big writing staff_meeting
DESCRIPTION
PowerPoint explaining Big Writing. Primary education. Staff development.TRANSCRIPT
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• Understand Big Writing.• Plan for Big Writing to succeed in our school.
• An agreed timetable for Big Writing for each cohort.
• An agreed timetable for implementing, monitoring and evaluating Big Writing.
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What is Big Writing? - 1
• A way of teaching writing originally devised by Ros Wilson (Google Andrell Education).
• A way to teach writing that makes children feel confident and motivated.
• A way to break writing down into small steps that children can assimilate.
• A way to teach the steps that matches the developmental stage of the children being taught.
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What is Big Writing? - 2
• Fast, fun, lively, predominantly oral activities.• Pupils talk the ‘writing voice’ in the first part
of a dedicated Big Writing session and at other points in the week.
• If a child can say it , then the child can write it.• Talking voice not the same as the ‘writing
voice’.
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Not Just VCOP ...
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Three Strands
• Basic Skills:• grammar, handwriting, spelling and sentence structure
• Detail and Structure:• openings – body – endings – 5 W’s – emotions and feelings• features of different non-fiction writing genres• play script• poetry• five part story structure
• Writing Voice:• vocabulary, connectives, sentence openers and punctuation
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Strand One
• Basic Skills:• What resources have we got to teach:• Grammar?• Handwriting?• Spelling?• Sentence structure?
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simple sentence
main clause
subordinate clause
noun phrase
adjectival phrase
adverbial phrase
adjectives prepositionsdeterminersconnectivespronounsnounsverbsadverbs
complex sentence compound sentence
graphemes and phonemes
paragraphs
fiction non-fiction
narrative poetry play script recount non-chronological
report
explanation discussion persuasion instruction
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Strand Two
• Detail and Structure• What resources have we got to teach the features of all
the different genres of writing?
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Writing
narrative
poetry
play script
recount
non chronological
reportpersuasion
discussion
explanation
instructions
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Strand Three
• Writing Voice• What resources have we got to teach the features of
the writing voice?• Vocabulary• Connectives• Openers• Punctuation
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Planning Big Writing
• Structure of sessions.• Two part
• Length of sessions.• Age specific
• When?• As part of two/ three week literacy unit?• Once a week/ fortnight/ 4 weeks in every 6 ...?• A few weeks after a genre has been taught?• Cross curricular opportunities?
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Component Parts• Daily reminder of upcoming Big Write session.
• Big Write homework – talk homework.
• Two part Big Write lesson – from one literacy hour plus an extra session devoted to extended writing.
• Time can be split across the morning break
• (Only 1 hour, split into 2 x 30 min in Year 1)
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Daily Reminder
• Brief recap of text type.• Re-visit success criteria for chosen genre.• Share children’s ideas.
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Big Write Homework
• Gathering ideas for writing – oral homework, possibly written notes. E.g. List of people’s opinions and ideas to find out before the Big Write.
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Big Write Lesson - 1
• Two parts:• Traditionally equal length: 40 – 45 minutes each• First the warm up session:
Investigate/ re-visitgenre to be written
Talk
Finding exciting words
‘Borrow’ exciting wordsfrom published authors
WOW words
Have a go with interesting punctuation
Play VCOP games
Upgrading sentences
Spot the difference
Role play
DramaLook at last big write in pairs
Last 5 minutes refocuson task ahead
‘Up-level’ writing
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Big Write Lesson - 2
• Second session part one. Children return to a very different classroom:
‘Electric Silence’ Fairy Lights
Candle
Very quiet background music
Special pens/ pencils
Children work quietly/silently on their own
Children take responsibility for improving (up-levelling) their writing Lights dimmed
Children enterroom in silenceSpecial paper
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Big Write Lesson - 3
• Second session part two. Teachers’ role:
Maintain the silence
Provide 10 minute brain breaks:10 mins check your punctuation20 mins check your WOW words30 mins check your openers and connectives40 mins check your targets
Each child has three‘small step’ targets
Clock – possibly colour coded in 10 min intervals
Last 5 mins children stop writing and use their polishing pens to check they have addressed their targets
Peer evaluation can be built in – e.g. three stars and a wish
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Classroom Changes
• ‘Writer of the Week’ display.• WOW words display.• Target display – who has reached their goal?• Connective Ladder.• Openers display.• Punctuation Pyramid.
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Suggested Timetable
• Staff Meeting on Big Writing – this is it!• TA training – 22nd October.• Monitor Literacy and Big Write planning –
early November.• Monitor Big Write books – later in November.• Feedback to staff, celebrate success! – early
December.
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• Understand Big Writing.• Plan for Big Writing to succeed in our school.
• An agreed timetable for Big Writing for each cohort.
• An agreed timetable for implementing, monitoring and evaluating Big Writing.
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