Big+Write+7



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 teacher Story structure cards Big Writing Games CD-ROM || |||||| ** Should ** |||| ** Could ** ||
 * ** Year ** 2008/09
 * Class **
 * Teacher ** || ** Term ** 1
 * Week ** 7
 * W/b ** xx.xx.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! Share phrases / sentences from pupils' work last week, preferably on IWB. Read together. Why have I chosen these extracts? 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. Return last week's writing and ask pupils to read feedback. Read letter from self to pupils. They edit in pairs, 'being the teacher'. Extension: they up-level by inserting features of VCOP. || Distribute 'Story Structure' cards. Ask pupils with blue 3 part cards (lower ability) to come out and stand where they think they would be in a story. Ask blue (middle ability) to come out and cluster content cards in the part of the story where they think it might come. Ask some 'What sort of...?' (e.g. "What sorts of 'Who' would you get in the opening?"). Ask green (higher ability) to come out and attach emotion cards to content cards. Ask them to explain what sort of feelings there would be in the part they chose. || Give title for unsupported writing (e.g. past SAT 'You're in Charge'). Make a mind map or list of ideas that spring to mind. Discuss as a class. Make a planning map. ||
 * 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 || Should || Could ||
 * Homework:** Plan story for tomorrow's writing.

WALT to write a story
 * Friday**
 * Remind of use of 'My Target Record' as a prompt sheet, and of story structure cards from yesterday. || Briefly review plan created yesterday and add ideas from homework. || Pupils exchange writing with their partner. Read and identify interesting example of VCOP to share with class. ||
 * Less able supported by scaffold, modelled words / phrases, adult support or working in a pair. || In big writing books, pupils write story. 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 20 / 30 minutes. Stop to review VCOP regularly through lesson and give 5 minute / 2 minute warnings towards end. || Could ||