Big+Write+3



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) ** Focus on descriptive language |||| ** Word level (inc. phonics) ** || ** Resources / texts ** 'Howl...' extract 'Monster' story excerpts Big Writing Games CD-ROM || |||||| ** Should ** |||| ** Could ** ||
 * ** Year ** 2008/09
 * Class **
 * Teacher ** || ** Term ** 1
 * Week ** 3
 * 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 descriptive words
 * Thursday**
 * What can children remember about improving writing? Collect actual examples on board, clustering into vocabulary, connectives, openers and punctuation. List 4 features, capitalise first letter to identify VCOP. Use 'Electronic Punctuation Pyramid' on Ros Wilson's Big Writing Games CD-ROM and challenge the pupils to say what each punctuation mark is before they reveal it.Give oral quick-fire sentences, pupils write the punctuation they would use on individual white board. || Read text 'Howl...'. Identify VCOP features and collect on board. Brainstorm more descriptive words for monsters (using language 'adjective' and 'adverb' when appropriate). || Give out copies of 'Monsters' excerpts. Pupils read in pairs and choose one excerpt. Use highlighters or coloured pencils / pens to underline descriptive words. Collect on board. ||
 * Must || Should || Could ||
 * Homework:**

WALT to continue a story using VCOP Play 'Find the Word' - children work in pairs to find the word in the paragraphs that means that same as the phrase teacher gives. || Return to text 'Howl...'. Read together as a class. Share likes / dislikes about the passage and talk about suspense. Tell them they are going to continue the story. Review collections of words / phrases from activities yesterday. || Ask again who has used VCOP features. Read a chosen example from the class (identified while pupils are writing). Ask pupils to listen and remember a good example of VCO or P or favourite phrase / sentence. Could take digital photo of writing and display on IWB. ||
 * Friday**
 * Pupils practise, then read extract chosen yesterday from 'Monsters' to class, with expression. Discuss featurees of text that help to inform expression. Use highlighters / underlining to identify VCOP features and discuss.
 * Less able supported by scaffold, modelled words / phrases, adult support or working in a pair. || In big writing books, pupils stick in 'Howl...' extract and write next paragraphs to continue the story, 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 ||