punctuation are interlinked and are best taught in the context of writing. Progression frameworks are helpful
Talk and thinking time should support planning and generation of ideas
Limit the volume the guidance for a writing task will reduce working memory/cognitive load required
SUPPOrts
Composition
Effective Reading InstRuction
P10
Prior knowledge and the power of prediction
Single Paragraph Outline
Freedom to write through imitation
What is Syntax? Learn the Meaning and Rules, with examples
How words and phrases are arranged to form correct sentences
Phrase bank for signposting sentences
Crafting great sentences
Top tips for teaching grammar
Chapter 1
Professional learning
Review of EEF report - lots on motivation here
Feedback
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writing components
Skills and Progression in Writing
Progression example of sentence and paragraph creation
Sue Palmer - Types of writing
What-should-we-do-with-wagolls
SUPPOrts
The Writing Revolution By Hochman and Wexler
Composition EArlY Level
Effective writing InstRuction
Feedback
P11
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writing components
SUPPOrts
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
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
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
“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)
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
Composition SEcondary BGE & SEnior Phase
Effective writing InstRuction
P12
Continue to focus on multiple paragraphing outlines
Seek writing opportunities in all subject areas. Develop the literacy skills needed to support literacy components in National 5, Highers and in BGE
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
Feedback
Consider how the development of skills can be agreed across the school
Use grammar to move learners to academic writing
Subject specific/disciplinary vocabulary needs explictly taught
Tier two instructional vocabulary
Teach new vocabulary (3 ways)
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
Quigly click for larger image
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writing components
Use dialogic approaches to model all writing - build on prior knowledge
Consider the volume of the guidance for a writing tasks
Composition First to second Level
Effective writing InstRuction
P13
Teach learners to develop paragraphs using paragraph outlines
- Early level to first level example of sentence variation
- First level to second level example of sentence variation
Teach learners to develop their sentence variation strategies
- First to second level - single paragraph outline
- Whole class paragraph outlines can also support idea generation
Use whole class idea generation to create sentences and paragraphs taking the pressure off of the idea generation
Build sentences in all areas of the curriculum
Have an authentic audience
Write about what we know already - provide this background knowledge before any idea generation takes place
Feedback
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writing components
Use dialogic approaches to model all writing
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 new vocabulary (3 ways)
Teach punctuation and grammar through writing and reading progressively
- Second level to third level - multiple paragraph outline
and publish all writing
Provide scaffolded steps
Consider the volume of the guidance for a writing tasks
Sentence paragraph progression exemplar
Encourage extended writing by giving learners the skills to write good quality sentences and paragraphs
TranscRiption
Es &Os
Transciption is moving oral language into written language
Feedback
Dedicated time should be spent on handwriting to prevent cognitive load
Gross and fine motor skills are the foundations of fluent handwriting
Formation and reading of sounds are interdependent
P14
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writing components
Rich opportunities should be offered to develop digital literacy skills including typing skills
Handwriting: motor skills, formation
Typing
Spelling
Accurate letter formation by the end of early level will support the joining of letters more easily
Errors in formation often lead to wider difficulties in writing later in school
ICT can support the transcription of text to remove the physical barriers
Regular handwriting practice will increase speed and automaticity
Spelling should be explicitly taught in a logical order using the alphabetic code
Letter formation should be rigorously assessed through observation
Cursive or block writing? Which is best?
Morphology such as prefixes, suffixes and root word support spelling
Morphology is the study of words and their parts, including stems, root words, prefixes, and suffixes
Etymology can also stimulate interest in spelling from root words
Encourage analogy to support spelling of unknown words
Analogy (a comparison of two pairs of words that are related in a similar way) Relationships can be explored fish / swim bird / fly Swim is the action (action analogy) fin / fish wing / bird A fin is part of a fish (part to whole analogy) fin / swim or wing / fly You need the first word to do the second word (tool to use analogy) See more analogies here Relationships Between Words. Analogies are based on relationships between word pairs. There is often more than one way to build a relationship between. - ppt download fish/swim (swim is the action that a fish does) bird/________ (What is the action that a bird does) bird/fly These are object to action...Slideplayer https://slideplayer.com/slide/5978705/
SUPPOrts
Other spelling ideas can be explored using worthwhile and helpful activities
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
Words that need explicit teaching fall into three categories in order for them to incorporate them into their sight vocabulary Careful consideration needs to be given when choosing which words to focus on, with the ideal choice be a “Goldilocks” word:
transcription
Effective InstRuction
Professional learning
Building Automaticity in handwriting
Why no to cursive?
EEF Improving Literacy KS1
P15
Feedback
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
Transcription EArly Level
Effective writing InstRuction
Feedback
P17
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
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
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
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)
“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)
pre-writing shapes
word boundaries.
Transcription First to senior phase
Effective writing InstRuction
Feedback
P18
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writing components
Build fine motor skills and pencil control for older learners whose work is illegible or painstaking slow
Balance the use of technology with traditional handwriting practice
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
Provide constructive feedback on handwriting to help students improve their form and consistency. This can include tips on posture, grip, and stroke
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
Executive Function
Es &Os
Executive function goes hand in hand with self-regulation, which helps learners feel up to the task of staying organised and getting things done
Self - regulation/control - How we can resist impulses and set goals for ourselves?
Planning Motivation Reviewing
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
Feedback
P19
Editing and revising are different
Planning techniques should be explicitly taught
Motivate learners to want to write
Don't overload writing guidance more can be added at the revising process. It is better to scaffold feedback
Dedicated time should be allocated during the writing process or at another time to revise and edit writing
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writing components
SUPPOrts
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
ExEcutive Function
Professional learning
P20
Using anchor points to support editing and reviewing
Why executive Functioning Matters
The Challenge of Editing Writing
EEF Improving Literacy Key Stage 2
Executive Functions and Writing
Chapter 3
Feedback
Effective Instruction
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writing components
Executive Function EArly Level
Effective writing InstRuction
Feedback
P21
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
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
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
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
"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)
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
Executive Function First to sENIOR PHASE
Effective writing InstRuction
Feedback
P22
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writing components
Dialogic approaches offer opportunities to explore complex text structure
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
Give time to revise and edit writing
Focus on motivation Build writing pieces at a manageable pace for each learner
Teach metacognition skills
EEF
Motivation
Write about what learners know. - provide background knowledge/experience where prior knowledge is limited
What ‘funds of knowledge’ do the children bring to the classroom with them? This should be seen from an asset model and not a deficit. This is prior knowledge
Challenge is key to motivation
Learners need the right level of working memory to maintain motivation
Give autonomy, where possible, of what is written
Be explicit about the different goals of writing
Use writing that links to learners' interests
Increase opportunities for collaborative planning and idea generation. Prioritise talk using dialogic approaches
spotlights
Supports
Work in partnership with children, families and colleagues to explore, understand and identify interests, strengths and barriers
Strengthen the learners' identity as a writer, valuing their motivation and wider experience. Encourage goal setting
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P23
writing components
Have an authentic audience
Consider cognitive load
Feedback
Working Memory/Cognative Load
Working memory and short-term memory - although linked – are not the same
The system that temporarily stores and manages information for a brief period of time lasting seconds or minutes. For example, remembering a name or number shortly after hearing it.
Working memory is used when a learner needs to think and remember at the same time
Working memory refers to a cognitive system with the capacity to hold temporary information and manipulate stored information.
Feedback
P23
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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writing components
SUPPOrts
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
Working Memory/cognative load
Effective WRiting InstRuction
Feedback
Professional learning
P24
How to optimise working memory
The Simple View of Writing
The Writing Revolution
- Teach the multiple demands of writing separately
- Use dialogic approaches: shared practice and guided practice until the gradual removal of scaffolding for independent writing
- 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
Six Strategies to Prevent Cognitive Overload
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writing components
- Activate what learners already know, provide background knowledge if required. Write about what they know or are learning
- Use imitation using dialogic approaches to modelling
- Planning techniques should be explictly taught
WRiting to support learning
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 for learning is where we write to support our understanding of the wider curriculum to support the creation of new text
Note taking is an integral part of all disciplinary areas of the curriculum and should be explictly taught. It is the responsiblty of all
Feedback
To reduce cognitive load note-taking oral/video text can be used to teach skills and while reading fluency is developing
Es &Os
P25
abbreviations and symbols can support
When note-taking from video/oral speakers, emphasise active listening
Good notetaking involves active listening that includes concentrating on, selecting, summarising, and finally evaluating what is being said. The can be achieved through:
- Encourage students to focus on the speaker, recognise key points, and identify important information.
- Use dialogic approaches to scaffold this process
Teaching effective note-taking requires a combination of instruction, practice, and feedback for all learners at all ages
Writing automaticity can impact on the quality of notetaking. Teaching
Notes should be used to support writing when composing texts
Note taking is critical for retaining information, enhancing comprehension, and aiding in study and review
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SUPPOrts
WRiting to support learning
Effective Reading InstRuction
Professional learning
P26
Study skills
Writing Revolution - note taking abbreviations
Feedback
Chapter 2 & 6
Writing Revolution - note taking
Note taking resources
Visual Notetaking
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Note-taking strategies
Writing to support learning Early to second level
Effective writing InstRuction
P27
Use dialogic approaches to model notetaking
Explicity teach different note taking methods and learner preference - encourage learners to consider which type of note taking helps support their learning
Consider motivation
Teach metacognition skills
Feedback
Use note-taking technology wisely
Encourage collaboration
Highlight the importance of key points
- Show students how to identify and highlight key concepts, terms, and definitions.
- Use different colours, symbols, or underlining to distinguish between main ideas and supporting details.
To reduce cognitive load note-taking oral/video text can be used. This is also useful when reading fluency is not secure
Regularly review notes
Use abbreviations and symbols
Use notes to ensure authentic use of writing
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Teach and practice summarising
Writing to support learning secondary BGE to senior phase
Effective writing InstRuction
P28
Use dialogic approaches to model notetaking
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
Consider motivation
Teach metacognition skills
Feedback
Use note-taking technology wisely
Encourage collaboration
Highlight the importance of key points
- Show students how to identify and highlight key concepts, terms, and definitions.
- Use different colours, symbols, or underlining to distinguish between main ideas and supporting details.
To reduce cognitive load note-taking oral/video text can be used. This is also useful when reading fluency is not secure
Regularly review notes and practice summarising
Abbreviations and symbols can support
Use notes to ensure authentic use of writing
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Note Taking for Research in Secondary 1
Preparing for Note taking
P29
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.Focus Questions: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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Note Taking for Research in Secondary 2a
Organising notes
P30
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:
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Note Taking for Research in Secondary 2b
Organising notes
P31
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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Note Taking for Research in Secondary 3
How to lay out notes
P32
- 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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Note Taking for Research in Secondary 4a
Taking notes
P33
- Once a pupil had established a template for note-taking, they should be encouraged to go about note-taking in a focused way. Again, modelling of this should take place.
- 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.
- Pupil should be aware that from their reading, there are three main things to record in their notes.
- 1) Firstly, factual information to expand their knowledge and understanding about their research topic.
- 2) Secondly, analysis, opinion and argument around the factual information, which may help to answer their research questions. Depending on the criteria for a piece of writing, this may need to be referenced – pupils should be reminded to always note down page numbers or web addresses for this information, to avoid plagiarism.
- 3) Finally, 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.
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Note Taking for Research in Secondary 4b
Taking notes
P34
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.
- 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.
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Note Taking for Research in Secondary 5
Developing notes for the writing phase
P35
- 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 information
- • Key information and data
- • Opinions
- • 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.
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Phonological Awareness
Info
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
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
Phonological Awareness is essential for writing because spoken words correspond to written words
SUPPOrts
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
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You can support the development of phonological awareness through encouraging a variety of activities both at nursery/school, and at home
LIT 0-01a / LIT 0-11a / LIT 0-20a I can repeat sounds and words that I hear I can join in with familiar nursery rhymes and songs I am beginning to keep the beat in singing games and rhymes I can share a book
- With support I can play with patterns and sound.
- I can respond to the rhythmic patterns in songs, music and rhymes.
- I can anticipate and complete lines in familiar and nonsense nursery rhymes / stories.
- I can recite at least 3 nursery rhymes, independently.
- I can act out the basic storyline of a familiar story or rhyme.
- With support, I can listen to learn new things.
- I can play with sounds and link family sounds.
- I can discuss and explore sounds.
- I can explore, look at and discuss new words and phrases: practising and playing with them, and use them in my work.
- I can listen to and discuss a wide range of stories and texts- discuss new words, exciting words, and angry words.
This skill is moving from a whole sentence to segmenting individual words in a sentence. Learners may find it difficult to recognise certain words as a whole word. Instead they may put two words together and identify it as one. An example of this is: Jew like ice-cream? Children may group do and you together not realising that it is two words. Do you like ice cream?
A syllable can be explained as the number of beats in a word. can - 1 syllable basket - 2 syllables banana - 3 syllables January - 4 syllables Syllables let learners chunk up words to support reading and writing.
Alliteration refers to words that share the same initial sound. For example, apple, ant, ankle
Rhyme Awareness is all about identifying the onset (the initial unit of the word e.g. c) and rime (the string of letters that follow e.g. at) of words and determining if those words rhyme. For example, understanding that dog and log rhyme, but dog and cat do not.
The onset is the initial unit of sound in a word (/c/ in cat). The rime refers to the letters that follow.
Phonological Awareness
Effective Reading InstRuction
CMO training
Difference between Phonological and Phonemic Awareness
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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
Why teach Phonological and Phonemic Awareness?
Phonological Awareness
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Why strong Phonological skills help readers?
Phonological Awareness Development tool
Structured practice /interventions/phonological awareness games
Developing Early Phonological Awareness and Literacy skills
reading Rope
Professional learning
Chapter 4
The Art and Science of Teaching Reading Christopher Such
Phonological Awareness
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The Art and Science of Teaching Reading Christopher Such
Phonological Awareness
Effective Reading InstRuction
CMO training
Difference between Phonological and Phonemic Awareness
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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
Why teach Phonological and Phonemic Awareness?
Phonological Awareness
Feedback
EEF Reading House
Why strong Phonological skills help readers?
Phonological Awareness Development tool
Structured practice /interventions/phonological awareness games
Developing Early Phonological Awareness and Literacy skills
reading Rope
Professional learning
Chapter 4
The Art and Science of Teaching Reading Christopher Such
Phonological Awareness
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The Art and Science of Teaching Reading Christopher Such
SPotlight on ...
Dyslexia
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Literacy Rich Environment in the Early Years
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Support staff
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Play Pedagogy
Assessment
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Key messages for assessing, tracking and providing support
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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
"Keep up" rather than "catch-up" is the strongest intervention
The best support for struggling writers is preventative rather than intervention. Reading and writing are interlinked. Early reading instruction is key to keeping up in writing, phonics in particular, should contain systematic support for those that struggle, which helps before they fall behind. Aspect of the writing should be developed simultaneously using scaffolds to support. For instance while we develop fine motor skills and stamina for handwriting we would not wait to start spelling instruction or sentence building if the child was ready. Scaffold would be used to support such as magnetic letters or Clicker. However scaffolds should not be a substitute for the any writing skill. Scaffolds are intended to be taken down overtime. Even high quality reading instruction may still not allow all learners to read at a pace that allows them to ‘keep up’ with the rest of the class. In this case, reading intensive intervention may be necessary.
Sometimes additional support is needed. This support can be at different levels
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It is important we assess what is required to produce a piece of writing as well as the piece itself to identify next steps
Scaffolding assessment allows all learners to demonstrate their learning. Scaffolds should used carefully when assessing attainment
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Assess writing stamina and automaticity to support speed
Scaffolds should not be a substitute for the development of writing skills. Scaffolds are intended to be taken down overtime.
How can we assess WRiting?
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Summative Assessments
Formative Assessment
High Quality Assessments
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High Quality Assessments
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Carefully planned high quality teaching and learning experiences provide opportunities for teachers to assess different outcomes for reading collectively. High quality assessments should be planned for and give learners an opportunity to show they can apply their learning. Opportunities to apply learning should be planned for. Applying skills for writing by creating a text for an authentic audience is just one example of high quality assessment.
Examples of Teacher and pupil Trackers
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Identifying the problem & solution
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* 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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Levels of Support
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SupPorting writing?
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Play PedAgogy & WRiting
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"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
Adult Directed (intentional) Teaching of reading:
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 interactionsor applying what they have learned in new situations.
Child Led (responsive)
Adult Initiated (intentional)
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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Play pedagogy and writing
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Cawdor primary discussing balance
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Developing early phonological awareness and literacy skills
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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
A literacy rich environment emphasises the importance of using interaction, and effectively to facilitate high quality learning opportunities
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LITERACY RICH ENVIRONMENT IN THE EARLY YEARS
The Art and Science of Teaching Reading Christopher Such
"We need to co-create safe spaces with children to talk, sing, rhyme and play with sounds, vocabulary and print” – Realising the Ambition 2020
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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P48
Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.
Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.
Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.
Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.
Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?
Avoid fireworks in class. Be practical. Everything you do should aim to facilitate learning. Make it motivating and awesome but always meaningful.
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LITERACY RICH ENVIRONMENT IN THE EARLY YEARS
The Art and Science of Teaching Reading Christopher Such
"
“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
- 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
- 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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Equity
High quality learning and teaching has the greatest impact on disadvantaged learners
Literacy, including reading, is the magic key to all subject areas including writing
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Providing background knowledge and increasing vocabulary is required to mitigate gaps
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The attainment gap? What about the teaching gap? Anne Glennie
What makes great teaching?
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Family learning
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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
Children who are read to regularly have opportunities to build vocabulary and
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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background knowledge,
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which supports the writing process
Family learning
Professional learning
BBC bitesize advice for parents
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Professional learning on family learning
Strategic framework for parental involvement
Creative writing: How parents can help their child get the best out of 500 Words
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Read, Write, Count
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DYSlexia
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Education Scotland – Dyslexia and Inclusive Practice Dyslexia and Inclusive practice
Dyslexia Scotland - Empowering people with dyslexia to reach their full potential
Addressing Dyslexia Toolkit
Support for Young People
Support for Parents
Support for Educators
Parental support - Education Scotland Parentzone Site
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The Art and Science of Teaching Reading Christopher Such
Dyslexia
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Dyslexia is not an illnessDyslexia is a lifelong, neurodevelopmental condition affecting someone’s ability in reading, writing and/or spelling Dyslexia does not reflect an individual’s cognitive ability and may not be typical of performance in other areasDyslexia 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
The Inverclyde Overview should be used for the identification and support of literacy difficulties and dyslexia
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Support Staff
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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.
Using pupil support assistants to help pupils develop independent learning skills and manage their own learning
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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Ensure pupil support assistants are fully prepared for their role in the classroom
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Support Staff
Professional learning
Effective use of Teaching Assistants EEF
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Support staff approaches and interventions
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Empowering Pupil Support Assistants in our classrooms
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Content Team
Siobhan CurrieLynn McGachyMichelle O'NeillMartin CraigVicky BonnarRoslynn Oliver
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Ross MacLachlanEllis McAteerMark CoyleLiz SommervilleKimberly McVey
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 4 The Framework
Page 8 Components of Writing
Page 5 Writing Key Messages
Page 6 Learning to Write overview
Page 7 Learning to Write Cogs
Page 9 Composition
Page 14 Transcription
Page 19 Exectutive Function
Page 23 Motivation
Page 24 Working Memory/Cognitive Load
Page 25 Writing to support Learning
Page 37 Phonological Awareness
Page 39 Spotlight on...
Page 40 Key messages for assessing
Page 41 How can we assess writing
Page 42 Examples of trackers
Feedback
Page 43 Identifying the problem and solution
Page 44 Levels of support
Page 45 Supporting writing
Page 46 Play Pedagogy and Writing
Page 48 Literacy Rich Environment
Page 50 Equity
Page 52 Family Learning
Page 54 Dyslexia
Page 56 Support Staff
Page 52 Content Team
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 GorrellImitation 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 storyMapping a story's main eventsRecreating thier own versionAs 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 textEncouraging 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 TasksCreating 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'.
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.:
'because - but - so' examples of sentence expansion
- Convey information
- Describe events
- Explain processes
- Persuade
- Argue
- Explore issues
- Express an opinion
- Imaginative writing
- Creative writing
Purposes of 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 SMT3. Learner's families4.Other classes5. Local government officials, business owner, community groups, local politician6. Podcasts, blogs, websites, local newspaper5. Contests
Volume of Guidance in Writing TasksCreating 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.
"Imitation is the practice of observing and replicating the writing of others." Donna GorrellImitation 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
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 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.
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.
* lists not exhaustive
For example: No prior knowledge = limited ideasPoor planning skills = Composition will not have structure and my be incompleteLimited working memory = I will only cope with a small number of things to think aboutNot motivated = I am not writingPoor fine motor skills/pencil control = It is sore to writeIncorrect letter formation = I can't join and writing takes me longerI 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
https://educationendowmentfoundation.org.uk/news/scaffolding-more-than-just-a-worksheet
"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.
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.
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. EEFAutomaticity 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.
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.
1. Start with line awareness exercises
2. Move on to pencil-control - waves
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)
1. Start with line awareness exercises
2. Move on to pencil-control - waves
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)
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 KrugeExamples 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
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)
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 effectbe able to pick out key features of a genreanalyse the use of puncutation and grammarand 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.
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.
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.
1.Other classmates 2. Other teachers, supoprt staff or SMT3. Learner's families4. Other classes5. Local government officials, business owner, community groups, local politician6. Podcasts, blogs, websites, local newspaper7. Contests8 For themselves to use - note takingIn early years' play an authentic audience is not always required. E.g. imaginary shop shopping lists.
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:
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
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
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"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 additionalattention: 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.
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)
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 AssessmentWhen 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.
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.
1.Other classmates 2. Other teachers, supoprt staff or SMT3. Learner's families4. Other classes5. Local government officials, business owner, community groups, local politician6. Podcasts, blogs, websites, local newspaper7. Contests
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:
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.