Planning for transition

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Planning for transition Development of writing
skills from Early Years to KS1 ensuring
progression of each pupils Basic
Skills

• June 2007

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Chinese symbols/ Urdu
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Aims and Objectives

• To identify progression of writing skills through
  the Foundation Phase
• To outline opportunities and offer effective
  strategies and activities for developing boys
  and girls writing within the learning
  environment and across areas of learning.
• To plan experiences for developing childrens
  writing skills
• To plan for effective teaching and learning to
  develop children as independent writers

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What is extended writing?
Content and text organisation
Purpose and Audience
Language features
A range of forms
Across the curriculum
Extended texts
Standard of writing
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Development of writing
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Respond to writing
Positive personal response
Note the strengths specifically
Opportunity to self-assess ask for the childs
response/ view
Response on content
Question to extend
Response on layout/ neatness
Encourage re-drafting
Question to suggest
Agree on one target to move forward
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How do you teach writing?
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Forms of Writing
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• Task each group will have a text form and write
  a short paragraph or first few lines on
  Butterflies
• Group 1poem,
• Group 2report (information - What do I know,
  what do I want to know, what have I learned?
  make own books),
• Group 3 recount dwyn i gof visit to butterfly
  form,
• Group 4instruction (how to make butterfly
  cakes),
• Group 5explanation (lifecycle of a butterfly)
• Group 6 narrative

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STEPS TO TEACHING A NEW FORM OF WRITING

• Familiarisation
• Discovery
• Model
• Shared
• Guided
• Independent Construction
• Present to Audience

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• Narrative
• Recount

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Planning for a range of forms across the
curriculum

• How can we provide further opportunities
• to consolidate this learning?
• Areas within the environment
• Props for role-play
• Exemplar photographs of mark-making area

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Foundation Phase Effective Learning
Principles

• developing a disposition to learn
• learning and owenrship of their learning
  
• child-initiated and child-led
• active learning through first-hand experiences
  
• - well-planned practical activities,
• investigative, asking questions,
• learning through using their senses,
• through interacting with others,
• through problem-solving,
• through purposeful repetition,
• through developing independence and thinking
  skills
• increased home-school partnership
• listening to the voice of the learner