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These wheels help to balance the techniques used in the narrative. We are picking apart what we want the reader to imagine at certain points and referencing inference skills in every paragraph. 

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These wheels help to balance the techniques used in the narrative. We are picking apart what we want the reader to imagine at certain points and referencing inference skills in every paragraph. 

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Introduce during 'read as reader' and carry through to the planning stage. Then, use in the shared-writing process to play around with the balance of different narrative techniques.

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Y4 first paragraph of an informal letter

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Y4 first paragraph of an informal letter

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Washing line with vocabulary, story map and common spelling mistakes

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Washing line with vocabulary, story map and common spelling mistakes

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After marking, I have found the following things to address whole-class as well as individual marking:

eye's - lots of apostrophes
commas in lists
some layout issues
a/an
some green dotting under spellings but not addressed
MAP pupils played it safe - push in next para to move away from model

- I have a photograph of someone's work to model editing via Screenshare in tomorrow's lesson

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4C smart targets for next shared-writing lesson (pick 3)

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4C smart targets for next shared-writing lesson (pick 3)

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1. Model spelling if unsure using dots and sound chart e.g. 'wh' sound and writing out 3 times in margin.

2. Have a group of children for each section of the toolkit to 'check' so that all children are involved and thinking.

3. When children are writing go round and add suggestions from what you see to whole class e.g. 'remember to double check where the address is- what side is it on?'

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3A smart targets for next shared-writing lesson (pick 3)

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3A smart targets for next shared-writing lesson (pick 3)

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I need to watch the rest of the video, but already I feel that:

- Acting out the verbs or situation during the shared write
- Giving extra clarity on the grammatical accuracy of sentences and tense (e.g. uses of conjunctions and the whole paragraph / sentence needing to be the same tense) would be beneficial

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Get round to every child to give 1:1 feedback and model in books 

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Get round to every child to give 1:1 feedback and model in books 

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Tier the practise to differentiate. The choosing of December was because I spotted in many books the capital letter needed addressing alongside the mb formation.

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Non-fiction persuasive speech unit
Vocabulary warm-up

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Questions to consider in your own practice and through the video:

Oracy - how often do children talk in partners?

Oracy - how is partner talk structured?

Oracy - how does suggesting alternative ideas (words, phrases and clauses) support idea-generation?

How and when are the toolkit features referred to?

What strategies are used when modelling the writing?

How is the teacher using the environment to support?

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Colourful Semantics - Live Feedback Intervention

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This pupil [photo attached] is struggling to independently form an M sentence (main clause sentence).

Across little sessions, like this one, we are taking what he has written and doing some 'sentence surgery' on it. We are using oracy to write it on the A4 laminates, discuss whether it sounds right and think about what is missing. This pupil spotted that 'the who' needed to be there, after suggesting 'The' would work. Once they suggested Mr Beast, we read it again and once more. He then decided we needed the verb 'was' in the 'what doing' section too. He then wrote it again. Fortunately, he had formed another incorrect sentence in a similar way so, independently, he completed surgery on this one too.