The Writing Sequence
Rationale
So that we can support all pupils across the school to achieve well in writing, we have developed a writing progression that supports teachers to plan progressive, sequences of lessons. Every teacher plans writing units that include elements of grammar, punctuation and spelling as well as a range of genre-specific features that we want our pupils to use and apply with confidence. Young writers need support to develop their 'authorial voice' and at Shakespeare, it is our aim for every child to achieve this!
Below is our writing progression of key skills that helps to inform pupils' writing journey at Shakespeare.
Our writing sequence
At Shakespeare, we have a clear writing sequence which supports all children to be successful in developing their writing skills. To ensure that pupils are supported, challenged and ready to write extended pieces, pupils are provided with a range of challenges across a writing unit. All challenges will be planned at an appropriate level, along with any necessary scaffolds. Scaffolds may be in the form of ‘Warm Up Challenges’ in SPAG lessons, an adapted writing toolkit in shared/independent writing, sentences stems, word banks or phonics sound mats.
Wagolls
We start by identifying the language features and grammatical constructions that are needed for a particular genre. Pupils are provided with WAGOLLS (What a good one looks like) so that they are exposed to high quality models and can begin to understand what the outcome of a unit of learning will look like.
We immerse the children in high quality examples and we explore what effect is created by the writer and how this effect was achieved. Together success toolkits are built to support independent writing. The purpose and audience for the final piece of writing is shared.
Tools
The children are explicitly taught grammar, punctuation and spelling in order that they will be successful in the particular genre of writing.
Generate ideas
Taking inspiration from the wagolls, the children work together to generate ideas and collect vocabulary which can be used within their own writing.
Modelling
Though teacher modelling and shared writing (I do, we do) the children learn how to compose effective pieces of writing which they then apply into their own scaffolded writing (you do).
Planning
The children plan their own independent piece of writing - using what they have learnt already within the unit.
Independent writing
The children have the opportunity to work independently to apply their learning by creating their own pieces of writing.
Edit and improve
Working with a partner, the children look back over their writing to correct errors, add missing details and improve. Editing can take place throughout the writing sequence.
Publishing
At the end of each unit, the children will produced a published piece of work which showcases their learning for a selected audience.