Day

Explicit Teaching and INTENT

Mon

Active Reading and text analysis

• Teacher reads aloud high quality ARE writing outcome text (prosody) and children listen and pay attention
• Teacher reads the text aloud again and children track with their finger this time, maybe ‘jumping in’ if appropriate
• Word Time – teacher pulls out new tier 2/3 words which may rely on a developed reading routine (model and read). Children highlight in text to remove the barrier to reading with fluency
• Children then read independently aloud in partners (correcting and supporting) with a real focus on fluency and stamina development. Teacher zooms in on the lowest 20% of readers
• Re-read the text to build fluency and understanding
• Active reading explicit instruction. Teacher models how to read the text for meaning now. Highlighting and using think out load modelling.
• Children then work independently on the next section of text applying taught skills through annotation and questioning
• Teacher secures reading for meaning through the use of summary
• Teacher models how to collect new and useful language for their writing (place on working walls)

NB: YR and Y1 use talk4write strategies and learn the short reading text through actions and ‘read’ this confidently and by heart (teacher prepares the story map and children ‘read’ independent copies of it to support progress and C&L)

Pupil Outcomes:

• Children become word hoarders and collect words and phrases from the text (Jotters)

• Pupils to highlight and annotate the model, picking out the ARE outcomes from a specific success criteria. (stick text in WCR book and annotate)
• Pupils to share their annotations with the table and the whole group.
• Teacher to use the visualiser to share a high quality example of text analysis

Tues

Sentence Crafting and Punctuation

• Carefully select the sentence level objective needed for point in time assessment and development (keep it specific and focussed)

• Re-read the model text, this time focusing on the sentence level or punctuation objective (colour coded helps here).
• Explicitly model this in the context of the writing using I do, We Do, You Do. (jotters or whiteboards)
• Children to practise the sentence level objective independently – at sentence level linked to the genre/writing model
• Corrective teaching to avoid repetition of errors into the imitation

Pupil Outcomes

• Pupil must apply the learnt skill in their writing books, using the handwriting lines.  Avoid worksheets. 
• Strong focus on reading the sentences to their Kagan partners.
• Share sentences and check accuracy- consider use of visualiser here to look at pupil examples

Wed

Imitation Writing Lesson

• The teacher creates the magic from Reading to Writing

• The teacher models the imitation and then takes away the model for the children to ‘breathe out’ (sentence level in KS1 and paragraph level in KS2)

• If using T4W children act out and use story maps (stretch for more able through highlighting innovation parts)
• Explicit teaching of a key ‘know how to…’ – highlight this skill in the text using a different colour e.g. fronted adverbial
• Children practice the skill on whiteboards/jotters through I do, we do,

• Children then imitate/re-write the first part using taught skill
• Children in Y1 write first sentence only with full accuracy using hold a sentence
• Children in Y2 will be expected to write a couple of sentences and build up their stamina to paragraph level after Christmas.
• KS2 write a full paragraph using previously taught skills.
• The children are closely ‘hugging the text’ and aiming for accuracy
• Children use words and phrases collected
• Teacher use checkpoints to accelerate progress and, in the moment, adaptive teaching

Pupil Outcomes:

• Pupils to produce section 1 of their imitated write.
• Consider the following scaffolds to support this task:

-Use of text maps for EYFS/YR 1

-Use of pictures/symbols/key phrases for KS2

Thurs

Imitation Writing Lesson

• The same lesson sequence as Wednesday, but moving the writing onto the next part – the next sentence in Y1, the next part of the paragraph in Y2 and the next paragraph in KS2.

• Explicit modelling before the children independently apply with corrective teaching throughout

Fri

Imitation Writing Lesson

• The same lesson sequence as Thursday, but moving the writing onto the next part – the last sentence in Y1, the final part of the paragraph in Y2 and the last paragraph in KS2.

• Explicit modelling before the children independently apply with corrective teaching throughout

Day

Explicit Teaching and INTENT

Mon

Active Reading and text analysis

• Teacher reads aloud high quality ARE writing outcome text (prosody) and children listen and pay attention -stay in the same genre but broaden their mental landscapes here
• Teacher reads the text aloud again and children track with their finger this time, maybe ‘jumping in’ if appropriate
• Word Time – teacher pulls out new tier 2/3 words which may rely on a developed reading routine (model and read). Children highlight in text to remove the barrier to reading with fluency
• Children then read independently aloud in partners (correcting and supporting) with a real focus on fluency and stamina development. Teacher zooms in on the lowest 20% of readers
• Re-read the text to build fluency and understanding
• Active reading explicit instruction. Teacher models how to read the text for meaning now. Highlighting and using think out load modelling.
• Children then work independently on the next section of text applying taught skills through annotation and questioning
• Teacher secures reading for meaning through the use of summary
• Teacher models how to collect new and useful language for their writing
• Children become word hoarders and collect words and phrases from the text

NB: YR and Y1 use talk4write strategies and learn the short reading text through actions and ‘read’ this confidently and by heart (teacher prepares the story map and children ‘read’ independent copies of it to support progress and C&L)

Pupil Outcomes:

• Children become word hoarders and collect words and phrases from the text (Jotters)

• Pupils to highlight and annotate the model, picking out the ARE outcomes from a specific success criteria. (stick text in WCR book and annotate)
• Pupils to share their annotations with the table and the whole group.
• Teacher to use the visualiser to share a high quality example of text analysis

Tues

Sentence Crafting and Punctuation

• Carefully select the sentence level objective needed for point in time assessment and development (keep it specific and focussed)

• Re-read the model text, this time focusing on the sentence level or punctuation objective (colour coded helps here).
• Explicitly model this in the context of the writing using I do, We Do, You Do. (jotters or whiteboards)
• Children to practise the sentence level objective independently – at sentence level linked to the genre/writing model
• Corrective teaching to avoid repetition of errors into the imitation

Pupil Outcomes

• Pupil must apply the learnt skill in their writing books, using the handwriting lines.  Avoid worksheets. 
• Strong focus on reading the sentences to their Kagan partners.
• Share sentences and check accuracy- consider use of visualiser here to look at pupil examples

Wed

Planning Lesson

• Introduce the children to the new context for writing-get them excited!
• Use drama, planning frameworks, planning strips etc. to plan the independent piece
• Children need to know the content really well to be successful here – what are they writing? How are they going to achieve the correct mood for example?
• Children need to be orally confident and able to explain their written piece

Pupil Outcomes

• Pupil to plan their independent piece (same genre, different focus) 
• English leader to create a standardised planning template that can be adapted for each year group for pupils to use

Thurs

Drafting Writing Lesson part 1

• Teacher models how to take the example plan to draft
• Focus on taught skill last week to apply as well as previously taught knowledge and skills
• Teacher will use shared/guided writing to show them how to create the text by using the plan (Use the formula that will contain the ARE features and where they need to be addressed- same format as imitate model)
• Model and practice key skills using I do, We do…
• Children then draft independently whilst accessing dictionaries, thesaurus, word banks etc.
• Adaptive teaching throughout – verbal feedback to accelerate progress

Pupil outcomes

• Pupil begins their first draft using their planning format to support.
• Some pupils may require the model from week 1 to help guide the structure of the writing

Fri

Drafting Writing Lesson part 2

• Start the session by sharing a strong pupil example from yesterday’s lesson.  Use the visualiser to read the text and discuss the ARE outcomes being demonstrated.
• Teacher models how to take the example plan to draft
• Focus on taught skill last week to apply as well as previously taught knowledge and skills
• Model and practice key skills using I do, We do…
• Children then draft independently whilst accessing dictionaries, thesaurus, word banks etc.

• Adaptive teaching throughout – verbal feedback to accelerate progress

Teachers will need to mark the drafts against the success criteria and give them specific feedback so that they can make edits next week)

Pupil Outcomes

• Children to have successfully written a full piece in line with age-appropriate expectations
• Children read aloud at the end of this session to kagan partners

Day

Explicit Teaching and INTENT

Mon

Active Reading and analysis

• Teacher reads aloud high quality ARE writing outcome text (prosody) and children listen and pay attention:

Option 1:Choose a strong example from last week, read the pupil example together.

Option 2: stay in the same genre but broaden their mental landscapes here (include anything that is missing from their writing to inform their edits/redrafts)

Sentence level: Review and Re-teach

Teacher to select the sentence level outcome that they feel needs further development.  Re-teach this skill; try to link it to the independent text, using examples from pupils that have been successful.

Pupil Outcomes:

• Complete sentence practise in books (linked to genre/independent task)

Tues

Edit and Re-draft Lesson

• Teacher explicitly models how to make simple revisions/edits to begin with -e.g. simple punctuation errors, spellings, capital letters etc. Model using the marking code to make edits against a pupil’s piece of work (photocopy it and use the visualiser)
• Children work in pairs to discuss simple revisions then act on them in purple pen (responding to teacher marking and feedback)

• Then the teacher moves to more deeper edits – e.g. use of tense. Teacher models the main corrections needed in the class and gives personalised next steps. Children then correct.

• Teacher then shows how to take the highlighted section in the draft to re-draft. Model how to use feedback and make revisions using ARMS for example – add, remove, move, substitute. Children then re-draft one section of their work which will make the biggest difference to the overall quality of the piece.

Pupil Outcomes:

• Pupils complete edits using purple pen (respond to feedback from teacher)
• Complete ARMS and COGS editing sheet

• Peer assessment and feedback

Wed

Publishing Lesson 1

• Teacher models how to take the drafts and publish onto ‘best paper’ using the line guides
• Explicit focus on transcription
• Lots of opportunities for children to read their work aloud

• Children are given the time to publish and feel proud of their progress

Thurs

Publishing Lesson 2

• Teacher models how to take the drafts and publish onto ‘best paper’ using the line guides
• Explicit focus on transcription
• Lots of opportunities for children to read their work aloud

• Children are given the time to publish and feel proud of their progress

Fri

Evaluation Lesson

• Teacher models how to give peer feedback
• Children then read each other’s work and give purposeful feedback
• Teacher then models how to independently evaluate the piece using agreed questions
• Children spend time reviewing their progress and outcome using the agreed steps to success and make personalised targets for next time. 

Pupil Outcomes:

• Pupil to evaluate their own work using agreed format