VCOP - an Introduction


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This is the slideshow Sarah Smith showed CCPS staff at a professional learning meeting in 2013.

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VCOP - an Introduction

  1. 1. VCOPAn approach to writing pioneered by Ros Wilson, a literacy consultant working for Andrell EducationFocuses on the four main aspects of the writing process and gives children the skills to improve their own writing through selfassessmentV - VocabularyC - ConnectivesO - OpenersP - Punctuation5/10 minute activities daily
  2. 2. V - VocabularyThe range of words a child knows and uses confidently and acurately - particularly ambitious.Children need to use new and challenging language repeatedly and to understand how to use itappropriately.Possible Activities* WOW Words* Suggest adjectives for ...* Show an image and children to suggest words to describe it* Introduce new vocabulary - teacher to model it in a sentence, children to use it in a different sentence* Make collections of interesting words - cards for children to write on and display them* "Magpie" words from authors, each other* Dictionary work to find out the meaning of new vocabulary* Role call - use a WOW word when name is called* Write a simple word in middle of paper, children to suggest better words with the same meaning - put into sentence* Provide an image and get children to list vocabulary linked to the senses - put together in a sentence* Sit in a circle - 1 child says a WOW word, next has to put it into a sentence* Zone of relevance
  3. 3. long lasting,very badterribleWow Word!His illness is chronic but not serious.Her singing was chronic, however, everyone in the audiencehad the good grace to applaud her efforts!Can you use thewow word in someof yourown sentences?chronicof the weekWhat do youthink it means?Move me to reveal thedefinition...
  4. 4. How many adjectives can you find to describe one of the characters?
  5. 5. Use your sensesSeeHearSmellTasteTouch/feel (include emotions)
  6. 6. What time of day is it?List synonyms for cold or dark - put them in asentence
  7. 7. He is holding the lock, come up with somebetter words for holding.How could we describe the chain?Imagine you are behind the locked door -what emotions are you feeling?What is the key like that unlocks it?Describe it
  8. 8. Zones of relevence - An adventurous characterbraveclevernicecourageousdaringgutsywimpterrifiedriskyscaredheroicundauntedfearlessconfidentunafraidboldvaliantintrepidtoughselfishruthlessgreedydetermined
  9. 9. C - ConnectivesJoining words that link ideas to make more complex sentencesPossible Activities* Show an image and a connective - write a sentence about the pictureincluding the connective* Provide 2 simple sentences - choose a connective to join them* On a whiteboard, list as many connectives as you can in 1 minute.Choose one to make a sentence* Display connectives in the classroom with examples of their use
  10. 10. Think of two sentences which could bejoined by :becausesoifConnectives
  11. 11. Can you think of a stronger connective to link these ideas?(You may re-order the words. Remember connectives can go at thebeginning of sentences as well as in the middle)We all ran inside. The rain clouds gathered.We were told to put our coats on but not everyone had one.We had our lunch, then played some board games, then we went on the internet.There were lots of games to play and books to read and we all sat down andwaited for the rain to stop.Connectives
  12. 12. O - OpenersUsing different ways to start sentences and developing different sentence starters. Changing the order of phrases in sentences.Power Openers:inglyconnectivespositionWho? What? Where? How? When?
  13. 13. I walked to school and I saw ...Walking to school, I saw ...
  14. 14. What are the wolves doing?Staring at the basket, the wolves ...Creeping towards the basket, ...Nervously, the wolves approached the basket...Suspiciously, ...The intrigued wolf peered into the basketNestled between the rocks,
  15. 15. P - PunctuationPossible Activities* Display texts with missing punctuation* Kung-fu punctuation* Drawing punctuation symbols in the air, on partners back* Punctuation fans* Punctuation pyramid
  16. 16. Big WritingTeach several different ways of planning - children choose the method they prefer (cartoon strip, mind map, flow chart etc..)Timetable Stage 2 and 3- 1 hr 30 mins with a break. 1 hour Stage 1· First 35 mins are fast, fun, lively oracy based activities (6 or 7 quick activities covering all 4 strands). 10 mins to plan.· BREAK· After break 45 mins unsupported writing. Text type changes each week. (Build up to this)· Remind children of targets before they start writing.· 10 min time prompts and reminder of VCOP. [10mins in - check punctuation. How many different types have you used?20mins in - check vocab. Have you included 3 “wow” words? 30 mins in - check you have used 3 powerful openers: a verb, an adverb ana connective.]· Use peer/self assessment in the plenary.
  17. 17. Key Points* Whole school approach is best way to embed the principles* Daily 5 minute starter activities at the start of every literacy lesson* Lots of talk* lots of teacher modelling, explicit teaching* Opportunities for children to self assess against VCOP - self ownership* Lots of praise - even for mistakes (emergant)* Make it fun* Refer to VCOP in all subject areas when writing* VCOP display* Magpie* Great for homework activities - find 5 WOW words in reading books