Writing - BookWrites
At Otterham Primary School, writing is a fundamental skill and integral to our curriculum. We have recently adopted 'BookWrites', which develops vocabulary, reading and writing skills through the mastery approach. The units are linked to high-quality texts to ensure engaging and purposeful English lessons.
Intent
Our aim is for our children to develop a secure understanding of the writing process, and of grammar and punctuation, whilst developing fluency in spelling and handwriting. Our intention is to develop children’s love of language, and awareness of language choices and their effects, and to help them to apply this to their writing.
Implementation
Our primary approach to teaching writing in years 1 to 6 is through the use of BookWrites teaching sequences, which has four key phases to develop knowledge, confidence and independence in writing. Teachers plan teaching and learning activities which address all stages of the writing process. Each teaching sequence is based on carefully selected and inspirational 'texts that teach'.
1. Elicitation task
About a week before the writing unit begins, the class are asked to complete an independent elicitation task, which enables the class teacher to adapt their planning and outcomes to suit the needs of children.
2. Learn about the text (familiarisation/ immersion in the text/ analysis)
Each class starts the three week unit by reading and engaging with a high-quality text to get to know the text really well before writing in a similar manner. This is achieved through:
- ‘reading as a reader’ (exploring and sharing personal responses to what they read, including analysing the text, story mapping and drama techniques)
- ‘reading as a writer’ (recognising and investigating the features the writer uses to engage and manipulate the reader, and includes studying grammatical features and key vocabulary).
Key findings are recorded on a Writerly Knowledge Chart, which is clearly displayed in each class.
3. Practise writing (modelled/ scaffolded application of elements learnt above)
During this phase, the teacher carefully models how to change aspects of the original text (for instance changing the character(s), setting or events), and applying learning from the first phase. The process involves the teacher and children jointly planning, composing, proof-reading and editing an alternative version, drawing upon grammatical features and vocabulary studied in the phase one. The children follow the shared, modelled write when writing, whilst applying the language and structures they’ve been learning about with support from their teacher.
4. Independent writing
In the final phase, the children plan and write an independent version of the text with minimal support, based around the text they have been learning. They experiment with ideas and begin to explore their own writing using words, sentence types and language patterns from the model text. They also proof-read, edit and publish their final piece of writing.
Each sequence is designed to build on children’s previous knowledge, as demonstrated through an elicitation task. Children are exposed to a range of genres and text types across the year so that they are able to write for a range of purposes and audiences. Previously taught literary techniques are revisited and embedded.
Impact
By the time our children leave Year 6, it is our aim that they will be confident at writing successfully for a purpose and audience. They will have the ability to plan, draft and edit their own work. Children will be able to use spelling rules, punctuation and grammar that is appropriate. They will have the key skills and knowledge necessary for the next stage of their learning.