Roslyn School Writing Information 2017:

Name Year When do What are the What are the main What ways do you use your What are What are
you teach main resources components of your assessment data in your your your areas
writing in you use for writing programme? writing planning / programme strengths in of need?
the school planning and teaching Resources /
day? teaching? writing? PD etc

Arlene 2/3 10.15-11 Team planning Phonics - bringing in reading Guided Writing focus for groups.
and 11.30- templates and writing at beginning of Modelling gaps in learning and
12 Big Books day. modelling good examples of
School Writing Reading of Big Book - writing for children - helps me
Matrix modelling punctuation/ group children accordingly and
Mentor texts descriptive language/ also helps me identify whole
Pictures fluency/ sentence starters class targets and small group
Visual prompts - etc. targets.
VCOP displayed Shared Writing in modelling Tracking progress on Writing
Word cards/ book. Matrix.
blends/ chunks/ Guided Writing Groups x2 Selecting materials of interest to
high frequency daily - conferencing. the children and targeting
words Linking Reading and Writing specific needs.
Modelling Book throughout the whole day. Bringing in areas of focus within
Reading where possible.

Vanessa 5/6 12.30-1.10 Team planning Modelling Use data to determine where
templates Group work/workshops the students are at to help
Modelling books Conferencing with them move.
Mentor texts students on a regular Making sure what I use is
School matrix bases relevant for students and
ICT tool box that they are engaged in it
youtube Having good modelling texts
available

Debbie/ 1 12 - 1 pm Team Planning To get students Phonics Knowledge and Building letter Would like
Tammy Modelling passionate about writing Early Word knowledge is sound another
Books Making writing fun assessed every 3 weeks to knowledge session with
Story Board Forming sentences with ensure that students know through Jo around
School Matrix words they know and letter sounds. Phonics. Literacy
Word Cards teaching students how to Handwriting shows letter Early Words Evolution
Rocket Words sound out words using formation . to build a
Phonics phonics knowledge Word Power to build quick word bank.
Picture plan matches word recall. Story Boards.
story Writing Sample to support Using the
Group Writing x2 each next steps. matrix for
week Independent writing tasks to students to
Independent writing show they are writing across identify next
during Investigation Time the curriculum. steps.
in context to the learning Big Book and Poem (shared Highlighting
they are involved in writing) to identify concepts system which
of print. supports
Specific students targeted students
when gaps identified learning
goals.

Kristie 3 930-1015 Team planning Phonics Tracking progress on Writing More PD

templates Reading of Big Book - Matrix with Rita
Big Books modelling punctuation/ Handwriting (small number of Palmer
School Writing descriptive language/ students to improve letter would be
Matrix fluency/ sentence starters formation)
Mentor texts etc. Reading Rockets- develop
great
Pictures Shared Writing in modelling spelling knowledge- daily testing (particularly
Visual prompts - book. Formal/informal Writing sample around 1ii-
VCOP displayed Guided Writing Groups x2 to support next steps 2b writers)
Word cards/ daily + conferencing. Big Book - do they know print
blends/ chunks/ Linking Reading and Writing concepts? Spelling patterns?
high frequency throughout the whole day. CLOZE?
words Target specific students when
Modelling Book gaps found
General anecdotal notes- inform
next teaching steps

Karen 4-6 11.30-1.10 TKI Modelling (Using To plug the gaps - run Building
(Loving Writing at exemplars on occasions) workshops where evidence confidence in
 Literacy - Roslyn Group work and or shows a need students self-
Writing and Team Planning workshops To model belief in their
Reading in Strategies Think, Peer, Share To inform students of next writing
this time) Modelling Making the steps
Books links/connections Looking at Success Criteria
Student Ideas Conferencing
You Tube Self & Peer Assessment
NZ Teacher

Callum 7-8 9-11 TKI Mentor Text- topic Matrix Break it down Teaching
Writing at depends on inquiry Writing sample into simple grammar
Roslyn Type of writing depends Students set next steps stages.
Team Planning on the purpose/audience Co- construct success criteria
Strategies Group work, buddy
Modelling editing, workshops
Books
Student Ideas
You Tube
Writing
teachers
strategy guide

Judie 11 Using individual child needs Modelling and Yes more

School Writing Using Literacy evolution alongside the matrix to encouraging phonics PD
Matrix Phonics - bringing in reading determine individual goals. chn as from Jo and
Mentor texts and writing at beginning of Co constructing these with child. beginning Arlene ! I
usually taken day. Using highlighter and writers to take
need more
from Big Books Linking to reading rockets conferencing to help Self risks and
Word cards/ constantly. assessment of goal. praise and practice
blends/ chunks/ Reading of Big Book - Testing of Reading rockets and encourage to and
high frequency modelling CAP punctuation/ assessment of word power help them guidance
words descriptive language/ results to meet need. unlock the
Modelling Book fluency/ sentence starters Handwriting formation of letters tools to make More say in
Student interest etc. incorporated with both guided them confident resources
and need Shared Writing in modelling writing and word power. and successful ( ie
book. writers. identifying
Guided Writing Groups x2
guided
daily - conferencing.
Linking phonics,reading and reading
 Writing throughout the books that
whole day. work and
dont work,
and big
books!

Fabian 1- 2 Team planning Phonics. Finding goals for next writing Incorporating Bridging the
templates Reading of Big Book - session. Reflecting on and phonics gap from
Big Books modelling punctuation/ then deciding which big book programme. 1ii-1iii
School Writing descriptive language/ and mentor text to use to Making
Matrix fluency/ sentence starters
Mentor texts etc.
help my students progress. writing
Pictures Shared Writing in modelling Reading annecdotal notes exciting and
Visual prompts - book. while conferencing to know letting
Word cards/ Guided Writing Groups x2 what to work on with students feel
blends/ chunks/ daily - creating word plan, student. successfull.
high frequency looking at mentor text,
words choosing goal then writing.
Modelling Book Linking Reading and Writing
throughout the whole day.

Mandy 4 12.15 - TKI Modelling (Using To plug the gaps - run Building Grammar
1.10 Roslyn Writing exemplars on occasions) workshops where evidence confidence in Writing for
Team planning Group work and or shows a need students self- boys
Student voice workshops To model belief in their
Pobble 365 Think, Peer, Share To inform students of next writing
Science Making the steps Breaking it
experiments links/connections Looking at Success Criteria down smaller
Modelling books Conferencing steps
Self & Peer Assessment

Johnny 4 12.15 - TKI Modelling To plug the gaps By breaking More PD

1.10 S Cameron Self & Peer Assessment To inform students of next the task down with Rita
Pobble 365 Think, Peer, Share steps. into simple, Palmer.
Team planning Making connections yet Assistance
Modelling books Conferencing manageable on how to
Student voice stages or teach
 Science steps. grammar.
experiments Providing lots
of praise to
help build the
students
confidence.

Kirsty 7-8 TKI Mentor Text- topic depends on Matrix High level of How to help
Writing at Roslyn inquiry / type of writing Writing sample content reluctant
Team Planning Type of writing depends on the Students set next steps knowledge writers /
templates purpose/audience / Roslyn Co- construct success criteria around writing - students that
TKI Exemplars Investigators etc Daily writing types of writing / are not shifting
Literacy Learning Guided writing workshops Writing across other learning areas. next steps etc - particularly
Progressions based on students needs / Approaches to students who
Wide range of writing goal teaching writing are at stage 2
literature - moving into 3.
journals / picture
books etc
Personal
experiences
You Tube
Writing teachers
strategy guide
Teaching Writing to
Year 7 & 8 students
- TKI Reports

Nikita 2-3 Team planning Phonics Tracking progress on Writing Need to

templates Reading of Big Book - Matrix work on
Big Books modelling punctuation/ Handwriting (small number of reluctant
School Writing descriptive language/ students to improve letter writers -
Matrix fluency/ sentence starters formation)
Mentor texts etc. Reading Rockets- develop
how to get
Pictures Shared Writing spelling knowledge- weekly them to
Visual prompts - Guided Writing Groups x2 testing build up
VCOP displayed daily + conferencing. Formal/informal Writing sample their
Word cards/ Linking Reading and Writing to support next steps stamina
blends/ chunks/ throughout the whole day. Big Book - do they know print
high frequency concepts? Spelling patterns?
words CLOZE?
Modelling Book Target specific students when
gaps found
General anecdotal notes- inform
 next teaching steps
Next steps in their books
Highlighting of what they have
achieved

Jason 7-8 9 - 11 Team planning Mentor Text- topic Matrix Break it down Teaching
templates depends on inquiry Writing sample into simple grammar
Big Books Type of writing depends Students set next steps stages.
School Writing
on the purpose/audience Co- construct success criteria
Matrix
Mentor texts Group work, buddy
Pictures editing, workshops
Visual prompts -
VCOP displayed
Word cards/
blends/ chunks/
high frequency
words
Modelling Book

Carol 4/5/6 11.30-1.10 Team/teacher Modelling Use data to determine where ? ?

as part of planning Group work/workshops the students are at to help
MIA templates Conferencing with them move.
Modelling books students on a regular Making sure what I use is
Mentor texts bases relevant for students and
School matrix Feedback and that they are engaged in it
ICT tool box feedforward from teacher Having good modelling texts
youtube and peers. available
Editing and upleveling Each child has the matrix in
their crafting book and it is
highlighted as they achieve
the goal. These are also
used for their term goals.