unknown/unfamiliar words in reference sources, e.g. dictionaries, thesauruses LITERACY CONTINUUM Session Explicit Modelled Writing Guided Writing Independent Writing Modes/Skills Writing C9 3 Using the previous modelled paragraph: READ & REVIEW Students choose a text: • Constructs well-sequenced imaginative, G, P & V and extract words for teaching various spelling Students: informative and persuasive using R & V 1 strategies. review and refine Create a list of language appropriate to purpose and pronouns their ballad adjectives from audience. W & R 1 add more lines to the ballad using pronouns (eg poems and ballads. • Plans and organises ideas using experiment & she, he, they). add to their headings, graphic organisers, questions share previous sentence and mind maps. word play • Rereads texts during and after writing visual features to check accuracy, consistency of reread and edit meaning and fitness for purpose. Reflecting on • Structures using paragraphs composed of logically grouped sentences learning that deal with a particular aspect of a 4 Use the previous modelled ballad for students to edit PARTNER EDITING: Students choose a text: topic. W & R 1 add and insert errors to the sentence ballad is read by a • Uses a variety of spelling strategies to reread and edit . partner for editing Find and list spell high frequency words correctly. students make corrections. and reflection using pronouns. • Chooses adverbials, nouns and Reflecting on the writing criteria. adjectivals to express specific ideas and learning students improve the rhyme and rhythm. TEACHER EDITING details. ballad is revised. Conferencing during Writing C10 independent tasks • Draws ideas from personal experiences, other texts and research Continuing the unit:
unknown/unfamiliar words in reference sources, e.g. dictionaries, thesauruses LITERACY CONTINUUM Session Modes/Skills Explicit Modelled Writing Guided Writing Independent Writing Writing C9 • Constructs well-sequenced imaginative, informative and persuasive using language appropriate to purpose and audience. • Plans and organises ideas using headings, graphic organisers, questions and mind maps. • Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose. • Structures using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic. • Uses a variety of spelling strategies to spell high frequency words correctly. • Chooses adverbials, nouns and adjectivals to express specific ideas and details. Writing C10 • Draws ideas from personal experiences, other texts and research 3 G, P & V and R & V 1 pronouns W & R 1 experiment & share word play visual features reread and edit Reflecting on learning Using the previous modelled paragraph: extract words for teaching various spelling strategies. add more lines to the ballad using pronouns (eg she, he, they). READ & REVIEW Students: review and refine their ballad add to their previous sentence Students choose a text: Create a list of adjectives from poems and ballads. 4 W & R 1 reread and edit Reflecting on learning Use the previous modelled ballad for students to edit add and insert errors to the sentence . students make corrections. students improve the rhyme and rhythm. PARTNER EDITING: ballad is read by a partner for editing and reflection using the writing criteria. ballad is revised. Students choose a text: Find and list pronouns. TEACHER EDITING Conferencing during independent tasks Continuing the unit:
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