Using Every Child a Writer to boost vocabulary in Year 3 and 4 writing
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Authors
Power, Eleanor
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to boost levels of writing in Years 3 & 4 by using a 3 tiered approach of Quality First Teaching, Guided group work, and 1:1 tuition, with a focus on improving the quality of vocabulary used in pupils' writing.
Aims: The main aim of the Every Child a Writer initiative is to boost levels of writing in Years 3 & 4 by using a 3 tiered approach of Quality First Teaching, Guided group work, and 1:1 tuition.
Methods: The participants in the Every Child a Writer initiative included administrative and support staff, headteachers, middle leaders, subject leaders, teachers, and 1:1 tutors. They were supported by the LA consultant and the Early Literacy Lead. Methods used include Quality First Teaching, Guided group work, 1:1 tuition, magpie-ing, stacking words, borrowing ideas from books and authors, and using sentence openers. These help to boost vocabulary and improve the quality of text cohesion.
Findings: The main findings are that the use of Talk for Writing and Guided Writing strategies have had a positive impact on pupil learning, teaching, and school organisation and leadership. Pupils have become more enthusiastic about writing and have developed a wider range of vocabulary. Teachers have been given permission to incorporate more talk in their teaching and literacy boards are becoming working walls.
Implications: The findings suggest that incorporating Talk for Writing strategies, such as Walk and Talk, stacking and piling words, and using quality texts, can help to improve the quality and range of vocabulary used in pupils' writing. This can lead to increased enthusiasm for writing, improved confidence, and better self and peer assessment.
Aims: The main aim of the Every Child a Writer initiative is to boost levels of writing in Years 3 & 4 by using a 3 tiered approach of Quality First Teaching, Guided group work, and 1:1 tuition.
Methods: The participants in the Every Child a Writer initiative included administrative and support staff, headteachers, middle leaders, subject leaders, teachers, and 1:1 tutors. They were supported by the LA consultant and the Early Literacy Lead. Methods used include Quality First Teaching, Guided group work, 1:1 tuition, magpie-ing, stacking words, borrowing ideas from books and authors, and using sentence openers. These help to boost vocabulary and improve the quality of text cohesion.
Findings: The main findings are that the use of Talk for Writing and Guided Writing strategies have had a positive impact on pupil learning, teaching, and school organisation and leadership. Pupils have become more enthusiastic about writing and have developed a wider range of vocabulary. Teachers have been given permission to incorporate more talk in their teaching and literacy boards are becoming working walls.
Implications: The findings suggest that incorporating Talk for Writing strategies, such as Walk and Talk, stacking and piling words, and using quality texts, can help to improve the quality and range of vocabulary used in pupils' writing. This can lead to increased enthusiasm for writing, improved confidence, and better self and peer assessment.
Description
Keywords (free text)
Primary education , English - speaking and listening , English - writing