do not touch]. Year 3 and 4 Writing composition Key teaching strategies – plan their writing by: shared, guided and independent discussing writing similar to writing focusing on: that which they are planning to writer-talk write in order to understand boxing-up and learn from its structure, writer’s grid vocabulary and grammar discussing and recording ideas draft and write by: Using the North Somerset Learning composing and rehearsing Exchange punctuation and grammar sentences orally (including programme for discrete teaching dialogue), progressively Shared, guided and independent building a varied and rich writing focusing on: vocabulary and an increasing range of sentence structures Oral retelling of quality extracts (English Appendix 2) and whole texts organising paragraphs around Zones of relevance a theme grid Writers’ in narratives, creating settings, Talking character/setting characters and plot in non-narrative material, using Talking the text simple organisational devices [for example, headings and sub-headings] evaluate and edit by: shared, guided and independent assessing the effectiveness of writing focusing on: their own and writing others’ book-talk to evaluate the and suggesting improvements effectiveness of writing; proposing changes to grammar peer and self-assessment and vocabulary to improve consistency, including the (Ref: North Somerset Learning accurate use of pronouns in Exchange A Guide to – sentences Feedback) proof-read for spelling and peer assessment punctuation errors Ref: North Somerset Learning Exchange A Guide to Feedback – read aloud their own writing, to a teacher modelling
do not touch]. Year 3 and 4 Writing – composition Key teaching strategies plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas shared, guided and independent writing focusing on: writer-talk boxing-up writer’s grid draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices [for example, headings and sub-headings] Using the North Somerset Learning Exchange punctuation and grammar programme for discrete teaching Shared, guided and independent writing focusing on: Oral retelling of quality extracts and whole texts Zones of relevance Writers’ grid Talking character/setting Talking the text evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences shared, guided and independent writing focusing on: book-talk to evaluate the effectiveness of writing; peer and self-assessment (Ref: North Somerset Learning Exchange – A Guide to Feedback) proof-read for spelling and punctuation errors peer assessment Ref: North Somerset Learning Exchange – A Guide to Feedback read aloud their own writing, to a teacher modelling