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Modelling think alouds, physical writing on board, making mistakes etc
Feedback - constructive criticism - teaching this explicitly

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Fluency and expression are demonstrated while unpacking the text

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Fluency and expression are demonstrated while unpacking the text

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Students have the opportunity to share and give feedback based on the 'gems' and context they are used in (purposeful)

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Students have the opportunity to share and give feedback based on the 'gems' and context they are used in (purposeful)

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Sharing at the end of writing is a way for the values of Mercer to be incorporated

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Sharing at the end of writing is a way for the values of Mercer to be incorporated

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for feedback

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Teachers actively track and monitor students retention of LI's

Adjustments are made to lessons and weekly foci are designed/chosen specifically to meet those needs identified in the classroom

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These lessons happen once a week, and unpack the LI's/foci for that given week - e.g. What are powerful verbs?

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The block is used completely on handwriting, smart phonics and writing.
When they are up to their writing they often conference with me first to generate ideas.
As the children finish with their other work at different times I get to work around the room with the children at different stages of their writing.
I will also work on enhancing fast finishers by expecting them to add more detail/ideas.

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Understanding of a dictionary & thesaurus

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Understanding of a dictionary & thesaurus

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Word work feeds into their writing and teaches the skills students need to unpack spelling, e.g. blends, chunks of words, phonics awareness etc (aides in spelling)

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Groups are conferenced based on needs and LI

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Groups are conferenced based on needs and LI

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None are random or "free", but rather draw from students own worldly experiences e.g...

- a time when you were scared
- a time you were exhausted

Topics are broad and not restricted such as, "write about the Mud-run we did yesterday", but rather 'write about a time you won/overcame a challenge, never gave up etc' - all could be mud-run related but could lend to another event in time of their choice

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Daily often focused on smart phonics letter of the day. Using the language of Casey the Caterpillar

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Students know what each highlighter means...

Pink to think
Blue to do
Gold for Glory

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Daily marking is the expectation

Feedback/feedforward is given

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Students in literacy circles generate the discussion as a 'reciprocal' reading moment

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Students in literacy circles generate the discussion as a 'reciprocal' reading moment

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15-20 mins: Unpacking the task & model text

20 mins: silent writing showing the LI has been learnt and able to be correctly

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We write every day (4 days)

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Assessing daily to ensure each child is working through the progressions

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Students will include the 'Gem' taught in their daily writing

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1 on 1 conferencing
Buddy
Groups
Whole class

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Teachers write the model texts to suit the students level - targeted to your top achiever in the class

Those below are scaffolded and targeted through the writing time by the T, who will scoop them up and support those who struggle

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Writing is personalised to students emotional and social needs ( the story connects to real world experiences)

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Writing is personalised to students emotional and social needs ( the story connects to real world experiences)

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are clearly noted at the start and throughout the lesson - very well known to students

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used for specific where to next for teaching

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A plan to 'think' from  1,2,3 
is a normalised part of beginning to write

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A plan to 'think' from  1,2,3 
is a normalised part of beginning to write

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Small group or one to one.
Focus on generating ideas which could be a picture plan
Us

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Students have the correct knowledge and terminology to identify "gems" (aka language features and parts of speech)

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Both oral and visual