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KS1 writing:  What a wonderful sentence that is!

Michelle Nicholson offers some timely advice on writing in KS1.

This blog aims to unpick the STA guidance around bullet points one and two of the KS1 ITAFs for children writing at the expected standard or at greater depth within the standard.

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Flexing Fluency Muscles with Great Texts (Oh…and they are free too!)

In this short blog, Penny Slater points to some texts that may prove useful in the last few weeks leading up to this year’s SATS.

Let’s cut to the chase…It’s early summer term. You are a Y6 teacher. You have a couple of weeks left before the 2017 Reading SATs paper. What you are probably looking for are some great texts that will give your pupils a final push to prepare for the challenge ahead? Oh…and you probably need those texts to be free and easily accessible. If so, read on….

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Guided reading – whole class or guided groups?

In this blog, Alison Dawkins takes a look at the ways in which guided reading is organised and shares some reflections on the benefits of guiding reading in groups.  To explore some earlier ideas from Alison in relation to streamlining the more traditional reading carousel,  you may want to read Guided Reading – Where next? 

Both in and out of school at the moment, I’m meeting increasing numbers of people talking about trying ‘whole class guided reading’ in KS2. They mention the children’s enthusiasm, the opportunity to engage with a whole text, the deepened questioning, and the release from the burden of planning a range of ‘activities’.

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The power of a good book – leading the way to successful grammar teaching.

In this blog, Kathy Roe looks at the invaluable role that high quality texts can play in supporting children’s knowledge and understanding of grammar. 

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Modelling early literacy

Kirsten Snook is a Teaching and Learning Adviser for English at Herts for Learning

We tend to think that children are intrinsically motivated to write much later than they are to read. But why? It has, however, been suggested that very young children are more motivated by a shared writing episode than a shared reading one, due to an emerging sense of self and place in the world.

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Year 6 Writing – in search of GDS pt 1: Shifts in formality

Martin Galway is a Teaching and Learning Adviser for English at Herts for Learning

On Friday of last week, the STA released a video that sought to address “particular areas of concern” around the assessment and moderation of year 6 writing.  The video covers a number of areas and opens with some commentary around the statements relating to Working at Greater Depth within the expected standard (GDS).

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The Key to Successful Shared Writing: Perfectly Pitched Models

Penny Slater is Deputy Lead Adviser for primary English at Herts for Learning.

Shared writing scaffolds the writing task, and when done well, leads a child towards becoming a more reflective, confident and skilled writer. When done very well, we engender more engaged writers who feel empowered and inspired to put pen to paper.

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Writing at Greater Depth (1) : A model of formality

Penny Slater is Deputy Lead Adviser for Primary English at Herts for Learning

There are many moments in my working day when I stop and consider how lucky I am to be working amongst such committed, enthusiastic and inspirational people. When I was classroom-based, this inspirational often stemmed from the children whom I taught. Now, as an advisor, I find that I am inspired on a daily basis by the creativity of the teachers whom I have the joy of supporting.

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Expectations for handwriting: you’re write to be confused!

Sabrina Wright is a Teaching and Learning Adviser for English at Herts for Learning.

Following on from my last blog, where I unpicked the KS1 exemplification materials and moderation guidance, I felt the urge to spend a little of my time considering the handwriting element of the Interim Teacher Assessment Frameworks (ITAFs) against the National Curriculum (NC) expectations.

Continue reading “Expectations for handwriting: you’re write to be confused!”

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