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Supporting Effective Writing
How are pupils helped to know what sort of writing is required?
- Exemplar material
- Modelling writing
- Shared writing
- Exemplar sorting activities
How are students encouraged to consider audience and purpose?
- Text analysis grids
- Specifying audience
How are students involved in planning how to structure their writing independently?
- Sequencing
- Text analysis
- Sorting activities
- Involvement in planning of writing frames
- Using planning formats
How are students helped to use the appropriate person/ tense etc?
- Modelling writing
- Writing frames
- Selection activities
How are students encouraged to structure writing and sentences appropriately, read through and check spelling and punctuation?
- Formative marking applying a consistent approach via marking policy and follow up
- Paired marking
- Redrafting
- Relate to exemplar text
- Build in to review session
How are writing tasks presented to meet the needs of SEN/Gifted/EAL students?
- Customised writing frames
- Oral transformation of person/tense
- Differentiated/use of pictures/ use of vocabulary
- Lists/suggested beginnings
- Planning frames that stretch pupils
How are students encouraged to redraft work using a word processor?
- Integrate into sorting, sequencing and selecting activities
- Use ICT as a facilitating tool
Page Last Updated: 22 October 2003
