Writing Inverclyde literacy framework

Introduction

Let's GEt started

Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. The skills for literacy are organised under 3 headings: Talking and Listening - Reading - WritingThese skills are interdependent:

We use talking and listening skills to be able to read.
We use talking, listening and reading skills to write.

Development of literacy skills, with lots of opportunities to explore, should take place within a literacy rich environment. This resource will support your understanding of how to develop each of these skills. At times, it is appropriate to teach these skills discretely while always remembering their interdependency.

When and who should teach these skills?

Framework index with links to pages

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Reading

Talking & listening

Writing

Reading

Talking & listening

Writing

Self-evaluation

StartHere

SElf-evaluation tool

Step 1: Download the handy tool Step 2: Practitioner completes the evaluationStep 3: (whole school) Collate evaluations and identify professional learning needs as a staffStep 4: (individual) identify professional learning needsStep 5: Use the index page to take you straight to the professional learning you need

index

Writing

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Writing Key messages

Invest time for talk at all stages of learning to develop writing skills

Understanding the reason to write ... Genre

Grammar is best taught in the context of student writing

Write about what you know or what you are reading about when learning to write to reduce working memory

Writing should have an authentic audience

Both revising and editing should be used to uplevel writing

Click anything blue if you want to know more

Planning cycle

Motivation

Sentences and punctuation

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Writing

Writing to support learning

Learning to Write

SPOTLIght On...

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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

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 and automaticity

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 colaboration 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 onctent 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

Image Learning Difficulty Australia

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Composition

Es &Os

Composition requiresIdeas - Words - Sentences

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

P10

Planning collobortively 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

Explictly teach the 4 types of sentences

Use dialogic approaches to model how to create and develop sentences. Quality is better than quanitity 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.

If a gap already exists then consider how you will close that gap for every learner in your establishment - upskilling parents at this point will help but won't be enough!

and tiers.

Imitiating texts, use WAGOLLs and retell stories remove the burden of imagination while developing other skills

There are four main purposes of writing (genre)

Grammar and puncutation 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/cognative load required

SUPPOrts

LIT 1-11a / LIT 2-11a I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors LIT 0-01b / LIT 0-11b I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes LIT 0-14a I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things. Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose LIT 1-14a Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes LIT 2-14a To help me understand stories and other texts, I ask questions and link what I am learning with what I already know LIT 0-07a / LIT 0-16a / ENG 0 -17a I can share my thoughts about structure, characters and/or setting, recognise the writer’s message and relate it to my own experiences, and comment on the effective choice of words and other features ENG 1-19a I can: •discuss structure, characterisation and/or setting • recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences • discuss the writer’s style and other features appropriate to genre ENG 2-19a

Composition

Effective Reading InstRuction

P11

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

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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 years

Effective writing InstRuction

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P11

Support children’s composition by reading stories, talking to children, re-phrasing what they have said and modelling correct sentence structure. This will support children to share their ideas and help them to develop an understanding of how sentences are formed.

Opportunities for children to capture their thinking and structure it for a range of purposes and audiences are essential. For example, record names of characters in their favourite picture books, make invitations to members of their family for parties, shows or local events.

Role play about everyday experiences and provide opportunities to write in all areas of the playroom, for example, in an office using a keyboard, answering a phone and writing a shopping list.

Retelling stories ine correct sequence using ????. What it the name of the stick picture drawing???

Need video

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writing components

ELLIS REview

This is early years - do we need a P1 or do we expand this?

SUPPOrts

Composition First to second Level

Effective writing InstRuction

P11

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 varitation strategies

First to second level - single paragraph outline

Whole class paragraph outlines can also support idea generation

Use whole class ideas generation to create sentences and paragraphs taking the presure off the idea generation

Build sentences in all areas of the curriculum

Ensure time is given to planning.

Have an authentic audience

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

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writing components

Use dialogic approaches to model all writing

Before planning clarify : - Who the writing for is for? - What it the writing about? - What the purpose (genre) is?

Teach new vocabulary. (3 ways)

Teach punctation 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 the guidance for a writing tasks

Need to confirm Genre headings ES doesn't match these

Sentence paragraph progression exemplar

Composition SEcondary BGE & SEnior Phase

Effective writing InstRuction

P11

Continue to focus on multiple paragraphing outlines

Seek writing opportutnities in all subject areas. Develop the literacy skills need to support literacy components in National 5 and Highers in the 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 practise

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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 the guidance for a writing tasks

Transciption

Es &Os

Transciption is movingoral language into written language

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Dedicated time should be spend on handwriting to prevent cognitive load

Gross and fine motor skills are the foundations of fluent handwriting

Formation and reading of sounds are interdependent

P12

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writing components

Rich opportunities should be offered to develop digital literacy skills include typing skills.

Need linked to reading an north lan approaches Lynn See if St N has a progression pathway for the above

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 transciption of text to removing the physical barriers

Regular handwriting practice will increase speed and automaticity

Spelling should be explicitly taught. Spellings that are relevant to the topic or genre being studied are more likely work best

letter formation should be rigorously assessed through oberservation

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

Engourage 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

LIT 0-10a As I listen and take part in conversations and discussions, I discover new words and phrases which I use to help me express my ideas, thoughts and feelings ENG 0-12a / LIT 0-13a / LIT 0-21a I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write LIT 1-10a I can communicate clearly when engaging with others within and beyond my place of learning, using selected resources as required. LIT 2-10a / LIT 3-10a I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently.

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 Reading InstRuction

Professional learning

Bulding Automaticity in handwriting

Why no to cursive?

EEF Improving Literacy KS1

P13

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Why yes to cursive?

Call Scotland digital support posters

Eptomology and morphology

NHS Occupational Therapy Handwriting

Handwriting Toolbox

Research on Teaching Spelling

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writing components

Transciption EArly Years

Effective writing InstRuction

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P11

Develop core strength and ‘muscle isolation’ through activities like reaching across the body to put on socks and shoes help children to use their right, or left, body side without the other side moving at the same time. Encouraging activities like climbing, throwing and catching.
Develop stomach, shoulder and trapezoid muscles required to sit at a table to write. Heavy work and outdoor physical play has an essential role in developing this. Children need to move in order to be able to sit.
Provide opportunities to develop their finger strength. Develop fine motor skills of grasping, holding to strengthen fingers and thumbs through using scissors, learning to sew, eating with cutlery, using small painting brushes or tweezers.
Children move through stages in their mark making. Gradually muscle control becomes more defined until they develop an ability to use straight lines and curves to form symbols.

Practitioners should encourage and motivate children to make plausible attempts to behave like a writer and to draw freely, making marks that have meaning.

Children should be offered a range of opportunities to mark make with different materials. For example, wet and dry sand, corn flour, foam, markers, chalk, charcoal, pens and of course pencils, to name a few.

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

ELLIS REview - currently early years

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writing components

Transcription First to senior phase

Effective writing InstRuction

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P11

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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 puncuate, review and edit their work and to do this with increasing speed a

Spelling advice Lynn

Executive Function

Es &Os

Excutive 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

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P14

Editing and reviewing are different.

Planning techniques should be explictly taught

Motivate learners to want to write

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

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

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writing components

SUPPOrts

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

ENG 0-12a / LIT 0-13a / LIT 0-21a I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write ENG 1-12a I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression ENG 2-12a / ENG 3-12a / ENG 4-12a Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression LIT 1-14a Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose LIT 2-14a Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes LIT 3-14a / LIT 4-14a Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources LIT 0-07a / LIT 0-16a / ENG 0-17a To help me understand stories and other texts, I ask questions and link what I am learning with what I already know ENG 1-17a To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own ENG 2-17a To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own ENG 3-17a To show my understanding, I can comment, with evidence, on the content and form of short and extended texts, and respond to literal, inferential and evaluative questions and other types of close reading tasks ENG 4-17a To show my understanding, I can give detailed, evaluative comments, with evidence, on the content and form of short and extended texts, and respond to different kinds of questions and other types of close reading tasks

Excutive Function

Professional learning

P15

Using anchor points to supporing editing and reviewing

Why executive Functioning Matters

The Challenge of Editing Writing

EEF Improving Literacy Key Stage 2

Excutive Functions and Writing

Chapter 3

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Effective Instruction

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writing components

Executive Function EArly Years

Effective writing InstRuction

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P11

Engageme learners in meaningful social interactions and enjoyable activities that draw on self-regulatory skills at increasingly demanding levels.
practice reflecting on their experiences, talking about what they are doing and why, monitoring their actions, considering possible next steps, and evaluating the effectiveness of their decisions.
Scaffolding the development of these skills, first by helping children complete challenging tasks, and then by gradually stepping back to let children manage the process independently—and learn from their mistakes—as they are ready and able to do so.
Imaginary play - During intentional imaginary play, children develop rules to guide their actions in playing 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.”
• Storytelling - Children love to tell stories. Their early stories tend to be a series of events, each one related to the one before, but lacking any larger structure. With practice, children develop more complex and organized plots. As the complexity of the storytelling grows, children practice holding and manipulating information in working memory.
• Movement challenges - songs and games. The demands of songs and movement games support executive function because children have to move to a specific rhythm and synchronize words to actions and the music. All of these tasks contribute to inhibitory control and working memory. It is important that these songs and games become increasingly complex to interest and challenge children.

ELLIS REview

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writing components

Executive Function First to second Level

Effective writing InstRuction

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P11

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writing components

Dialogic approaches offer opportunties to explore complex text structure

Using planning techniques to structure the writing process

Teach the multiple demands of writing seperately

Use dialogic approaches: shared practice and guided practice until the gradual removal of scaffolding for independent writing

Using 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 ideas 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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P46

writing components

Have an authentic audience

Consider cognative load

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Working Memory/Cognative Load

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

Short-term memory is the short-term storage of information – for example, memorising a phone number.

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.

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P16

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

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Professional learning

P17

How to optimise working memory

The Simple View of Writing

The Writing Revolution

Teach the multiple demands of writing seperately
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 quanity 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 imitiatation using dialogic approaches to modelling

Teaching High School Students about Working Memory

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 intergral part of all disciplinary areas of the curriculum and should be explictly taught. It is the responsiblty of all

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

Es &Os

P26

abbreviations and symbols can support

When note-taking 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

I use my notes to support my writing when composing texts

Note taking is crucital 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

P27

Study skills

Writing Revolution note taking abreviations

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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

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P11

Use dialogic approaches to model notetaking

reading Rope

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

Reguarly review notes

Use abbreviations and symbols

Use notes to ensure authentic use. of writing

Teach and practice summarising

Writing to support learning secondary BGE to senior phase

Effective writing InstRuction

P11

Use dialogic approaches to model notetaking

Explicity teach different note taking methods to suit subject areas 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 cognative load note-taking oral/video text can be used. This is also useful when reading fluency is not secure

Reguarly review notes and practice summarising

Abbreviations and symbols can support

Use notes to ensure authentic use. of writing

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SPotlight on ...

Identifying the right issue

Dyslexia

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Assessment

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Equity

Support staff

Family learning

Key messages for assesssing, tracking and providing support

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spotlights

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 readers 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 peice of writing as well as the piece itself to identify next steps

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

P31

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.

Examples of Teacher and pupil Trackers

Pupil Friendly Tracker

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P32

Needs updatedWE need a literacy one for each of the milestonesMark??

spotlights

How can we assess WRiting ?

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Summative Assessments

Formative Assessment

High Quality Assessments

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P33

High Quality Assessments

Summative Assessment

Formative Assessment

spotlights

Summative assessment is an administered assessment. Summative assessments should be used appropriately to monitor progress in writing and as a diagnostic tool to inform teaching and learning. Summative assessments will tend to assess the tools for writing such as spelling, grammar and punctuation. Scaffolding assessments allows all learners to demonstrate their progress. 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 Some standardised assessments are not responsive to the learner's answers. If the teacher is aware that they will not be successful and this assessment may impact on their confidence then the assessment should not go ahead. Some standardised assessments may not match the Es&Os/benchmarks at the CfE level. Careful consideration needs to be taken when choosing what you wish to assess and the best summative assessment you can use.

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.

Summative Assessments

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Careful consideration of the purpose, time required for implementation, cost and staff development before deciding to administer any summative assessments. Does it add to what the teacher already knows? How will results be used to support learning?

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P34

Needs updated Michelle O'Neil

spotlights

Identifying the problem & solution

P37

* 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.

spotlights

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Levels of Support

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P36

spotlights

Suporting writing?

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P38

Draft in Writing Evidence PPT

spotlights

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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P41

Reading is not a natural aptitude and must be explicitly taught

Do we still need this?

Do we need this?

spotlights

CMO training

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CMO training

Play pedagogy and play

Professional learning

Inverclyde's play padlet

Education Scotland play-pedagogy-toolkit

Cawdor primary discussing balance

Top tips for supporting reading at home early to secondary

Feedback

Developing early phonological awareness and literacy skills

part 1

part 2

Early years network

P42

Do we need this?

spotlights

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.

Return to main writing PAge

Feedback

P43

Providing background knowledge and increasing vocabulary is required to mitigate gaps

spotlights

Equity

Professional learning

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

What makes great teaching?

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Feedback

P44

spotlights

Family learning

If families value reading then children are more likely to read. Families should be encouraged to provide space and time to read with their child

Return to main writing PAge

Families who enjoy reading together have more opportunities for discussion, developing empathy and attachment

Only 45% of 2 year old children are read to every day

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

Not all parents are able to read and some find it difficult to support their child

Feedback

background knowledge

P45

spotlights

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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P46

Read write count

spotlights

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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P49

Needs updated

spotlights

DYSlexia

Professional learning

Literacy Circles

Return to main writing PAge

CMO training

Chapter 17

The Art and Science of Teaching Reading Christopher Such

Feedback

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

P50

Needs updated

spotlights

The Art and Science of Teaching Reading Christopher Such

Support Staff

Return to main writing PAge

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

P55

spotlights

Support Staff

Professional learning

Effective use of Teaching Assistants EEF

CMO training

Support staff approaches and interventions

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Empowering Pupil Support Assistants in our classrooms

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P56

spotlights

Content Team

Siobhan CurrieLynn McGachyMichelle O'NeillAmy CampbellJennifer McGachyMartin CraigGill SullivanVicky BonnarElyse BuchananRoslynn Oliver

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Eric LindsayTelmo GomesClaire CogginsDonna BuirdsGemma McCallumPamela BradleyPaula McParlaneMark CoyleLiz SommervilleJulie DochertyColette Kavanagh

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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P57

Needs updated

spotlights

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

Page 2 Introduction

Page 3 The Framework

Page 9 Scarborough's Reading Rope

Page 4 Self-evaluation tool

Page 5 Reading Key Messages

Page 6 Reading Cogs

Page 7 Learning to Read (Fluency)

Page 10 Background knowledge

Page 12 Vocabulary

Page 14 Language Structure

Page 16 Verbal Reasoning

Page 18 Literacy Knowledge

Page 20 Phonological Awareness

Page 22 Decoding

Page 24 Sight Recognition

Page 26 Reading to Learn

Page 28 Reading for Pleasure

Page 30 Spotlight on! Map

Feedback

Page 31 Assessing tracking and support key messages

Page 32 Tracking Progress

Page 33 How can we assess?

Page 34 Summative Assessments

Page 35 What should we assess/ track

Page 36 2 Levels of Support

Page 37 Identifying the Problem

Page 38 2 support steps - word recognition

Page 39 2 support steps - language comprehension

Page 41 Play Pedagogy and Reading

Page 43 Equity

Page 45 Family Learning

Page 51 English as an Additional Language (EAL)

Page 49 Dyslexia

Page 47 Motivation

Page 53 Secondary

Page 55 Support Staff

Page 40 2 support steps - Reading comprehension

Page 56 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.

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

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

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

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)

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.

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.

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.

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

"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

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

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.

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.

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.

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.

Reading: The shift from learning to read and reading to learn isn’t always linear, when leaners encounter new or challenging texts they will need to draw upon the learning to read skills.

* Adapted from Highland Literacy Resource

As an EYECO, I spend a lot of time developing talking and listening skills that support learning to read skills. I still spend time on reading to learn as we discuss stories and other texts.

As a P4 teacher, I still spend a lot of time teaching learning to read skills. I spend about the same amount of time building reading to learn skills as we develop our comprehension.

As a geography teacher I spend a lot of time supporting pupils to effectively use reading to learn skills. I also still need to use learning to read skills for example when introducing specialised vocabulary or challenging texts. I also support individual learners who are still developing their reading to learn skills by providing support and scaffolding.

It is the 'responsiblity of all' to develop literacy skills.

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

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

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

click image to expand

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

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

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

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

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.

Click image to expand text

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

Click image to enlarge

"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

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

The Writing Revolution by Hovhman & Wexler

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

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

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

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

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

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

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

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.

• writing to recount or instruct • writing to explain or inform • writing to analyse or evaluate • writing to discuss or persuade

Almost all writing fulfils one or more of the following purposes:

A good understanding of the features of different types of writing such as style, structure and language will support young people to develop their writing skills and become more independent.

https://education.gov.scot/media/gdtd4ajm/lit15-writing.pdf

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

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.

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.

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.

Writing Inverclyde literacy framework

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