Curricular Target Exemplification of teaching and learning
Area : Writing - Text Structure and Organisation
Foundation Stage
EAL Pupils (FS)
Some children are bilingual from birth and some will be acquiring English as an additional language. As with their first language, this needs to be learnt in a context, through practical meaningful experiences and interaction with others. Children may spend a long time listening before they speak English, and will often be able to understand much of what they hear, particularly where communication through gesture, sign, facial expression and using visual support is encouraged.
The learning environment needs to:
· build on children’s experiences of language at home and in the wider community by providing a range of opportunities to use their home language , so that their developing use of English and other languages support one another;
· provide a range of opportunities for children to engage in speaking and listening activities supported by peers/adults
· provide bilingual support in particular to extend vocabulary and support children’s developing understanding;
· provide a literate environment across provision (books fiction and non-fiction, notices, labels, speech bubbles, tools for mark making), that recognises children’s home languages as well as English;
· provide opportunities for children to hear their home languages as well as English e.g. video, audio tapes
· adult interaction that will support and extend children’s language development across the provision through a range of strategies such as modelling, reflecting, commentating, reading, and questioning.
Curricular Target Exemplification of teaching and learning
Area : Writing - Text Structure and Organisation
Year 1
Child speak steps to success / Target / Example questions to support planning, teaching and assessmentI can draw and talk about my ideas
I can write about what I have seen and done
I can write more than one idea
I can make my texts interesting for someone else
I can tell about events in the order that things happened
I can start a story with words that I have heard in story openings / Write chronological and non-chronological texts using simple structures and group related ideas together. / What are the main features of…(insert text type)?
Can you tell me what the character might do next?
Children to be given opportunities to talk about their role play of non-fiction activities
Can you draw me a picture to show…?
Why did you…(linked to Role Play activity)?
Can you write me a sentence about…?
Can the child write more than one sentence about a related topic?
Who is your writing for?
Why have you written a…(insert text type)?
What happened first, next etc?
When did…?
How could you make your writing interesting for the reader?
Can you tell me some ways to start a story?
When would you start a story with…?
Why did you use a writing frame ?
What information would you include in each section of the writing frame?
EAL pupils / Exemplification of teaching and learning
Like all children, EAL pupils will have learned a great deal about print and about purposes for writing in their communities.
Emergent writers use their prior knowledge to writing – EAL pupils may produce letter forms of their own languages.
Bilingual children may have experience of a different directional flow or orientation on the page. They may come from communities where the separate skill of handwriting or calligraphy is valued over the process of communicative writing. It is important that practice during the FS respects and builds on this knowledge. / · Read a range of fiction and non-fiction texts and identify the main features of each – display on Working Walls
· Use role play to generate ideas
· Model creating a simple plan using pictures and talk
· Generate words and phrases to be used in writing
· Pair talk ideas
· Model writing texts based on role play, reading and plans etc.
· See ‘steps to success’ for sentence structure’
· Paired editing of writing
· Modelled/shared writing using writing frames
· Generate story openers – Working Wall, talk about context for each
· See DEW
Curricular Target Exemplification of teaching and learning
Area : Writing - Text Structure and Organisation
Year 2
Child speaksteps to success / Target / Example questions to support planning, teaching and assessment
I can make a plan for my writing
I can use my plan to talk about the main ideas for my text
I can write a beginning, middle and an end
I can use some time connectives
I can use pronouns and nouns so that my reader knows who I am writing about
I can group my ideas together in sections
I can use headings, bullet points and numbers in some texts / Develop writing in sections based on a simple plan and use words and phrases to make the sections link together. / Can the child talk about how they have organised their writing?
What would be a good heading for this section?
Why have you used bullet points? Could you use anything else?
What is a paragraph? Where could I start a new paragraph?
Why have you used paragraphs?
How has this text been organised?
Can the child talk about the organisational features of familiar text types?
Can the child talk about their ideas or their writing?
Who will your writing be for?
How will (the heading / bullet points numbers / drawings etc) help the reader understand your writing?
What will you need to include in your plan?
Can you talk me through your plan?
Have you included all the information you need?
Do you need to add anything else to your plan?
How did you know what to write at the beginning…etc?
Which words did you use to tell the order that things are happening in your writing?
What happens first, next etc in your writing?
How does your reader know who you are writing about?
Why does your writing have headings?
EAL Pupils / Exemplification of teaching and learning
Building in opportunities for children to activate prior knowledge is an important way to making learning contexts more supportive for all pupils. but particularly for EAL pupils.
Use talk frames and writing frames to scaffold pupils to place their writing.
Use working walls to highlight key words and vocabulary to assist with the writing process.
Children learning EAL need to learn the appropriate use of articles, possessive pronouns. See Y2 Unit 3 on ‘Determiners’ in EAL Guided Writing materials for activities. / · Shared/Guided Reading of a range of texts – discuss features / display on the Working Wall
· Role Play to????
· Paired talk activities eg to retell known stories, rehearse intstructions etc
· Write a plan from known texts to understand the use of planning
· Model plans and sections of plans
· Model editing / paired editing
· Model changing planning into writing
· Shared writing using personal whiteboards, talk etc.
· Guided writing – focus on beginning, middle and end of text or using language features such as connectives, editing their writing in conjunction with the success criteria for the text etc
· Use of the Working Wall
· See ‘steps to success’ for sentence structure
· Generate words and phrases for writing
· Use read texts to identify use of bullet points / numbers / paragraphs
· Model editing / written work
· Use sections on plans as models for writing paragraphs
· See DEW (teaching of writing) & GFW (Glossary)
Curricular Target Exemplification of teaching and learning
Area: Writing – Text Structure and Organisation
Year 3
Child speaksteps to success / Target / Example questions to support planning, teaching and assessment
I can make a plan for my writing
I can use my plan to write about events and ideas in order
I can tell my reader where and when events are happening
I can use words to tell the reader about changes in time and place
I can write a beginning and an ending
I can put sentences into paragraphs or sections
I can use headings and bullet points or numbers in some texts
I can recognise and talk about the features of some different texts / Show sequence, place and time to help the reader and group related material into paragraphs or sections. / What ideas have you included in your plan?
How will you / did you decide on the order that things are happening in the story?
Who might read your writing? Why might they want to read it?
Which words show the reader when / where things are happening?
Can you find me any words that show that the time or place in the story have changed?
Can you read me your opening? Do you think the reader will want to read on? What have you done to try to make them want to read on?
Will you use numbers or bullet points to show the list of instructions?
Can you show me the most interesting part of your story? How does/will the story end?
What kind of text is this? How did you know it was (instructions) and not (a report)?
What do you need to remember to put in a story / report / recount etc? Where can you find something in the classroom to help you remember?
EAL pupils / Exemplification of teaching and learning
· Children learning EAL need to understand and apply the conventions governing the order of adjectives describing a noun. E.g. we say ‘a big old round black and white football’ and never write ‘a white and black round old big football’. The range of adjectives for precision and use of adjectival phrases to add richness to text also needs to be developed.
Pre teach vocabulary, concentrating on use of:
descriptive words that can be used in
different contexts e.g. ‘shivering trees’
Scaffold understanding by using pictures and:
gesture and body language to convey
meaning.
Ask questions that explore how the use of
specific vocabulary has an impact on our
understanding of the text. (Refer to activity 1
page 71 EAL Guided Writing document)
Also refer to page 86 ‘Conventions governing
the order of adjectives in English’
· Children learning EAL need to learn that prepositions signal a wide range of meanings. They can be used on many ways including figuratively e.g. ‘She was in tears’
Word order in many languages is different
from that found in English. Prepositions may
be found in different places or not at all.
Children tend to omit them or use them
incorrectly.
Use strategies such as:
barrier games,
speaking frames,
interactive white board,
cloze exercises.,
text reconstruction,
story retelling,
Refer to EAL guided writing materials Year 3 Unit 5
andTalk Across the Curriculum.
· Children learning EAL need to learn the appropriate use of articles, possessive pronouns and quantifiers. They need to understand that the indefinite articles (a,an) are used for singular, common nouns and the definite article (the) is used for the particularly noun (the red pencil) or with mass nouns (the evidence, the air).
· They need to learn that the definite article is not used with people’s names but may be used with other proper nouns (The Indian ocean but not the Mr Malik)
They also need to learn to use a range of possessive pro nouns.
Use activities that allow children to practice using countable and non-countable nouns. (page 122 EAL guided writing document) Ask questions ‘How many’ How much
‘Use washing lines to demonstrate where quantifiers would be placed
Use reading back. Did it make sense? Was the quantifier in the right place?
Uncountable nouns that are countable in a child’s first language can lead a child to making errors such as ‘He is wearing a blue trouser’ Errors become more likely the more abstract and academic the language becomes
.Read a text together.
Work out where the mistakes are together, use visuals such as highlighting, grids (Refer to activity 4 page 128 EAL guided writing materials)
· Children learning EAL may find subject-verb agreement difficult. A common error is to omit the final ‘s’ in the third person singular from of the simple present tense (verb+s). This tense is a feature of the report text-type and is used to describe routines and behaviour, or habits.
Use a text and share on white board.
Ask open questions about the passage to
illicit understanding and relate to own
experiences.
Identify the verbs together.
Use grids and tables to show how different
parts of the text fit together(Refer to Activity
1 page 144 resource sheet Y3U7.3 EAL
guided writing materials)
/ · Model planning text using the text and language features.
· Demonstration writing of sections of the text, showing how to take ideas from a plan.
· Re-order a familiar text to match the plan.
· Show examples of texts with language features on the working wall.
· G for W Unit 18 – Time Connectives
· Shared and guided reading – find examples of effective openings and endings for texts
· Read out extracts of texts – children vote on whether it is a beginning, middle or end and say why.
· Mixed up texts sorted into the right order.
· Oral rehearsal of ideas and content of texts, using the language features of the text type.
· Use ‘shopping game’ (I went to market and I bought…) to I wrote a report and I included ……
· Writing skeletons (see NLS Writing Fliers and Sue Palmer skeletons)
· Y3 Grammar for Writing Unit: 8 (Begin to organise stories into paragraphs) and Unit 9 (write simple non-chron reports) Unit 17 (How sentences can be joined in more complex ways through wider use of conjunctions) Unit 18 (Pronouns)
Curricular Target Exemplification of teaching and learning