Teaching English at Wilsden Primary School
What does English teaching look like at Wilsden?
Successful English teaching is based upon developing a secure sequence of the teaching of key skills over a series of lessons (from guided reading, grammar to writing). This is how each sequence starts:
Begin with your guided reading text.
-Text to be linked to topic work or can be an example of a text you are working on.
-Can be a science or history text whereby, in the ‘background’ it is giving children information about their topic.
Add to working wall
Unpick text features;
-What’s holding the text together?
-Is it working successfully – why?
-Unpick grammar used by author;
-Why has author chosen those structures?
-Teach grammar strands feeding into this.
Annotate & add to working wall.
Application of skills to writing;
-Look at author’s texts as ‘professional WAGOLLS’;
-Ch have a go at applying newly acquired grammar skills;
-Can they have a go at applying skills to short writing tasks eg if using noun phrases, can they use them to persuade?
Add to working wall – post its, annotated pieces etc
Provide a reason to write:
-You should have this in mind right at the start.
-Is it to write an explanation about a recent science investigation?
-Is it to entertain?
Application across the wider curriculum area:
-letters to scientists;
-explanation about historical periods;
-news reports about locations;
With our ‘writing web’ children will have access to the text features throughout the term – so, when presented with a writing task ‘at distance’ the children would be able to complete confidently.
How does this model look with KS1?
Introduce writing through a story or a key text;
Unpick the text in detail – examine it in guided reading – teach new vocabulary etc;
Give the children a reason to write – it could be a letter to one of the characters in the story, or to continue the next section of the story;
KS1’s working wall will look different – their working wall would begin with a text – then showing how they have ‘unpicked’ their text and demonstrating the new skills the children have learnt – then they will have their writing wagolls (What a good one looks like) – then their final writing outcomes. So, it will resemble a ‘living, moving journey’. Towards the end of year 2, they may want to introduce the ‘writing web’ in a very simplistic form in order to prepare children for KS2.
How does this model look with KS2?
In KS2 we will adopt the ‘Wilsden Writing Web’.
It is basically a board, divided diagonally. In the centre there is a box, where teachers will display key texts. The web then allows teachers to add to this on a daily, or week by week basis.
In the centre, teachers would place key texts. In the next layer out, teachers would ‘pull out’ all the text features/how the author is making the text work/grammar features/vocab et. In the outer layer, teachers will display writing outcomes, WAGOLLS (What a good one looks like), and examples of shared writing on how the text has been created.
We also have writing ‘flip ups’, features in the pictures below. The idea behind this is that, at the end of each half term, teachers display the best piece of each child’s work. They annotate with a bright coloured post-it or a speech bubble, outlining the writing skills the children have learnt during the half term. Each half term, you contribute to the flip-up. This will provide you with strong visible evidence of writing progress made throughout the year and is a powerful tool to use during inspections.
Year 1 Long term plan - Literacy
Year 3 Long term plan - Literacy
Year 4 Long term plan - Literacy
Year 5 Long term plan - Literacy
Year 6 Long term plan - Literacy
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