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Year 6 next steps include using different sentence structures and show not tell techniques to build suspense 

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Year 6 next steps include using different sentence structures and show not tell techniques to build suspense 

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Year 6 Hot Task - progress made using show not tell, creating atmosphere and range of sentence types 

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Year 6 Hot Task - progress made using show not tell, creating atmosphere and range of sentence types 

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Imitation- learning the story map, exploring the characters and using drama to act out and retell the story

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Exploring how characters emotion change in the model text

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Boxing up model text and identifying story pattern

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Planning own suspense story

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Drafting and editing own suspense story

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Formal/ informal language

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Exploring vocabulary for suspense story writing

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Key vocabulary linked to model text

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Scaffolds / sentence openers to support writing

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Scaffolds/ word bank to support writing

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Short burst writing- building suspense

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Formal letter of complaint

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Writing a diary

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Writing a persuasive advert

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Modelled example provides support in getting started with writing.

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Success criteria provided for longer pieces of writing. Children assess their own writing against the success criteria

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Some SEN children have being using word mats to help support their writing. Visual support also used on the sheets to help

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Date and learning objective for post teach used.

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Recapping known knowledge of improving said and finding relevant synonyms.

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Example of first 20% cold write

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Grammar focus after a cold write

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Hot write

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Learn the text through a story map

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Boxing up the text

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Exploring the main character and developing and understanding

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Example innovation

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Planning of hot write

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Exploring unknown vocabulary

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Example of subordinating clause to help children identify and then create their own

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Differentiated English lessons based on their gaps in learning.

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Example sentences and word mats were used to support this child

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Short burst writing in suspense writing

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Suspense writing

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Persuasive writing

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explanation text

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Children providing feedback to develop their understand and to challenge their thoughts and ideas

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In Year 5, pupils have clear success criteria (‘toolkits’) for their writing - both specific to the genre at hand and more general, linked to the Year 5/6 National Curriculum writing objectives. More challenging elements are coloured orange. Children use these success criteria to self- and peer-assess their writing. The teacher also makes regular reference to the success criteria, including when marking children’s work.

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Learning objectives specify the key knowledge or skills (not just the task) pupils are working on in that lesson.

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Year 5 pupils’ cold writes are marked with two positives and two next steps linked to the success criteria for the unit.

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This hot write demonstrates the progress a Year 5 pupils complete has made in their use of dialogue in narrative writing.

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At the end of each hot write, Year 5 pupils complete an evaluation grid, ticking the success criteria they have met, referring back to their cold write next steps and commenting on their progress. The teacher also adds a comment.

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Year 5 pupils worked on using apostrophes for possession after this was identified from their cold writes as a skill to consolidate.

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A text map drawn by a Year 5 pupil in a unit based on the model text ‘The Highwayman’. Children went on to deepen their understanding of characters’ perspectives through short burst writing, as well as explore vocabulary used in the text, as part of the ‘imitation’ phase.

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A Year 5 pupil’s boxing up/innovation grid from a unit based on ‘The Highwayman’. Children went on to complete an innovation write, supported by shared writing as a class.

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A Year 5 pupil’s hot write planning in a unit based on ‘The Highwayman’, using a planning grid as a scaffold. Children went on to complete their hot writes as part of the invention phase and to finish the unit.