Making Making

Writing Writing

Real!Real!

Aims

• To reinforce the range of text-forms;

• To consider the variety of writing outcomes within each text-form;

• To maximise the opportunities for writing in Literacy and across the curriculum.

The Sequence from Reading to Writing

Shared Reading Immersion and analysis

Gathering Content

Shared WritingPlanning, composing, editing and revising

Guided Writing Pre-writing, writing, post writing

Independent WritingInvestigating, practising and applying skills

OutcomeOutcomeBringing Bringing

to presentationto presentation

Planning Circles

Shared reading:decoding

understandingtext analysis

Gathering ideas and content:Visual literacy, drama, speaking

and listening,

Short writing opportunities

Planning, shared writing, independent and guided writing:

creative outcomes

Literacy Outcomes

• F F ormat

• L L anguage

• AA udience

• P P urpose

Format• What format should it take? Book, leaflet, essay,

video, headings, sub-headings, diagrams, bullets, fact-files, photos;

• Unit outcomes should look different as the children move through the school;

• Looking at inspirational examples;• More sophisticated structures should begin to

appear.Does the format enhance the text?Does the format enhance the text?

Language• The language should be appropriate for the text -type –

formal, informal;• The vocabulary becomes increasingly precise or

technical;• Connectives reflect the text-type;• Sentence structure is varied and manipulated for effect;• Children are taught to ‘say the sentence’ from the

earliest ageIf you can’t say it, you can’t write it!

What sort of words will we need for this? What sort of sentences will we need?

Is the language appropriate for the purpose and audience?Is the language appropriate for the purpose and audience?

Purpose

• What is the purpose of this text? To inform, persuade, argue, discuss, entertain, stimulate, instruct, challenge.

Does the text reflect its purpose?Does the text reflect its purpose?

Audience

• Who is it for?• How can they be engaged/attracted to the text?• How is the text adapted for the audience?

Does the text suit the audience?Does the text suit the audience?

Text Forms. . . . How to write• Recount including Diaries, Biography, Autobiography

and Journalistic writing • Instructions• Non-chronological report• Explanation• Discussion• PersuasionSee text-form leaflets.• Narrative• Poetry• Playscript

Activity

• Look at the handout with the six non-fiction text-forms.

• In pairs, list as many possible text-types beneath each one.

Possible Text Types

Recount:Recount: letter autobiography diary or journal newspaper report magazine article science experiment

DiscussionDiscussion newspaper editorial non-fiction book on an

‘issue’ write up of a debate formal essay leaflet or article giving

balanced account of an issue

ReportReport information leaflet tourist guide encyclopaedia entry magazine article non-fiction book letter

ExplanationExplanation encyclopaedia entry non-fiction book technical manual question and answer articles and leaflets write-up of science experimentMulti-modal

InstructionsInstructionsrecipetechnical manualnon-fiction booktimetable, route-finderlist of rulesposters, notices, signssewing or knitting patterninstructions on packaging

PersuasionPersuasion•advertisement•catalogue•travel brochure•pamphlet from pressure group•newspaper/magazine article•poster or flier•book blurb•letter to editor or editorial

Text-form checklist

Text-Type

Purpose and audience Structure

Language Features

Writer’s Knowledge

Planning Skeletons

• The planning skeletons have been developed by Sue Palmer.

• They are a visual representation of the structures of each text type

• Link knowledge and understanding with the literacy skills required to record that understanding

• They are particularly useful for visual learners

Genre Checklist Gathering Content Planning Drafting Editing and Revising

Genre

Writer’sknowledge~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Language features~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~~~~~~

Purpose andAudience~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~

Structure andorganisati on~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~

Key Features:

K W LIntroduction

Diagram

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

WAGOLL

What a goodone looks like

The Daily Gossip~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Annotated Example

Planning Skeletons

Connectives

Technical Vocabulary

Marking LadderSuccess Criteria

Objective~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~~~~~~~~

Editing and RevisingSymbols

Spelling ~~~~Paragraph //Re-order sentenceBetter vocab *Missing word ̂Add detail +Punctuation p

Punctuation

. , ? ! “” : ; -… ( )

Bright Ideas and Brain Waves!

Shared writing~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Main Objective:~~~~~~~~~~~~~~~~~~~

Gathering Content . . . . What to write

• Brainstorming• Concept mapping• KWL grid• QUADS grid• Role play• Flow diagrams• Mind-mapping• Sound• Think, say, feel

• Visits• Visitors• Retelling• Still and moving image• Drama techniques• Drawing and labelling• Time-lines• Skimming, scanning, key

words

Blitzed Site 1942 L.S. Lowry

KWL Grids

K – What do I Know?

W – What do I Want to know?

L – What have I Learnt?

Think, say, feel

Short writing opportunities

• Post it notes• Story map• Notes• Diary• Letter• Poem• Email or text

messages• Problem page

• For and against • Fact boxes• Summarising • Character profiles• Thought bubbles

and speech bubbles• Short play

script/conversation/ dialogue/gossip

• Story map

Activity

Choose one of the following options. In pairs use the picture to write:

• A letter – to problem page; family; colleague; council housing department;

• A diary entry;

• A newspaper report;

• A poem.

Possible Newspaper Headline: Boy’s chemistry homework goes up in smoke!Boy’s chemistry homework goes up in smoke!

Possible poem

There was a small boy from Fleetwood

Who never would do what he should

He’d turned on the gas

But had forgotten the match

So the house fell down where he stood!Anon (not surprisingly!)

A short film to illustrate the importance of clear communication

Home time!