Writing at Dee Point

The best writers in any class are always readers. Indeed, it would be impossible to write a text type without being familiar with the language rhythms and patterns. So reading influences writing – indeed, the richness, depth and breadth of reading shapes and determines the writer that we become. If a child’s reading is meagre then their writing will inevitably be thin. Most teachers would be able to take a pile of children’s books and rapidly work out which children read and which do not - for their writing is an echo of their reading. In fact, it is possible to work out their favourite author or type of writing, as their composition may well be an echo of Louis Sachar, Anthony Horowitz or Lemony Snicket.

  • Children who are read to regularly before coming to school are the most likely to succeed in education.

  • Children who read for pleasure are also most likely to succeed - in literacy, but also across the curriculum because of the way in which reading develops the ability to think in the abstract.

Read to Write

At Dee Point, we have planned our writing curriculum around the texts set out in Literacy Count’s Read to Write units of work. They have been designed by Literacy Counts as a scaffold and a guide for teachers to provide high-quality teaching of writing through high-quality literature. These detailed units centre on engaging, vocabulary-rich texts, with a wealth of writing opportunities within and across the curriculum and also signpost wider curriculum enrichments.

Each unit consists of:

  • Clear sequential Episodes of Learning
  • Model Texts linked to writing outcomes within the unit
  • Vocabulary learning and contextualised spelling, grammar and punctuation
  • Wider reading for the wider curriculum
  • Curriculum Enrichments
  • A wealth of resources
  • Explicit links to the national curriculum

Units of Work

Units of work are made up of ‘episodes of learning’. These are not prescriptive individual lessons, instead they are suggested activities to be chosen and followed as needed during the unit of work. Teachers have the freedom to tweak and add activities based on teacher assessment to ensure the best outcomes for their class. 

Vehicle and Model Texts

Each unit of work consists of a fiction and non-fiction writing outcome based on one high-quality children’s book. This is known as the ‘vehicle text’. From this vehicle text, a model text has been written for each of the genres to be taught so that children can study the writing skills and vocabulary used. Crucially, the skills and vocabulary choice can then be analysed for their effect on the reader. The model text is written to incorporate language features and vocabulary for that particular year group and is pitched just above greater depth in order to provide a sufficiently high model of expectations for all pupils.

Phase

Immerse

Analyse

Plan

Write

EYFS

Due to the specific needs of our pupils, reception will begin the year with traditional tales, leading on to their first Read to Write text, Little Red. Initially, writing outcomes will be more child-initiated and will be drawn from the wider writing opportunities from the unit. Vocabulary and phonics will form the main focus of the initial units to ensure that high expectations of vocabulary are embedded from the beginning of the year in line with the work we undertake with ‘Word Aware’.

From Spring term, units will begin to follow the structure given in Read to Write, ending the year with writing outcomes in English books as children approach their transition to KS1. Nursery will also begin to use one of the Read to Write texts in Summer term to begin the transition to reception. 

 

What is the Excite to Write Project?


‘Each child will have the opportunity, through innovative technologies to become immersed in foundation subject content, generating a real purpose and audience for their writing, whilst being motivated to achieve high standards at ARE and greater depth.’ Teachers will plan alongside hi-impact to ensure that the writing outcomes are not only engaging but also specifically sutied to each cohort.

The process works as follows:


● Cross curricular themes and key writing opportunities will be identified by each year group and a range of technologies identified within the school to support this. 


● hi-impact will plan and deliver the key technology for the ‘WOW’ day to launch or introduce the topic to the pupils.


● Prior to the project day, teachers will plan key texts into their English lessons (Read to Write) to support any cross curricular links identified.


.● Class teachers will also independently plan lessons to develop key aspects of SPAG needed to support the writing. Focus on specific vocabulary being taught to a greater depth standard.

Contact the School

Dee Point Primary School

Dee Point Primary School
Blacon Point Road
Blacon
Chester
Cheshire
CH1 5NF

Main Contact: Admin Team: Mrs Roberts, Mrs Mannion & Mrs Mowles
Absence Contact: Mrs Griffiths
Phone Number: 01244 372631

Tel: 01244 372631
admin@deepointprimary.cheshire.sch.uk

SEN Contact: Mrs N Sawyer

SEN Email: senco@deepointprimary.cheshire.sch.uk

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