Big+Write+5



The information below can be easily copied and then pasted into the Word version - copy each row separately and then paste into the appropriate row.

Familiarisation / Capturing ideas / Modelled writing / Shared writing / Supported writing / Independent writing || ** Sentence level (VCOP) ** |||| ** Word level (inc. phonics) ** || ** Resources / texts ** Letter from friend Big Writing Games CD-ROM || |||||| ** Should ** |||| ** Could ** ||
 * ** Year ** 2008/09
 * Class **
 * Teacher ** || ** Term ** 1
 * Week ** 5
 * W/b ** xx.9.08
 * Unit ** |||| ** Text level objectives: **
 * Focuses for this phase: **
 * ** Curricular targets – reading ** |||| ** Must **
 * ** Curricular targets – writing ** |||| |||||| |||| ||


 * Using lesson plans from Ros Wilson's book 'Strategies for Immediate Impact on Writing Standards'.
 * Register (free) on Fiery Ideas (http://www.fieryideas.com) to be able to use Big Writing Timer.
 * The Big Writing Games CD-ROM has all the texts ('RSIW Lesson Materials') with ability to highlight VCOP, but could be a bit fiddly to alter size of highlighter and uses different colour scheme to our school display - you could use this but use colours as school display (V = blue, O = green, C = yellow, P = red). Alternatively, copy and paste to create Word or Notebook version and highlight using highlight tool on Word or highlighter pen on Notebook.

WALT to identify features of good writing Find suitable game! Review punctuation pyramid (could use CD-ROM). Share extract from a pupil's work last week, preferably on IWB. Don't say it's one of theirs. Read together. Identify VCOP features. Could type their work into blank proforma on Big Writing Games CD-ROM ('RSIW Lesson Materials') and highlight VCOP on there, if you have been using CD-ROM for previous extracts. Disclose whose it is, if puil has not identified. Give quick fire simple sentences. Ask pupils in pairs to record the new opener they would put in front. || Read letter from friend to expelled pupil. Discuss layout of letter. Read again. Identify good features, focus on VCOP including descriptive language. || Share good examples of postscripts. || Work together to write a postscript ('PS...') for letter, on individual white boards. || Could ||
 * Thursday**
 * VCOP - quick-fire examples... Who can start a sentence with ...? Who can change the connective in this sentence to a higher level...? Who can name the punctuation at the end of this...? Could use game from Big Writing CD-ROM.
 * Must || Given simple sentence on board, pupils work in pairs to 'up-level' it using VCOP features.
 * Homework:** Find an ambitious word. Must know meaning and be able to spell.

WALT to write a letter Share elements of VCOP from letter. Share likes / dislikes about the passage. Discuss in pairs what might have really happened. || Use 'My Target Record' to estimate level of writing, working in pairs. Ask again 'Who has used...?' Read two short extracts from pupils' writing (selected while they are writing) and ask pupils why they think you chose them. Discuss VCOP features. ||
 * Friday**
 * Review homework - all read collection of words together. Does anyone know what the word means / how to use it? Add interesting words to word wall. || Read letter again and work in pairs to identify elements of VCOP using highlighters or underlining.
 * Less able supported by scaffold, modelled words / phrases, adult support or working in a pair. || In big writing books, pupils stick in letter and write reply from expelled pupil, copying the style of the writing. Use Big Writing Timer from Fiery Ideas website (http://www.fieryideas.com/freebies.php?id=34) to create calm atmosphere. Stop after 10 mins and aks who has used more than one type of punctuation, an interesting sentence opener, more than two different connectives or an interesting word. Praise. Continue for further 10 minutes (or more if productive). || Could ||