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The SD?? mini lesson structure.  Something we could look to doing as a staff meeting as mentioned by Ross.

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The SD?? mini lesson structure.  Something we could look to doing as a staff meeting as mentioned by Ross.

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That we are teaching daily discrete phonics lessons and regular handwriting lessons

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That we are teaching daily discrete phonics lessons and regular handwriting lessons

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focus on handwriting and spelling still

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Revising + editing process

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Editing

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proof reading and editing

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Where this fits in with our writing overview and unit planning

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how I meet all the requirements of the writing curriculum by purely making books

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how I meet all the requirements of the writing curriculum by purely making books

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How it links to the writing overview

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Do children still have the same eagerness to write books as they move into Year 2 if they have been writing them since FS?

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Do children still have the same eagerness to write books as they move into Year 2 if they have been writing them since FS?

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Clarity on the elements of writing that should be taught discretely 

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Clarity on the elements of writing that should be taught discretely 

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Handwriting expectations for Year 2: form capital letters and digits of the correct size, orientation and relationship to one another and lower case letters. Use the diagonal strokes needed to join some letters.

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the spelling research and handwriting research, share with staff

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How do you stop children from rushing through to finish then address the following reluctance to edit, review and add to their books

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What does the progression look like from Year 1 to Year 2? Apart from moving on to Chapter books.

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Purpose for writing - we have decided on the purpose and audience for our writing instruction units but am not sure that writing books will match in with this. 

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Purpose for writing - we have decided on the purpose and audience for our writing instruction units but am not sure that writing books will match in with this. 

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Children's knowledge of the structure of stories and non-fiction books

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Do you have any video footage of lessons taking place in all 3 year groups. It would be nice to see the process in action and to see how the teaching ensures progression across all 3 year groups. 

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Do you have any video footage of lessons taking place in all 3 year groups. It would be nice to see the process in action and to see how the teaching ensures progression across all 3 year groups. 

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using published mentor texts to find the writer's craft moves

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using published mentor texts to find the writer's craft moves

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Pupil conferencing- sharing examples of children's writing linked to success criteria 'W.I.L.F.'

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Giving children more opportunities to write freely and independently with no specific expectation/outcome

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Creating a list of writing ingredients together from reading published texts

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Creating a list of writing ingredients together from reading published texts

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Any tips for publishing goals- what motivate children the most?

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only focusing on one aspect for editing CUSP

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only focusing on one aspect for editing CUSP

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Good reading for writing going on in school. Looking forward to developing this further with structure and mentor texts matched to what we want the children to do.

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Temporary Spellings and CUPS spending dedicated on each small element.

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creating the bank of published mentor texts. we have some but need to add to them 

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creating the bank of published mentor texts. we have some but need to add to them 

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Thinking about who the audience is

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How can you ensure that standards of writing in the independent books are high enough? They seem to form an important part of contributing to the quanitity of writing that we'd expect overall. Would you monitor them in any way?

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strong links in place between reading and writing

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Would you ever suggest that all the children write a similar book for their guided book while they have their own choice of subject in their independent one? Having a similar book might make it easier to focus on particular teaching points for the mini lessons?

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I just wanted to say a huge thank you, it has been very interesting , lots to think about . Like Sarah, I really liked the prove it section, loved the simple poster ideas and being specific. Thank you