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Click the (+) icon or press 'add comment' to add any questions that arise during the day. All posts are anonymous.

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Click the (+) icon or press 'add comment' to add any questions that arise during the day.  All posts are anonymous.

# data[].attributes.body
Click the (+) icon or press 'add comment' to add any questions that arise during the day.  All posts are anonymous.

# data[].attributes.body
Click the (+) icon or press 'add comment' to add any questions that arise during the day.  All posts are anonymous.

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Because the age of the children KCO doesn’t work for our cohort

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Are all of the texts/ writing stimulus provided by the scheme or can you choose your own and create your own story maps? 

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Are all of the texts/ writing stimulus provided by the scheme or can you choose your own and create your own story maps? 

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Can we see some examples of a piece of edited work with teacher marking and children’s additions.

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What about SEN/EAL children who are significantly below? Would we differentiate for them? What about the editing stations (when allowed to start them)? Would the 1:1s stay with them?

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Would you deliver separate lessons based around the content on the writing rainbow to ensure understanding of each concept for the children? Is there anything on TWS that covers this?

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Are there examples of a fully planned progression/text (for any year group) that we can use to have an idea of what a full unit would look like delivered from start to finish?

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Are there examples of a fully planned progression/text (for any year group) that we can use to have an idea of what a full unit would look like delivered from start to finish?

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Is there a reason that GAMMARISTIC is the same green as the 'A' is FANTASTICs? Equally BOOMTASTIC is the same blue as the 'T in FANTASTICs? Not sure if there is a link

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Any advice / tips for 'Kind Calling Out'? Anyone managed to do this well with their class? Have struggled to get my children not to shout! Difficult to hear their ideas as all calling out at same time. Slightly overwhelming.

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How do we make chotting work for a Year 1 classroom?

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At the moment we give weekly feedback which the children interact with.  Will we still carry on with this or limit it to the 'post it' model when editing?

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Where can we get all the resources for displays (FANTASTICS, rainbows, etc)?

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Limited working wall space

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I love the ticking to show the children's ideas/spelling/etc; however how will we do this with social distancing?

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Chn who are absent for a lesson or few - are they expected to catch up?

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Could we use vocabulary banks at the beginning to support all our children? For example, the colour banks she showed?

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How will we do TWS if we need to teach remotely?

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Can you have the provided sentences that the children have to copy typed up on the board, or do you have to write it in front of them?

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What about presentation/handwriting? Have found children's work is rather messy (chotting and their writing on the writing side).

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Are there any existing units of work/planning that we can use Like there are in older year groups.

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Are we able to apply this to any text? At present, unsure as to how we apply the rainbows in our teaching and planning in EYFS and what that would look like in context. Whether there is a specific structure/teaching sequence to follow like in older year groups.

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When are EYFS staff expected to start implementing the TWS resources such as the FANTASTICs?

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What is the impact of TWS in a school where there is only Reception and no Nursery - as we miss a year of opportunity to teach in this way. Do we still start with FANTASTICs? And therefore, do we need to teach through them at a quicker pace?

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Does transcription and the specific skills involved in writing (eg. capital letters, full stops, finger spces) come into the EYFS TWS? There aren't specific skills in the rainbows like there are in the KS1/KS2 ones.

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We are excited about incorporating this into our settings and can see how it will be impactful on language development! The videos have started to give us a good idea of how we can use the FANTASTICs on an every day basis in our practice and in the environment! We were talking about having an EYFS TWS shared folder for the cluster on Google Drive where we can all share ideas/planning - would we be able to set this up?

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When planning the independent writing, how do we choose the success criteria? We work on so many different chunks in the sentence stacking lessons that I think we worked out that we had 14.

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When planning the independent writing, how do we choose the success criteria? We work on so many different chunks in the sentence stacking lessons that I think we worked out that we had 14.

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the point system for spelling and punctuation might knock the self esteem of a few children who struggle with this side of things.

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the point system for spelling and punctuation might knock the self esteem of a few children who struggle with this side of things.

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When giving feedback, would you use the same lenses for all of the children of a similar ability e.g. your more able all try to add a quote etc.

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Were the children who have already started TWS given a couple of introductory lessons to familiarise themselves with  the structure and language of TWS before beginning the units?

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Were the children who have already started TWS given a couple of introductory lessons to familiarise themselves with  the structure and language of TWS before beginning the units?

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How would you ensure children do not dip into next plot point when completing independent write. Ensuring one plot point is a paragraph and not two plot points merged together as one jumbled paragraph?

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Is there the opportunity to have training for how to effectively assess the children’s work in line with the rainbow/nc

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There is a lot of helpful information about vocabulary, which I can see encompassing the WOTW lesson, possibly contextualizing it more than the current WOTW lessons? Will teachers be allowed to use their judgement to adapt English WOTW lessons to be incorporated within the JC lessons?

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Any chance each year group can have that list / pupil progress plan emailed to them or placed on gdrive to inform their judgements?

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Where do we start with scaffolding for children that are significantly below or on NAP pathway? Particularly children who are not yet writing sentences.

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There are some lovely parts to The Write Stuff, however I feel overwhelmed and concerned with the work load this could add, especially the marking and the editing process for each child. All this on top of a strong focus on maths (new structure), changing displays weekly, making displays, WOTW, and the foundation subjects etc.