Talk for Writing
At Katherine Semar, we have been part of the Primary Writing Project since 2015 adopting the Talk For Writing’ approach.
This supports children to internalise a ‘living library’ of high quality texts (fiction, non-fiction and poetry) which they can draw upon in their own writing. The teaching sequence follows a pattern of; imitation where children learn a text, are immersed in it through role play, music, and concrete experiences, and engage with the written text on the page; innovation where children are supported to develop their own version of the text using carefully scaffolded innovations; and invention where children utilise all of their experience of our broad and rich language curriculum to invent their own texts.
Children are taught a variety of genres of writing which are re-visited and built upon during the school year and through the key stages.
Children complete a fiction and non-fiction talk for writing unit each half term, in addition to reading, performing and when appropriate, writing poetry.
Each year group has their own Writing Checklist which highlights the prior and current writing expectations.
Grammar and punctuation
Grammar and punctuation are taught regularly and consistently from Early Years to Y6.
Grammar and punctuation is taught both implicitly as part of the talk for writing process and discretely; current expectations (linked to the year group writing checklist) are modelled in the year group’s high quality model texts.
Children are supported in their learning of grammar and punctuation using differentiation as appropriate.
Each model text has focused vocabulary words, called ‘yellow words’ in our school, which form a progression through our school. The meaning of these words is taught and are modelled and practised in sentences prior to the children being encouraged/expected to use in their own writing.
At Katherine Semar School we understand that evaluating, proof-reading, editing and redrafting are an essential part of the writing process. Children develop these skills over time, moving from supported to independent editing.
Evaluating: Discussing the effectiveness of writing produced against the intended purpose and audience.
Proof-Reading: Reading aloud to check writing makes sense and is accurate.
Editing: Secretarial skills, checking that spelling grammar and punctuation rules which have been previously taught are applied accurately in writing.
Redrafting Compositional improvements, making changes to writing to make it more effective.
Good handwriting is the result of regular, focused and high quality teaching sessions combined with consistent high expectations across all writing. Our research shows that good handwriting supports children to be better spellers and to enable them to write with a better sentence flow.
We use the Penpals handwriting scheme across the school.
In KS2, children work towards earning their pen licence.