Improving text cohesion and structure to accelerate progress in Year 3 and Year 4 (ECaW)
Loading...
Authors
Nelson, Melissa
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 support three schools and six teachers in accelerating pupil progress in writing, focusing specifically on improving the children's text cohesion and structure.
Aims: The main aim of the 'Every Child a Writer' project is to ensure faster progress in writing at the beginning of key stage two and two levels progress across the key stage by improving quality first whole class teaching, guided writing, and 1:1 tuition.
Methods: The participants in the Every Child a Writer project were six teachers from three schools, a local authority staff, a school leader, and a Primary National Strategy Consultant. Methods used included using APP grids to identify gaps in learning, personalizing teaching sequences, using guided writing to target specific areas, and using quality resources including texts.
Findings: The main findings of the Every Child a Writer project are that the use of APP grids to identify gaps in learning, personalised teaching sequences, guided writing sessions, and quality resources have all had a positive impact on pupil learning, teaching, and school organisation and leadership.
Implications: The findings of the Every Child a Writer project suggest that using APP grids to identify gaps in learning, personalizing teaching sequences, and using guided writing to target specific areas can help accelerate pupil progress in writing.
Aims: The main aim of the 'Every Child a Writer' project is to ensure faster progress in writing at the beginning of key stage two and two levels progress across the key stage by improving quality first whole class teaching, guided writing, and 1:1 tuition.
Methods: The participants in the Every Child a Writer project were six teachers from three schools, a local authority staff, a school leader, and a Primary National Strategy Consultant. Methods used included using APP grids to identify gaps in learning, personalizing teaching sequences, using guided writing to target specific areas, and using quality resources including texts.
Findings: The main findings of the Every Child a Writer project are that the use of APP grids to identify gaps in learning, personalised teaching sequences, guided writing sessions, and quality resources have all had a positive impact on pupil learning, teaching, and school organisation and leadership.
Implications: The findings of the Every Child a Writer project suggest that using APP grids to identify gaps in learning, personalizing teaching sequences, and using guided writing to target specific areas can help accelerate pupil progress in writing.
Description
Keywords (free text)
Primary education , English - writing