Shared Writing

What it should look like.

The Writing Process

Writing Warm Up

- Recap class text; With a focus on the section that you will be shared writing.

- Introduce learning & Toolbox. Refer back to class and individual box plans.

- Igniting writing. Talk for writing in groups, talk partners, with a TA. 

- Encourage children to make jottings during this time (in jotters or on an ICT based programme like Padlet). Make sure you have resources visable like word banks & word mats.

 

 

Shared Write and drafting are the same thing.

- Begin the shared writing! Model world class practice. Take ideas from the children (who should be nicely fired up & bursting with ideas). Take the best idea and model how you would use it and why it is effective. What is your TA doing?

- Re-read the text out loud every couple of sentences. Modelling the thinking process to the children. Does it sound ok? Any bits we want to change? This is where the 'drafting' comes in. You may want underline spellings, cross bits out, highlight areas for change later.  Have the box plan & working wall visible. 

- Pace. Allow children thinking time and opportunities to chat. I.e. Tell the person next to you how you might describe/explain? What words might you use? Can you think of another time connective?

- Remember to draw on examples from all children in the class. Have an awareness of your target children, how can you get them involved? Targeted questioning, flexible groupings, extra resources to help them access the learning.

 

 

 

Children drafting

- Children to go and draft. TA to have a guided group, Teacher to have a guided group. Think again about flexible groupings at this point. 

- Guided group work. 

- Mini plenary.  Share good examples of writing & drafting. Identifying key areas that are good and explaining to the class why this piece is effective. 

 

 

 

 

The Editing & Evaluation Process

- Editing is a skill that needs to be taught to the children initially.

- Eventually, it shouldn't be a long process. Children should do it automatically as they draft.

- Children should follow an editing toolbox with a focus on common grammatical errors specific for the class/group.  Children are editing writing skills. 

- Children then need to have one specific editing focus that relates to their personal writing target that will move their writing on - i.e. Have I used complex sentences?

- Editing can be individual, peer, whole class, 1-1 sessions. Create an open environment in the class. 

The Editing & Evaluation Process

 

- Re-draft.  Timings. It is down to teachers professional judgement when you redraft. 

- Teachers close the gap (pink & green) mark these re-drafts for next session. Feeding into planning &  writing review.