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Word banks/sentence stems on tables for children to use if they feel they need to

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Definitely going to be more obvious in my use of meta thinking language in class. Getting the students to use the language and awareness about the use of meta thinking during English lessons.

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Finding different strategies to complete a task. Using the one which makes you feel confident

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pre-teaching in E
nglish is something I feel helps my pupils a lot, I am to implement this in form time or free time we may have to improve strategy planning and future comprehension/understanding.

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Continue peer feedback, students sharing ideas/vocab/ sentences while writing and teacher modelling. Can add pre teaching in the SPAG lessons.

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We often share our vocab vaults in a learning chunk with the class through class discussion, children then add the ideas they like in their purple pen to their own vault, lots of children like to share their ideas and pupils get to discuss and regulate what ideas they think would work well and wish to add for their work.

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I will introduce morning task to improve their Grammar part

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Continue with Think Pair Share when children listen to each others writing to peer assess- words left out/alternative words to replace overused ones. Walking gallery replaced when post its used instead.

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Continue with Think Pair Share when children listen to each others writing to peer assess- words left out/alternative words to replace overused ones. Walking gallery replaced when post its used instead.

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Posting writing examples to padlets to get more peer assessment as we cant move around tables at the moment

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Team marking where pupils read and mark each others' work is simple but effective. This is usually most effective after I take a sentence with lots of mistakes and we correct it altogether on the whiteboard first.

We could begin to use Upstrive to do class check ins or self-regulation tasks to build meta-thinking understanding in pupils who don't really know what it is.

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Year 5 - Continue peer discussions and feedback.

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This is something children look forward to in the morning in 3A since they know its a word they will be able to use in their writing for that day. They use it in a sentence however I also challenge them to then use the antonym for that word in a sentence. Lots of meaningful curious and thought provoking conversations take place during form time in 3A related to word of the day. Learners get a chance to share their sentence Aloud which also gets them to self regulate and check if it is meaningful or how they could uplevel it.

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Definitely using more of peer correction in the classroom. That's a great idea to enhance meta thinking skills.

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Encourage buddy support/teammates discussion providing feedback to each other.

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Encourage buddy support/teammates discussion providing feedback to each other.

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Year 2- For writing - Peer assessment and check lists to help children relook into their work.

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During self assessment, students explain how they have used a particular VAA or ACP and where they need to improvise. In next steps, they write down ways they will  incorporate next time to achieve  better results. 

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During self assessment, students explain how they have used a particular VAA or ACP and where they need to improvise. In next steps, they write down ways they will  incorporate next time to achieve  better results. 

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Using purple pen to correct their errors specially in English( pair assessment as well)

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I would like all my students to have a writing target written on a post it note this term. This will enable them to self-regulate within their independent writing. Hopefully this will make them a more reflective learner and allow them to plan ahead to achieve their target.

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We all together self assess  and validate the chotted words, children have to explain why they dont fit, this validates their words beofre they create their sentences.
They work together at the end to discuss where they will place their'x' on thier Narrative map. They then sare thier ideas of why they have picked positve and negative(with the scale) and justify it.

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1. Self assess more about word choice and effect _ peer assessment 

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1. Self assess more about word choice and effect _ peer assessment 

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2. Use more detailed HPL language to explain how we are using our thinking skills
3 . More opportunities to use personal experience through experience days as a creative thinking process

Lesley 2F

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Use of peer feedback to reflect on writing

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I think the peer observation will be a really great tool to implement into the class and think the children will really benefit from this.

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Love the morning slide starter. It’s lovely to see the positive affirmations.
Peer assessment definitely!

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During morning activities, incorporate more skills that were used during the previous week's English lessons.

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Working with year 2 and doing whole class peer assessment

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Key spellings- I think this will work well and develop thier confidence in their sentences.

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Will implement more peer assessment.
Will ensure children know how to purple pen (self and peer assess) their work effectively.

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Use of vocabulary lists linked to the topic for children to refer to regularly throughout the unit.

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Time for the children to create plans before writing (mind maps and pictures etc.).

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They would definitely say it is use of different thinking strategies and self evaluate. This we discuss during our lessons in English to up level and edit our writing.

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Reflect on their writing every Friday, ( 1 lesson) by self assessing, using their purple pens to edit and improve, up- level their sentences ( adding a conjunction or may be use a synonym)

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More opportunities for self reflection and self correcting own work.
Morning activities.
Daily positive affirmations.

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In my class, I’ve identified and set the class writing targets with reminders in their support folders. They’re given word mats and ways they can challenge themselves by deepening the moment. I set vocabulary practise for morning purple pen reflection where repeated spelling mistakes were made and the learners working above expected progress, are asked to explain and confidently share their knowledge.l by either providing synonyms or explaining an outcome used in that lesson. E.g. Can you share what a fronted adverbial is?

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In year one , children can begin to self assess using purple pen. This will get them thinking, how to improve their learning.

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Give children more opportunities for self- assessment of their writing (use Purple Pen more often)
Model and encourage use of sound mats so children can spell words with greater independence.
Model good sentence writing explicitly before children start writing their own. Discuss with students what makes it an effective sentence.
Morning task focusing on personal writing goals (I use twinkl Phonics/handwriting/sentence structure booklets)

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As English planners in Year 3, we provide 10 support sheets for teachers to utilise in their sentence stacking lessons for learners they feel would genuinely benefit. We only provide a visual stimulus, a few vocabulary ideas and sometimes a sentence frame; so that they’re able to TRANSFER their knowledge and ideas from their initiate and model stages in the learning chunks, to having a go in the enable stage. They self-regulate with pre-set class writing targets and general reminders every now and then. We’d like to encourage learners to take responsibility for their learning. This is evident in partner-talk at the end of each learning chunk. Learners read their sentences aloud and listen attentively to feedback for improvement in their writing.

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Students are able to show understanding and discuss how it could be used/applied in their lives - which is vital for the SEN students.

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Reflecting on your own thinking - your own conclusion and answers. Self-reflection

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Reflecting on your own thinking - your own conclusion and answers. Self-reflection

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Ability to plan and evaluate your own thoughts

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Learner working above expected progress.

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Year 3E English - Sentence Stacking Lessons

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Year 3E English - Sentence Stacking Lessons

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In my writing lessons, I have introduced highlighting the different applied SPaG outcomes in each learning chunk. Learners need to read and check their sentence’s grammar and spelling, then identify the outcome in that sentence and highlight it. I’m able to walk around my class and keep an eye on progress. I use different AFL checks throughout each learning chunk’s mini plenary.

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The children understand they need to chott words which they will use in the process of writing their sentences. The monitor is done by validating thier offering of chotted words and then we assess it when correcting verbally and identifiying if they have included the success criteria.

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1. To transfer knowledge from one circumstance to another.
2.Meta-thinking is thinking about thinking.
3.The ability to articulate personal views based on evidence which will enhance their intellectual confidence.
4.The ability to monitor, evaluate and self correct during the lessons.

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Going back and re-reading their work, allowing partners to read their work, identify common errors and have it noted down so that they can be aware of it the next time they write.

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Going back and re-reading their work, allowing partners to read their work, identify common errors and have it noted down so that they can be aware of it the next time they write.

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Thinking of a strategy to achieve a certain goal. Being confident in your knowledge. Being aware of your learning and how to use it in other situations.

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Students discuss with team members and learn from each other.

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Students discuss with team members and learn from each other.

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to have an understanding of the outcome of the lesson and working systematically to reach those outcomes. 

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to have an understanding of the outcome of the lesson and working systematically to reach those outcomes. 

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Role-play and drama activities linked to experience days, allowing children to think about when they have experienced certain aspects of their learning. Planning and reflecting/editing before writing a narrative. Peer assessment opportunities to review sentences and provide feedback. Intellectual confidence-making their own sentences in sentence stacking lessons. Self-regulation- finding different words/vocabulary. Asking students to look back on other word banks from the journey to support this new topic to look for adjectives and synonym for this new topic, today colour words from the journey to help with the river. Marking and feedback allows the children (E1, E2, E3) to demonstrate meta-cognition.

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To use different approaches or ways of thinking.

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The use of Student outcome- writing rainbow 🌈 makes students strategically plan their thinking on the sentence structure.

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To be able to incorporate and use a variety of thinking techniques.

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To be able to incorporate and use a variety of thinking techniques.

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Promotes independent learning. Ensures that students can reflect upon their own learning.

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Children will be able to share about using their ability to monitor their own ways of learning, and self evaluate their work and do the self assessment too.

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Editing own work - being aware of common mistakes that they may make and being more mindful of these in the future.
Developing mental maps, pictures, images etc.

However, children are not always aware that they are using this skill.

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All of 3B can define it as the ability to use different thinking strategies. The children often make reference to maths because they use different methods to solve the same problem as well as using different methods to check their answers.

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Children understand that Meta-Thinking is the ability for children to self reflect and understand where and how their answer was either correct or incorrect. They feel it is an example of immediate feedback

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To be able to self assess and self monitor and steer their learning independently

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Year 5 - being able to integrate ideas from different domains to make stronger meaning.

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Year 5 - being able to integrate ideas from different domains to make stronger meaning.

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Children taking responsibility for their own learning by self reflection and knowing their targets to improve where necessary.

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Metathinking is a structured and streamlined way of thinking which will allow an individual to be able to self regulate, self monitor, self reflect and consciously structure their next course of action.

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Yes when the children uplevel and correct their writing

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Yes when the children uplevel and correct their writing

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Meta thinking means a wide range of thinking approaches

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Meta thinking means a wide range of thinking approaches

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The children would be able to say " I use my brain in different ways to solve problems" and I know there are different ways to solve the same problem

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Year 5 - The ability to self regulate, monitor and correct as necessary.

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Having a Strategy/plan to solve something.

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Confidently expressing links to what they have learnt. Trying different strategies. Challenging their thinking deepening thinking.

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A child describes meta thinking as putting on the detective lense and think critically about their written work.

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KWL chart can be used.
By- Reji and Beth

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Creating questions to generate the thinking process ready to start solving problems.

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Creating questions to generate the thinking process ready to start solving problems.

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Self regulation of what strategies you could use to research or solve problems
Leskey year 2 F

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Meta- thinking is the process of thinking  about the way we think. Supporting the children to reflect through self assessment of their own learning processes and developing new ways of approaching learning tasks.
Hayley, Jasmine Maaria , MJ

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How am
I going to achieve something.

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I can self correct

I can self assess and fix my mistakes

I can make connections and apply the knowledge to approach my new learning

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To be able to use their brains to solve problems. To be able to remember the story or sequence.

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To be able to use a wide range of thinking techniques.

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Just thought I would share this document from the HPL website (resources). It includes easy, adaptable activities that you can do with your class on a daily basis.