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Big writing staff_meeting
- 2. • Understand BigWriting. • Plan for Big Writing to succeed in our school. • An agreed timetable for Big Writing for each cohort. • An agreed timetable for implementing, monitoring and evaluating Big Writing.
- 3. What is BigWriting? - 1 • A way of teaching writing originally devised by Ros Wilson (Google Andrell Education). • A way to teach writing that makes children feel confident and motivated. • A way to break writing down into small steps that children can assimilate. • A way to teach the steps that matches the developmental stage of the children being taught.
- 4. What is BigWriting? - 2 • Fast, fun, lively, predominantly oral activities. • Pupils talk the ‘writing voice’ in the first part of a dedicated Big Writing session and at other points in the week. • If a child can say it , then the child can write it. • Talking voice not the same as the ‘writing voice’.
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- 6. Three Strands • BasicSkills: • grammar, handwriting, spelling and sentence structure • Detail and Structure: • • • • • openings – body – endings – 5 W’s – emotions and feelings features of different non-fiction writing genres play script poetry five part story structure • Writing Voice: • vocabulary, connectives, sentence openers and punctuation
- 7. Strand One • BasicSkills: • • • • • What resources have we got to teach: Grammar? Handwriting? Spelling? Sentence structure?
- 8. graphemes and phonemes adjectives noun phrase adverbs verbs nouns adjectival phrase complexsentence pronouns connectives adverbial phrase determiners main clause simple sentence prepositions subordinate clause compound sentence paragraphs fiction narrative poetry non-fiction play script recount nonchronological report explanation discussion persuasion instruction
- 9. Strand Two • Detailand Structure • What resources have we got to teach the features of all the different genres of writing?
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- 11. Strand Three • WritingVoice • What resources have we got to teach the features of the writing voice? • Vocabulary • Connectives • Openers • Punctuation
- 12. Planning Big Writing •Structure of sessions. • Two part • Length of sessions. • Age specific • When? • • • • As part of two/ three week literacy unit? Once a week/ fortnight/ 4 weeks in every 6 ...? A few weeks after a genre has been taught? Cross curricular opportunities?
- 13. Component Parts • Dailyreminder of upcoming Big Write session. • Big Write homework – talk homework. • Two part Big Write lesson – from one literacy hour plus an extra session devoted to extended writing. • Time can be split across the morning break • (Only 1 hour, split into 2 x 30 min in Year 1)
- 14. Daily Reminder • Briefrecap of text type. • Re-visit success criteria for chosen genre. • Share children’s ideas.
- 15. Big Write Homework •Gathering ideas for writing – oral homework, possibly written notes. E.g. List of people’s opinions and ideas to find out before the Big Write.
- 16. Big Write Lesson- 1 • Two parts: • Traditionally equal length: 40 – 45 minutes each • First the warm up session: WOW words Finding exciting words Investigate/ re-visit genre to be written Last 5 minutes refocus Talk on task ahead ‘Up-level’ writing Play VCOP games Spot the difference Drama Upgrading sentences Role play ‘Borrow’ exciting words from published authors Look at last big write in pairs Have a go with interesting punctuation
- 17. Big Write Lesson- 2 • Second session part one. Children return to a very different classroom: ‘Electric Silence’ Children take responsibility for improving (up-levelling) their writing Special paper Fairy Lights Special pens/ pencils Candle Lights dimmed Children enter room in silence Very quiet background music Children work quietly/ silently on their own
- 18. Big Write Lesson- 3 • Second session part two. Teachers’ role: Maintain the silence Each child has three ‘small step’ targets Provide 10 minute brain breaks: 10 mins check your punctuation 20 mins check your WOW words 30 mins check your openers and connectives 40 mins check your targets Clock – possibly colour coded in 10 min intervals Last 5 mins children stop writing and use their polishing pens to check they have addressed their targets Peer evaluation can be built in – e.g. three stars and a wish
- 19. Classroom Changes • • • • • • ‘Writer ofthe Week’ display. WOW words display. Target display – who has reached their goal? Connective Ladder. Openers display. Punctuation Pyramid.
- 25. Suggested Timetable • StaffMeeting on Big Writing – this is it! • TA training – 22nd October. • Monitor Literacy and Big Write planning – early November. • Monitor Big Write books – later in November. • Feedback to staff, celebrate success! – early December.
- 26. • Understand BigWriting. • Plan for Big Writing to succeed in our school. • An agreed timetable for Big Writing for each cohort. • An agreed timetable for implementing, monitoring and evaluating Big Writing.
Editor's Notes
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