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1、BIG WritingBIG WritingA A RosRos Wilson Strategy Wilson StrategyThe Big Writing PhilosophyBig Writing is the development of the writing voice through fast, fun, lively and predominantly oral activitiesPupils talk the writing voice in a dedicated Big Writing session & at other points in a weekBased o
2、n the premise, IF A CHILD CAN SAY IT, A CHILD CAN WRITE ITPhilosophy Continued .The talking voice is not the same as the writing voiceBOYS LOVE TO TALK!WHATS GOOD FOR THE BOYS IS GOOD FOR THE GIRLSThe Four Generic TargetsVCOPSummaryVocabularyConnectivesOpenersPunctuationThe range of ambitious vocabu
3、lary a pupil knows; WOW words.The range of ways pupils have of joining ideas, phrases & sentencesThe strategies pupils have for opening sentences; especially the 3 key openers: connectives, ly words & ing wordsThe range of punctuation a pupil can use & the accuracy with which they use it.Level1.Leve
4、l2. ?Level3. ? , !Level 4. ? , ! “”Level 5. ? , - ! “” : ; ( )The Punctuation PyramidBIG WRITING The MethodOne & half hours per week, plus daily stocking fillersTime comes from one literacy hour, plus extra half hour devoted to extended writing at some other point.Time should be split into 2 x 45 mi
5、n sessions across morning breakOnly 1 hr, split into 2 x 30 min in Y1Method continuedFocus & text type will have been introduced the day before First 45 mins = 35 mins of fast, fun, lively oracy based activities linked to whats expected in their writing.Followed by 10 mins of planning timePlanning t
6、ime used to refocus the pupils thoughts on the stimulus & text type for writingSecond 45 mins is for writingACTIVITYUplevel this sentence.The boy ran.In pairs, discuss why I like this sentence:The light dimmed. I took a glance at the beast, whilst I still had time.Identify the parts which have been
7、uplevelled.WeekNLS Unit PlanPossible Big Write text type12345678910Narrative 1Narrative 1N-F 1 InstructionsN-F 1 InstructionsPoetryPoetryNarrative 2Narrative 2N-F 2 InstructionsN-F 2 InstructionsRevisit text type RecountNLS Unit Outcome oral or written retellRevisit text type RecountNLS Unit outcome
8、 simple instructionsRevisit text type story with simple settingNLS Outcome Class anthology of poemsRevisit text type Informal letter or X-C writeNLS Outcome storyRevisit text type Informal letter or X-C writeNLS Outcome Instructions + diagramsPossible links with NLS Units a Y2 exampleBIG WRITING - R
9、esourcesPupil PortfolioSpecial PensSpecial PaperThree goalsBIG WRITING Teachers RoleTo maintain the silenceTo provide 10min brain breaksTo prompt pupils to build in VCOPThese are known as time prompts10 minsCheck your punctuation!20 minsCheck your WOW words! 40 minsCheck your targets!30 minsCheck yo
10、ur openers and connectives.45 MINSTime Prompts A clock should be visible to all pupils, ideally colour coded in 10min intervals.1.You have had 10 minutes. Count how many sorts of punctuation you have used?2.You have had 20 minutes. How many WOW words have you used?3.You have had 30 minutes. Look at
11、your openers. Have you opened with connectivesly words, ing words?4.You have 5 minutes left.Stocking FillersEvery day aim to finish one lesson 5 minutes early to do some quick VCOP activities.Encourage the children to steal good examples of VCOP from authors.The Criterion ScaleWrite on TargetChapter
12、 1 What is BIG Writing?Chapter 2 The Long Term StrategyChapter 3 FS Contribution to BIG WritingChapter 4 What is effective target setting?Chapter 5 Target Setting processChapter 6 Methods & MotivatorsChapter 7 Gender DifferencesChapter 8 - Basic SkillsChapter 9 What really does raise standards in writing?Chapter 10 Case StudiesNext StepsIn phase groups, discuss how you will take this forward. Consider if you will adopt the whole process or just part. Consider the BIG Write session.When? Day/time How often?Timescale? When introduce?
