Raising Attainment in Literacy Year 5

1. Raising Attainment in Literacy Year 5 Improving Pupils’ Writing Skills

2. Aims To identify teaching strategies to support pupil progress in writing To explore ways of assessing and tracking pupil progress in writing to strengthen AfL

3. Year 5 Teacher Questions- Summer Term Have you identified the children who are on track to achieve or exceed age-related expectations in Literacy? Have you identified those children at risk of not achieving Level 4? i.e. Those pupils who are in 3C/2B boxes at start of Y5. Have you identified their strengths as writers and the areas that require further development? Have you planned the intervention strategies to support them?

4. Discussion What are the areas of strength and areas for development for writers in the following areas? 8. Create and shape texts 9. Text Structure and organisation 10. Sentence structure and punctuation

5. Assessment focuses for Writing Writing AFs AF1 Write imaginative, interesting and thoughtful texts AF2 Produce texts which are appropriate to task, reader and purpose AF3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events AF4 Construct paragraphs and use cohesion within and between paragraphs AF5 Vary sentences for clarity, purpose and effect AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences AF7 Select appropriate and effective vocabulary AF8 Use correct spelling

6. Assessment - APP What materials do you currently use to assess pupils’ writing? How and when do you assess pupils’ writing? How do the children’s curricular targets link to their writing skills? What do you do with the findings? How do you share this knowledge with the children and involve them in their own self-evaluation?

7. Activity Look through assessment materials In pairs use the assessment materials to level Jason’s writing. Justify choices made.

9. So what next for Jason? What quality first teaching interventions would need to take place to accelerate Jason’s writing? Use data collected from assessment activity to:- - Set Jason’s next targets Plan next step teaching to move Jason forward Plan how to include Jason in his own self assessment of progress

10. Marking for Improvement Marking focuses on what the learning intention for the piece of work was and provides constructive feedback in both written and oral form. The teacher makes constructive use of their marking to amend their future planning Feedback in written form refers to the learning intention and details what the child did successfully and is specific in identifying what could be improved. There is opportunity given to pupils to respond to this feedback by making small but significant improvements Pupils are aware, either in written or oral form, and are able to improve upon their previous best

11. Quality distance marking Can children read your marking comments? Can they understand your marking comments? Do you allow time for them to read your marking comments? Do you allow time for some improvement to be made on that piece of work or do you expect the child to apply your improvement suggestions to another piece of work in a new context?

13. Guided Writing The aim is to provide support that is going to help children improve their writing and to work with increasing independence. It enables the teachers to tailor the teaching to the needs of the group. It provides the teacher with the opportunity to extend and challenge more able groups. It allows the teachers to give immediate feedback on success and the opportunity to discuss further areas for improvement.

14. Teaching strategies to improve writing Modelled writing Demonstration Shared writing Scribing Supported composition Guided writing

16. Guided Writing What does guided writing look like in your class? What are the issues? Which elements of the suggested guided writing structure are already present in current sessions and which aspects will need to be refined.?

17. Discussion At which point in the writing process do the guided writing sessions in your year group support pupils to accelerate their progress? Before, during or after writing?

18. ActivityYear 5 – Case study 4 When watching the video consider the range of strategies used for effective feedback on learning. Identify examples of; Whole class feedback Individual feedback Peer assessment Self assessment Consider the range of strategies and identify an approach to trial in your own teaching.

19. ActivityYear 5 – Case study 3 When watching the video consider the range of strategies used for effective feedback on learning. Identify examples of; Whole class feedback Individual feedback Peer assessment Self assessment Consider the range of strategies and identify an approach to trial in your own teaching.

20. Teaching and Learning Strategies Set pupils high value curricular targets Involving pupils and parents in their own learning Adapt plans to address pupil needs Speaking and Listening in the daily lesson Creative use of Intervention materials Planning to include the 3 phases for each unit with a total immersion in the genre at phase 1 Planning opportunities to develop thinking skills Effective Guided Reading and Guided Writing Sessions Assessment for Learning used to inform future planning

21. So what next? What are the next steps for you and your practice with:- Assessment (APP) Guided Writing? How do you plan to share good practice?