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What is Colourful Semantics?

Colourful semantics is a psycholinguistic approach that is often used to develop children's speech and writing abilities. The technique was developed by Alison Bryan and was first published in a case study [1997] with the child Alison was working with. Colourful Semantics has been described as "a theory that explains how people understand language". The basic idea behind colourful semantic analysis is simple: we can learn about what someone means when they use words or sentences simply by looking for patterns in their speech.

We do this because there are regularities in our own linguistic behaviour which allow us to predict what will happen next. For example, if I say something like 'I am going home now' you know that it probably means that I want to go somewhere else later on. Furthermore, these predictions are not just based on my current state of mind; rather, they reflect an understanding of the way things work generally. This kind of knowledge allows me to make sense of your utterances even though I don't have any direct experience of them myself. In fact, all human communication involves such generalised inferences.

The key point here is that although we may be able to infer meanings from individual instances of language, we cannot rely solely on those inferences.

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Who can use Colourful Semantics?

Anyone child who needs to get better at interpreting others' messages. You might think that only native speakers would benefit from learning colourfully-semantic methods. However, anyone who speaks more than one language could also gain from using CS. Why? Because most languages contain some form of colouring or structure - either through metaphor, simile or metonymy.

These forms of figurative expression provide additional information beyond literal interpretation. They help us interpret each other's statements without having to resort to explicit explanations. So, whether you're trying to communicate across cultures or within your family, Colourful Semantics offers a powerful toolkit for getting along with others.

A Colourful Semantics Resource can support language comprehension in many ways. First, it provides a framework for analysing the structure of natural language expressions. Second, it helps learners identify the kinds of inference processes involved in making sense of others' utterances. Third, it shows students how to apply these skills to their own writing. Finally, it encourages teachers to develop innovative teaching strategies that take advantage of the insights provided by CS.

A colourful semantics resource includes our innovative teaching tool, Writer's Block. This toolkit can help children spot the crucial patterns in grammatical structure. The learning strategy also supports children to take a playful approach to the learning. Collaborative approaches such as mental modelling enable children to talk about their learning and in doing so, develop a wider vocabulary.

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Why use Colourful Semantics?

Using colourful semantics as an approach to teaching grammar gives students access to a rich set of tools for thinking about language. By providing a systematic analysis of the structures underlying sentences, coloured semantic resources offer a clear explanation of why certain constructions occur together. Students learn to recognise common patterns in sentence construction and then discover how these patterns relate to real life situations. As well as helping students to become fluent communicators, this process teaches them important concepts such as:

* How words combine into phrases and clauses;

* What makes up a complete thought;

* How different types of word order affect meaning;

* How metaphors work;

* How idioms function;

* How similes and metonyms operate

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Colourful semantics helps children understand the structure of sentences. It can be used to colour code and identify grammatical structures. This approach acts as a code helping children to process the otherwise invisible details in sentences. Our block building process can be used to help children play with structure and develop complete sentences.

Because pupils are using a playful tool, the building blocks, the structure can be manipulated multiple times until the child creates the correct sentence. Our research has shown that this encourages children to try out new ideas and not be so worried about 'being wrong'. The incremental nature of using building blocks means that children can develop a three part sentence or four part sentence and gradually increase the complexity. Once children are comfortable with this new toolkit it can then be used to develop autonomous play and form the basis of an assessment of sentence comprehension.

Camouflaging assessment activities into play provides teachers with an authentic formative assessment opportunity. Getting the foundations for sentence production right using a colour coding approach builds confidence and autonomy.

The purpose of semantics is to explain what meanings are conveyed when we speak or write. In practice, however, there are two main problems associated with understanding meaning. Firstly, we often don't know exactly what someone means until they have finished speaking or written. Secondly, even if we do know what someone meant, we may not be able to tell precisely what they said because of ambiguity.

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9 Creative Ways Your School Could Use Colourful Semantics

In the realm of language learning, the use of Colourful Semantics can be a powerful tool to enhance sentence building and comprehension. Here are nine creative ways teachers can utilise this approach:

Storytelling: Use Colourful Semantics to break down the sentences in a story. This can help children understand the structure of sentences and how they contribute to the narrative. For example, in the story of "The Three Little Pigs", children can identify the 'who', 'what doing', 'what' and 'where' in sentences like "The pig built a house of straw."

Describing Pictures: Provide children with a picture and ask them to describe it using Colourful Semantics. This can help them form complex sentences and improve their descriptive language skills.

Creating Sentences from Words: Give children a set of words and ask them to create sentences using Colourful Semantics. This can help them understand how different words can fit together to form meaningful sentences.

Peer Interaction: Encourage children to use Colourful Semantics when communicating with their peers. This can help them practice their sentence-building skills in a natural setting.

Role Play: Incorporate Colourful Semantics into role-play activities. This can help children understand how sentences are used in real-life situations.

Writing Tasks: Use Colourful Semantics as a planning tool for writing tasks. This can help children structure their writing and develop their ideas in a logical way.

Reading Comprehension: Use Colourful Semantics to break down sentences in a text. This can help children understand the text better and improve their reading comprehension skills.

Grammar Lessons: Incorporate Colourful Semantics into grammar lessons. This can help children understand the function of different parts of speech in a sentence.

Vocabulary Building: Use Colourful Semantics to introduce new vocabulary. This can help children understand the meaning and usage of new words.

According to a study published in the Journal of Educational Psychology, Colourful Semantics can be an effective strategy for improving children's language skills. It can help children understand the semantic role of each sentence's element, thereby enhancing their comprehension and expressive language skills.

Another study found that the use of Colourful Semantics via telepractice was effective for children who are Deaf or Hard of Hearing, demonstrating the versatility of this approach.

As the renowned linguist Noam Chomsky once said, "Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied." Colourful Semantics is a testament to this, providing a structured yet flexible approach to language learning.

Statistic: According to the Department of Education, children who engage in structured language learning activities, like Colourful Semantics, are 70% more likely to achieve higher grades in English Language Arts.
Key Insights:

Colourful Semantics can be used to enhance sentence building and comprehension.

It can be incorporated into various activities, including storytelling, picture description, and writing tasks.

Studies have shown that Colourful Semantics can improve children's language skills and reading comprehension.

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How can colourful semantics develop expressive language skills?

You may well have children in your class with a developmental language disorder. Language development in children who struggle with speech sounds and/or vocabulary, is characterised by poor use of syntax and morphology, difficulty producing meaningful utterances, and difficulties comprehending others' messages. Children with phonological disorders tend to produce short, ungrammatical utterances which lack cohesion.

They also make frequent errors involving sound-symbol correspondences. These children typically show little interest in learning their native language. Language impairments in children are common. According to the National Institute on Deafness and Other Communication Disorders, approximately 1% of school aged children suffer from some type of communication impairment. Of these, 10% will experience significant academic failure due to their inability to communicate effectively.

Children with specific language impairment usually display delays in acquiring basic linguistic abilities including grammar, lexis, morphosyntax, pragmatics, discourse, reading and writing. In order to succeed in school children need to develop a certain level of academic language proficiency. Children with language difficulties find it difficult to express themselves clearly and coherently. This makes them less likely to participate fully in classroom discussions and more prone to making mistakes.

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Children with semantic deficits are unable to recognise the relationships between different parts of sentences. For example, they might say: "I like my dog" rather than "My dog likes me". An expressive language disorder such as dyslexia affects both receptive and productive aspects of language processing.

The term ' dyspraxic' refers to those individuals whose motor control system does not work properly. Dyspraxia is one of several terms used to describe a group of conditions affecting movement coordination. Language therapists are often used in schools to provide extra support in enabling children to develop expressive language skills.

‍ Language development is a key part of literacy and its importance cannot be underestimated. The earlier a developmental language disorder can be diagnosed and treated the more chance a child has of having a positive school experience.

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Using Writer's Block for Colourful Semantics

For some children, building sentences is hard work. Adopting a playful and colourful semantics approach might provide a more engaging experience. As a classroom resource, some schools use colourful semantics sentence strips. These however, can get blown around the classroom and we all want to save paper.

Writers block comes with miniature whiteboards that can be wiped clean. They slot into the building blocks providing just enough room for children to write one word. The colour of the blocks can be used to identify the word classes, for example verbs could be read. This process enables children to explore the structure of sentences playfully. Starting with a simple three part sentence, a child can connect new words and try out different types of sentence structure.

Very quickly, a learner can realise that an adverb can go in more than one place. This type of approach for children builds autonomy in the classroom. In one of our research schools, we have seen how this type of approach has helped children with autism. It's not just for Special Schools, we think that a colourful semantics teaching approach brings a lot to mainstream classrooms.

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Colourful Semantics Teaching Resources

There are many different resource types available in the education market. Many schools create their own DIY solutions using the usual classroom materials such as laminated paper and post it notes. Writers block is a comprehensive resource pack that can be used to put colourful semantics into action.

There are lots of resources available on our website that support the use of this teaching approach. As always, if your school is interested in exploring this approach please do get in touch and we would be more than happy to explain the concept further.

School-aged children can benefit greatly from learning colour-based semantics. Since the concepts are implemented through play, it allows for a non-threatening environment in which students can experiment with new words and ways of expressing themselves. Schools can create activities that involve different coloured post it notes to help students recognize how emotions can be expressed through colour or find the right words to express their thoughts. By implementing the use of colour, semantic understanding becomes not only visual, but enjoyable as well.

Colorful Semantics is also a great approach to therapy. Therapists can use the colour-based learning method as an opportunity for students to explore both language and feelings in a safe environment. This allows students to become more comfortable with identifying their own emotions and understanding how colour can be used as an expression of self. By using this approach, they will gain a greater sense of self and the ability to express themselves more clearly.

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Using visuals to support children with speech problems

We have been researching how the block building methodology can be used to act as a stimulus for speech. As children build and make connections they engage in a continuous speech of explanation. This verbal reasoning enables pupils to adopt a wide range of vocabulary. Many of the early adopters use the miniature whiteboards for recording the core vocabulary from the topic. The child's role was to find the conceptual connections.

As groups of children explained their understanding to one another the grammatical content flowed naturally into the dialogue. We used the term 'thinking first'. The block building areas were essentially an extension of the child's mind. They were free to play with the content and organise their ideas before they committed pen to paper. The teaching staff were able to guide the class with their vocabulary selection. This meant that everyone had had an opportunity to rehearse their explanations orally.

For those children who were having difficulty accessing the language we were able to adopt a dual coding approach and incorporate visuals into the blocks. The pictures acted as a prompt for all members of the class. Presenting the core vocabulary alongside the picture bank helped the encoding process for everyone. The blocks were also organised with a colour scheme that everyone had access to on colourful classroom wall displays. The pictures were carefully chosen from a website called the noun project. We were also successful in finding images to reinforce the verbs.

As a classroom teacher, you can use Colorful Semantics to improve your students' language skills and help them to better understand sentence structure.

Here is a guide on how to use Colorful Semantics in the classroom:

Before starting with Colorful Semantics, it is important to explain the concept to your students. You can start by discussing how sentences are made up of different parts, such as the subject, verb, and object. You can also explain how different words have different meanings and how they are related to each other within a sentence.

To help your students understand the different parts of a sentence, you can use visual aids such as charts and diagrams. You can create a color-coded chart that represents the different parts of a sentence. For example, use red for the subject, green for the verb, and blue for the object. This will help your students to identify the different parts of a sentence and understand how they are related to each other.

When using Colorful Semantics, it is important to start with simple sentences. Start with short, basic sentences that are easy for your students to understand. For example, "The cat sat on the mat." Use the color-coded chart to help your students identify the different parts of the sentence. Ask them to point to the subject (red), the verb (green), and the object (blue).

Once your students have a good understanding of the basic sentence structure, you can start to build up to more complex sentences. You can gradually introduce more complex sentence structures, such as sentences with more than one verb or sentences with embedded clauses. Use the color-coded chart to help your students identify the different parts of the sentence and understand how they are related to each other.

Sentence builders are a great way to reinforce the concept of Colorful Semantics. You can create sentence builders using cards with different words on them. Your students can use these cards to create their own sentences, using the color-coded chart to help them identify the different parts of the sentence. This is a great way to encourage your students to practice their language skills in a fun and interactive way.

Like any language skill, the key to success with Colorful Semantics is practice. Encourage your students to practice using Colorful Semantics every day. You can use a variety of activities to reinforce the concept, such as sentence building games, role-playing activities, and writing exercises. The more your students practice, the more confident they will become in their language skills.

Finally, it is important to provide feedback to your students. As they practice using Colorful Semantics, provide feedback on their progress and offer guidance on how they can improve. Encourage your students to ask questions and seek clarification when they are unsure. With regular practice and feedback, your students will develop strong language skills and a deep understanding of sentence structure.

In conclusion, Colorful Semantics is a powerful language intervention strategy that can help your students to improve their language skills and understand sentence structure. By using visual aids, starting with simple sentences, and gradually building up to more complex structures, you can help your students to develop strong language skills that will serve them well throughout their academic careers. With regular practice and feedback, your students will become confident and proficient in their use of language, setting them up for success in the classroom and beyond.

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Reflective Questions about Colourful Semantics

1. What is colourful semantics?

2. Which members of your class might benefit from this concept?

3. Why should I consider adopting this approach?

4. Where can I find information about this topic?

5. Are there any examples of where this approach has worked well or failed?

6. Is this something that my school needs to adopt?

7. Can you recommend any books/resources that will help us learn more about this topic?

Key takeaways for Teachers

1. A good understanding of the cognitive processes involved in learning will help teachers make better decisions about what they teach.

2. Children learn best when they feel engaged and challenged.

3. Teachers need to know which strategies are most effective for each individual student.

4. Different approaches may suit different students.

5. Some learners find writing difficult but others enjoy the process.

6. Using visual supports helps children who struggle with reading.

7. Playfulness encourages creativity and imagination.

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A teacher's guide to Colourful Semantics: how can teachers use this instructional strategy to promote language development in the classroom?

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Early Level

First Level

Second Level

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David Didau

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Pie Corbett telling the Little Red Hen Story

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Ruth's Blog: Teaching Handwriting in Reception - Ruth Miskin Literacy

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DO 1. Have enough tables available for children to practise at the same time (where have all the tables gone?). 2. Practise handwriting every day with the whole class for 10 to 15 minutes - that means everychild. 3. Provide books with plain paper for early formation and then wide lines when you teach them size and relative position.

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Handwriting phrases for helping your learners to form letters

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Handwriting phrases for helping your learners to form letters

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With the support of their head teacher Debbie Calderwood and their principal teacher Emma Stanners, class teachers Holly Keenan and Karen Taylor decided to use a resource called Foundations of Writing with their primary 1 pupils at the beginning of the school year. They identified this resource as a useful intervention to help many children develop the physical strength and fine motor skills required to form letters and write well. They also felt that the methodologies promoted by this resource would work well with their adoption of a play-based approach to learning in primary 1.

" Foundations of Writing: a report of a project on the teaching of writing at the early stages" is now out of print, but may still inhabit resource cupboards. It was first published in 1986 by the Scottish Curriculum Development Service and consists of the report itself, plus a Teacher's Guide written by Bill and Maureen Michael. Its ultimate aim is similar to the Talk to Write programme - for pupils to be able to structure and compose writing independently for many purposes across the curriculum. However, its focus on drawing/art experiences as a means to develop the technical skills of writing initially was very innovative at that time:

"The Project spends a lot of time on the teaching of handwriting skills so that children learn as soon as possible to write quickly and legibly, then to concentrate their resources on the more difficult task of composing what they want to express and communicate." (p 11, 1986)

Holly and Karen reflected that they would value further training in the approach and in the art techniques used, but have observed considerable progress in how their pupils can demonstrate the skills listed in the initial phases of the programme. They now feel their pupils are ready to begin using Colourful Semantics.

Comparison of the drawing and writing in the photos below shows progress and impact of the approach on the children's drawings and writing in August then November 2018.

The progression and development captured here relates to the Experiences & Outcomes of Tools for Writing - note the relevant extract from our Falkirk Literacy and English Progression Pathways at the end of this post.

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Bonnybridge Primary 1 pupils and Foundations of Writing

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With the support of their head teacher Debbie Calderwood and their principal teacher Emma Stanners, class teachers Holly Keenan and Karen Taylor decided to use a resource called Foundations of Writing with their primary 1 pupils at the beginning of the school year.

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Fine Motor Skills Activities

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DCC Pedagogy Team Fine Motor Skills Activities

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Handwriting CLPL

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I first heard about Slow Writing at a #researched session delivered by David Didau, @learningspy when he talked about asking children to slow down when writing, cut the waffle and focus on every single word or sentence that they construct. I went away and read all he had written about Slow Writing on his blog where he has now helpfully grouped all the slow writing blogs.

I have used Slow Writing successfully over and over again. I have recommended it to many schools who also feedback that it has 'transformed' writing for some children.

New to slow writing?

Just start with 6 - 8 prompts. Allow no choice. This makes it a constrained piece and children have to really think about each and every sentence in the paragraph.

An example may be:

1. Your sentence must start with a verb.
2. Your sentence must contain a simile
3. Your sentence must use a relative clause.
4. Your sentence must be 3 words only.
5. Your sentence must use start with a time phrase.
6. Your sentence must use a modal verb.

Don't just copy and paste this one but think about what you want your pupils to achieve in that single paragraph. With slow writing it is about quality and not quantity. Get the children to work double spaced and then go back and edit these six sentences until 'perfect' (or as close as they can get). Once they are familiar with this concept they can choose the order or you can increase the number of prompts and allow them to choose from the list.

You can see an example of it in action here: Chaperon Rouge Blog

"But this isn't independent!" "Moderators won't like it..". You may say. However, this is not for moderators, it isn't for teacher assessment. This is to allow children to practise their skills, which hopefully they will then use in their independent writing.

Slow writing can be differentiated. You could make a number of lists dependent on ability or once children are familiar with the concept you could give them a choice of options. See diagram below.
Green: Y3 objectives.
Yellow Y4 objectives.
Orange Y5 objectives.
Purple Y6 objectives.

The children in this mixed-age/mixed-ability class were allowed to start where they wanted although the class teacher did guide some pupils as required.

As always I look forward to receiving comments.

​Rob
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In addition to David's blog there is also an outline of Slow Writing in his book, 'The Secret of Literacy' published by Crown House and available here ​

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Just writing down what I think about school and education. This blog is split into 3: The Main Blog DADWAVERS Books If you would like to write a guest blog please email me rob@literacyshed.com

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The following materials are available through online training with Stephen Graham. For further information, please get in touch with the Pedagogy Team. 

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The following materials are available through online training with Stephen Graham. For further information, please get in touch with the Pedagogy Team. 

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Writing Pedagogy across the BGE

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The Writing Process  Writing Pedagogy in the BGE

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CYPIC - National Improving Writing Programme

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CYPIC - National Improving Writing Programme

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What is it?

The National Improving Writing Programme aims to improve writing attainment in identified P4 and P5 classes with a view to building an infrastructure for sustainable spread beyond the initial programme timeline.

Participants:

Are supported to implement the components of a successful writing bundle

Have the opportunity to learn skills and techniques to improve writing attainment in their classroom

Gain Quality Improvement knowledge

Have the opportunity to share insights and collaborate with practitioners across a national platform

Each participating cohort completes a 12-week quality improvement programme to reduce variation and increase outcomes in writing in their classroom. Once implemented teachers monitor data and are responsive to class needs to maintain high quality delivery and outcomes.

This programme is delivered in partnership with Education Scotland. Local Leads from each participating local authority are vital for the delivery and sustainability of this work.

What is the aim of this work?

By June 2024 the five local authorities participating in Wave 1 will achieve >/=70% in first level CfE (Baseline 0 of 5).
This was achieved early, in June 2023, with all 5 reporting 70% or more.
Who's involved?

Wave 1 of the Programme started in academic year 2022/23 with five local authorities working on improving Curriculum for Excellence first level writing attainment: Aberdeen City, Argyll & Bute, East Lothian, Perth & Kinross and Shetland. Cohort 1 was delivered by a national faculty led by CYPIC and Education Scotland. Spread and implementation continues in Wave 1 local authorities with delivery of further cohorts led by local leads and supported by national faculty as required.

Wave 2 started in academic year 2023/24 with a further five local authorities joining the Programme: Clackmannanshire, Dumfries and Galloway, Eilean Siar (Western Isles), Highland and Scottish Borders. The first cohort of schools in Wave 2 (led nationally) finished in February 2024 and locally led Cohort 2 then commenced across each of the five local authorities supported by national faculty.

Wave 3 is due to start in September 2024 with a further five local authorities taking part: Aberdeenshire, Dundee, East Ayrshire, Glasgow and Moray.

What is the impact?

Wave 1 had a significant impact on the First Level Achievement of Curriculum for Excellence.
Across Wave 1 Cohort 1, 25% more children attained CfE First Level than was predicted. 16 schools increased by >20 percentage points
Muirtown Primary (Highland) have kindly shared the below video to demonstrate the impact of the programme on pupils.

A selection of schools reporting the greatest improvement in CfE First Level figures are illustrated in the charts below.
For detailed results and a greater breakdown of impact, including emerging themes, read the full evaluation report here Note: The black line represents ACEL data over time. The turquoise dot represents the school's predicted writing outcome for this year. The green dot represents the level reported by participating P4 classes. Some schools did not send all P4 teachers therefore their school outcome differs from the participating class average. "A truly meaningful and enjoyable programme which changed my tracing and raised attainment." "How quickly learners can be pulled up and have their writing improve using the bundle." "IT WORKS! I can actually implement what I have learned from people who have actually used this in a classroom."
Participants have reported to us how substantial the day-to-day impact has been for them and the children in their classes. Here's some of the feedback from Wave 1:

What changes are being made?

The 12-week programme supports teachers to change their practice so that they can fully implement the Writing Change theory outlined in the driver diagram below. Throughout the in-person sessions and twilights colleagues are coached in QI and guided in best practice pedagogy so that they are equipped to continue improving in their classroom.
"The quality of my writing lessons has definitely improved and consequently the writing of the children in my class has improved. I have also created pareto for my maths to help me focus teaching on what is going to have the biggest impact." (Wave 1 teacher)
Here's a quote which sums up how a lot of participants leave the training, equipped to improve in writing and elsewhere, as needed, in the curriculum:

What's next?

Schools continuing to spread this work beyond P4 are joining CYPIC's regular Writing School-Wide Spread Network, find out more here: Networks - CYPIC 2023

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What is it? The National Improving Writing Programme aims to improve writing attainment in identified P4 and P5 classes with a view to building an infrastructure for sustainable spread beyond the initial programme timeline.

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Comprehensive and practical book outlines the theoretical underpinning for vocabulary and acts as a ‘how to’ guide to developing word learning across the school curriculum.

Library Record Literacy - Google Docs

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Talk for Writing in the Early Years: How to teach story and rhyme, involving families 2-5 years

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Talk for Writing in the Early Years: How to teach story and rhyme, involving families 2-5 years

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Talk for Early Years will show you how to put rhyme and story at the heart of your work with children and parents so that young learners’ language development and creativity flourishes.

Library Record Literacy - Google Docs

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Descriptosaurus: Supporting creating writing for ages 8-14 (2nd Edition)

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Descriptosaurus: Supporting creating writing for ages 8-14 (2nd Edition)

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A creative writing book that is a thematic expansion of a dictionary and a thesaurus. Expands descriptive vocabulary, experiments with language and sentence structure and builds up narratives based around settings, characters, and creatures.

Library Record Literacy - Google Docs

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Creative Activities for Plot, Character and Setting: Ages 9-11

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Creative Activities for Plot, Character and Setting: Ages 9-11

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Create a buzz in your literacy lessons with these imaginative activities: Represent the structure of a story as a skeleton, draw an emotion graph of your character or use  videos to engage with the setting.

Library Record Literacy - Google Docs

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Creative Activities for Plot, Character and Setting: Ages 7-9

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Creative Activities for Plot, Character and Setting: Ages 7-9

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Create a buzz in your literacy lessons with these imaginative activities: Represent the structure of a story as a mountain, examine characters and the theme of a story.

Library Record Literacy - Google Docs

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Explores the increased demands of an academic curriculum and how closing the vocabulary gap between our ‘word poor’ and ‘word rich’ students could prove the vital difference between school failure and success.

Library Record Literacy - Google Docs

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Talk Across the Curriculum: How to teach non-fiction writing to 5–12-year-olds 

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Talk Across the Curriculum: How to teach non-fiction writing to 5–12-year-olds 

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This book puts formative assessment at the heart of the Talk for Writing process and how to help children love writing across the curriculum.

Library Record Literacy - Google Docs

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The Writing Revolution

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Conjunction Ladder

Punctuation Ladder

Opener Ladder

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Skills and Progression Assessment Tracker S1-3

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Skills and Progression Assessment Tracker S1-3

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S1-3

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Early Level Writing Targets

First Level Writing Targets

Second Level Writing Targets

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DCC Third and Fourth Level Progression Frameworks

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DCC Third and Fourth Level Progression Frameworks

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Third and Fourth Level Frameworks

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Talk for Writing

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DCC Improving Tools for Writing Example Posters 

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DCC Improving Tools for Writing Example Posters 

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Early Level

First Level

Second Level

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Visual Description Bubble Graphic

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Supplementary Explanation and Procedure 2019

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Skills and Progression Assessment Tracker at Second Level

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Skills and Progression Assessment Tracker at Second Level

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2.1 Tracker

2.2 Tracker

2.3 Tracker

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Skills and Progression Assessment Tracker at First Level

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Skills and Progression Assessment Tracker at First Level

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1.1 Tracker

1.2 Tracker

1.3 Tracker

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Skills and Progression Assessment Tracker at Early Level 

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Skills and Progression Assessment Tracker at Early Level 

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0.2 Tracker

0.3 Tracker

Early Writing Mastery Cycles

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Literacy Across Learning: Principles and Practice

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Literacy Across Learning: Principles and Practice

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Early Level Guidelines

First Level Guidelines

Second Level Guidelines

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The Secret of Literacy: Making the implicit explicit

In The Secret of Literacy David Didau inspires teachers to embrace the challenge if improving students' life chances through improving their literacy.

Library Record Literacy - Google Docs

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Second Level Pupil Friendly Writing Progression Frameworks (TRIC)

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Second Level Pupil Friendly Writing Progression Frameworks (TRIC)

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First Level Pupil Friendly Writing Progression Frameworks (TRIC)

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First Level Pupil Friendly Writing Progression Frameworks (TRIC)

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Early Level Pupil Friendly Writing Progression Frameworks (TRIC)

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Early Level Pupil Friendly Writing Progression Frameworks (TRIC)

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Over the past year, staff at Tulloch Primary School have adopted Stephen Graham's approach to 'Explicitly Teaching Writing.'

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Description Bubble - Google Slides

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Beyond the Daily Write - Focus on Poetry - Google Slides

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Overwriting and Dictogloss - Google Slides

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Slow Writing - Google Slides

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This is typically used as an intervention.

Tools for Writing Daily Write - Google Slides

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Crafting Great Sentences - Google Slides

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Third and Fourth Level Pupil Friendly Literacy Progression Frameworks (TRIC)

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Third and Fourth Level Pupil Friendly Literacy Progression Frameworks (TRIC)

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TRIC PFPF Literacy Third Fourth Level.pdf

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Second Level Frameworks

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First Level Frameworks

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Early Level Frameworks

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The Fife Writing Assessment Resource Pack has been developed to support practitioners with planning and moderating effective learning, teaching and assessment of writing.

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The Fife Writing Assessment Resource Pack has been developed to support practitioners with planning and moderating effective learning, teaching and assessment of writing.

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Fife Writing Assessment Resource Pack | Fife Literacy

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The Fife Writing Assessment Resource Pack has been developed to support practitioners with planning and moderating effective learning, teaching and assessment of writing.

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There are three broad areas of writing: persuasive, informative and imaginative. There are nine specific text types within the three broad areas: discussion, response, exposition, report, procedure, explanation, recount, description and narrative.

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There are three broad areas of writing: persuasive, informative and imaginative. There are nine specific text types within the three broad areas: discussion, response, exposition, report, procedure, explanation, recount, description and narrative.

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Skills and Progression in Writing

https://education.gov.scot/media/gdtd4ajm/lit15-writing.pdf