Writing Term 1 Writing Skills and Strategies

segments word into individual sounds and forms letter that relates to the sound isolates and writes the initial, medial and final sound of a word reads own writing aloud and makes some corrections to clarify meaning. uses correct pencil grip and maintains correct body position forms most letters of the alphabet correctly and appropriately experiments with computer functions accurately uses words associated with computers, eg keyboard, screen, cursor, mouse, disk, space bar recognises letters on the keyboard

Producing Texts

writes a simple statement or short text for different purposes reads own writing aloud and makes some corrections to clarify meaning writes elementary descriptions of familiar people and things expresses an opinion in writing contributes to joint construction of texts reads own writing to the teacher or a peer begins to explore less familiar topics as a basis for writing activities uses different types of verbs (action, thinking, seeing, feeling) in own writing uses most common punctuation marks, eg spaces between words, lower-case and capital letters, full stops usually uses capital letters at the beginning of sentences usually uses full stops at the end of sentences

Context and Text

examines stages of a text and discusses their functions

Language Structures and Features

recognises organisational structure of some literary and factual texts recognises a sentence identifies different types of verbs in their own writing, eg saying verb, action verb talks about different types of nouns in a story talks about action verbs in a recount discusses how a description is built up using adjectives, adverbs

Writing in the literacy session

Monday Lesson focus Explicit teaching of spelling Phonics Aspects of Writing Tuesday Sentence structure and grammar Aspects of Writing Explicit spelling teaching (see spelling program) Phonics Aspects of Writing Wednesday Text structure Thursday Text structure Friday Handwriting (see handwriting program)

Learning continuum

Aspects of Writing

Aspects of Writing Spelling and writing in literacy groups Phonics Aspects of Writing

Aspects of Writing Spelling assessment dictated sentence Phonics Aspects of Writing

Lesson focus

Spelling and writing in literacy groups Phonics Aspects of Writing

Learning continuum

Writing Monday
Aspects of writing 2nd Cluster Focus students: Continuum cluster Will

Week: 1 2 3 4 5 6 7 8 9 10 Tuesday
Aspects of writing 3rd Cluster Focus students: Jeremy, Owen, Jamieson, Finn, Sophie, Amarni, Nash, Euan

Term: 1 2 3 4 Thursday Friday

5th Aspects of writing 7th Cluster

Wednesday
Aspects of writing Cluster 4th

Aspects of writing Cluster

and focus students

Focus students: Focus students: Focus students: Jake, Darcie, Ruben, Olivia, Seri, Georgia, Macondo, Layla Zach, Jack Ben, Liam

Indicators

usually uses capital letters at the beginning of sentences

RFF

writes elementary descriptions of familiar people and things

uses correct pencil grip and maintains correct body position forms most letters of the alphabet correctly and appropriately

Whole class

Explicit spelling teaching Morphemic

Sentence structure RFF capital letters Text structure

Text structure

Spelling assessment dictated sentence

Will - IEP

Group/ Independent

Description Students write about Handwriting what makes a true friend Explicit spelling Spelling and writing Spelling and writing Extension Group teaching in literacy groups in literacy groups Layla and Macondo Morphemic

Writing Monday
Aspects of writing 2nd Cluster Focus students: Continuum cluster Will

Week: 1 2 3 4 5 6 7 8 9 10 Tuesday
Aspects of writing 3rd Cluster Focus students: Jeremy, Owen, Jamieson, Finn, Sophie, Amarni, Nash, Euan

Term: 1 2 3 4 Thursday Friday

Wednesday

Aspects of writing 4th Aspects of writing 5th Aspects of writing 7th Cluster Cluster Cluster Focus students: Focus students: Focus students: Jake, Darcie, Ruben, Olivia, Seri, Georgia, Macondo, Layla Zach, Jack Ben, Liam

and focus students

Indicators

usually uses capital letters at the beginning of sentences

RFF

writes elementary descriptions of familiar people and things

uses correct pencil grip and maintains correct body position forms most letters of the alphabet correctly and appropriately

Whole class

Explicit spelling teaching - Visual

Sentence structure RFF capital letters at the Text structure start of a sentence, name or place Explicit spelling teaching Visual Capital letter detectives

Text structure Spelling assessment Describes how the dictated sentence flowers changed in this weeks science Handwriting experiment

Will - IEP

Group/ Independent

Spelling and writing Spelling and writing Extension Group in literacy groups in literacy groups Layla and Macondo Capital letter detectives Capital letter detectives

Writing Monday
Aspects of writing 2nd Cluster Focus students: Continuum cluster Will

Week: 1 2 3 4 5 6 7 8 9 10 Tuesday
Aspects of writing 3rd Cluster Focus students: Jeremy, Owen, Jamieson, Finn, Sophie, Amarni, Nash, Euan

Term: 1 2 3 4 Thursday Friday

5th Aspects of writing 7th Cluster

Wednesday
Aspects of writing Cluster 4th

Aspects of writing Cluster

and focus students

Focus students: Focus students: Focus students: Jake, Darcie, Ruben, Olivia, Seri, Georgia, Macondo, Layla Zach, Jack Ben, Liam

reads own writing to the teacher or a peer

RFF

Indicators

identifies different types of uses correct pencil grip verbs in their own writing, and maintains correct eg saying verb, action body position verb forms most letters of the alphabet correctly and appropriately

Whole class

Explicit spelling teaching Phonological

Sentence structure RFF writing conferences Text structure

Students complete reflection sheet after reading their work to the teacher or a peer.

Text structure response

Draws on personal experience to create Handwriting response 4-5 sentences long As a follow on from inferring (comp strat)

Spelling assessment dictated sentence

Will - IEP

Group/ Independent

Explicit spelling teaching Phonological Writing conferences

Spelling and writing Spelling and writing Extension Group in literacy groups in literacy groups Layla and Macondo Writing conferences

Writing Monday
Aspects of writing 2nd Cluster Focus students: Continuum cluster Will

Week: 1 2 3 4 5 6 7 8 9 10 Tuesday
Aspects of writing 3rd Cluster Focus students: Jeremy, Owen, Jamieson, Finn, Sophie, Amarni, Nash, Euan

Term: 1 2 3 4 Thursday Friday

Wednesday

Aspects of writing 4th Aspects of writing 5th Aspects of writing 7th Cluster Cluster Cluster Focus students: Focus students: Focus students: Jake, Darcie, Ruben, Olivia, Seri, Georgia, Macondo, Layla Zach, Jack Ben, Liam

and focus students

Indicators

identifies different types of RFF verbs in their own writing, eg saying verb, action verb

recognises organisational uses correct pencil grip structure of some literary and maintains correct body position and factual texts forms most letters of the alphabet correctly and appropriately

Whole class

Explicit spelling teaching Morphemic

Sentence structure RFF sentence plans Text structure

Students use scaffold to complete plan. Students use the scaffold to write a sentence. Focus on different kinds of verbs

Text structure response Contributes to joint construction of response

Spelling assessment dictated sentence Handwriting

Will - IEP

Group/ Independent

Explicit spelling teaching Morphemic Sentence plans

Spelling and writing Spelling and writing Extension Group in literacy groups in literacy groups Layla and Macondo Sentence plans Sentence plans

Writing Monday
Aspects of writing 2nd Cluster Focus students: Continuum cluster Will

Week: 1 2 3 4 5 6 7 8 9 10 Tuesday
Aspects of writing 3rd Cluster Focus students: Jeremy, Owen, Jamieson, Finn, Sophie, Amarni, Nash, Euan

Term: 1 2 3 4 Thursday Friday

5th Aspects of writing 7th Cluster

Wednesday
Aspects of writing Cluster 4th

Aspects of writing Cluster

and focus students

Focus students: Focus students: Focus students: Jake, Darcie, Ruben, Olivia, Seri, Georgia, Macondo, Layla Zach, Jack Ben, Liam

Indicators

reads own writing aloud and makes some corrections to clarify meaning

RFF

expresses an opinion in writing

uses correct pencil grip and maintains correct body position forms most letters of the alphabet correctly and appropriately

Whole class

Explicit spelling teaching - Visual

Sentence structure RFF editing codes Text structure Students learn 3 editing codes

Text structure Writes an independent response

Spelling assessment dictated sentence Handwriting

Will - IEP

Group/ Independent

Explicit spelling teaching Visual Editing codes

Spelling and writing Spelling and writing Extension Group in literacy groups in literacy groups Layla and Macondo Editing codes Editing codes

Writing Monday
Aspects of writing 2nd Cluster Focus students: Continuum cluster Will

Week: 1 2 3 4 5 6 7 8 9 10 Tuesday
Aspects of writing 3rd Cluster Focus students: Jeremy, Owen, Jamieson, Finn, Sophie, Amarni, Nash, Euan

Term: 1 2 3 4 Thursday Friday

5th Aspects of writing 7th Cluster

Wednesday
Aspects of writing Cluster 4th

Aspects of writing Cluster

and focus students

Focus students: Focus students: Focus students: Jake, Darcie, Ruben, Olivia, Seri, Georgia, Macondo, Layla Zach, Jack Ben, Liam

Indicators

reads own writing aloud and makes some corrections to clarify meaning

RFF

recognises organisational uses correct pencil grip structure of some literary and maintains correct body position and factual texts forms most letters of the alphabet correctly and appropriately

Whole class

Explicit spelling teaching Phonological

Sentence structure RFF Students learn 3 new Text structure editing codes

Text structure Spelling assessment recount dictated sentence Jointly construct a recount on a shared Handwriting experience

Will - IEP

Group/ Independent

Explicit spelling teaching Phonological Editing codes

Spelling and writing Spelling and writing Extension Group in literacy groups in literacy groups Layla and Macondo Editing codes Editing codes

Writing Monday
Aspects of writing 2nd Cluster Focus students: Continuum cluster Will

Week: 1 2 3 4 5 6 7 8 9 10 Tuesday
Aspects of writing 3rd Cluster Focus students: Jeremy, Owen, Jamieson, Finn, Sophie, Amarni, Nash, Euan

Term: 1 2 3 4 Thursday Friday

5th Aspects of writing 7th Cluster

Wednesday
Aspects of writing Cluster 4th

Aspects of writing Cluster

and focus students

Focus students: Focus students: Focus students: Jake, Darcie, Ruben, Olivia, Seri, Georgia, Macondo, Layla Zach, Jack Ben, Liam

Indicators

uses most common punctuation marks, eg spaces between words, lower-case and capital letters, full stops

RFF

talks about action verbs in a recount begins to explore less familiar topics as a basis for writing activities

uses correct pencil grip and maintains correct body position forms most letters of the alphabet correctly and appropriately

Whole class

Explicit spelling teaching Etymological

Sentence structure RFF Uses full stops, Text structure question marks and exclamation marks in writing Explicit spelling teaching Etymological Punctuation

Text structure Writes a recount about Reptile park excursion

Spelling assessment dictated sentence Handwriting

Will - IEP

Group/ Independent

Spelling and writing Spelling and writing Extension Group in literacy groups in literacy groups Layla and Macondo Punctuation Punctuation