This list of suggested actions an help you to review and refine your teaching approaches. As you use it, take note of target and completion dates.
- Review and assess your own knowledge in relation to building a bridge between reading and writing. Focus on being comfortable using the teaching sequence for writing.
- Analyse your schemes of work to see if you are planning for shared and guided reading that clearly explains the craft of the writer. Think about whether there is an associated link to modelling writing, which can be planned simultaneously.
- Evaluate your schemes or lessons to see if the texts you read with pupils are appropriate. Think about whether they are models of effective writing in terms of composition, text-level organisation, and their use of sentences and effective language.
- Review the extent to which pupils and the department value and reward diverse written contributions, for example web-game writing, media and graphical texts and hypertexts.
- When you find texts that excite you and your pupils, share them with other department members. Specifically look for texts that you think will help build the bridge from reading to writing.
- Check your plans and schemes to see if they provide pupils with structured opportunities to discuss a diverse range of texts from a variety of cultures and times. Make links with pupils' writing, and praise effective and engaging writing (in the light of their reading experiences).
- Consider ways that you could help pupils publish their writing. You can focus on targeting unfamiliar audiences, for example magazines, or the school’s intranet.
- Find out more about how real writers work, drawing connections between in-class writing and the processes professional writers employ. For example, team-writing of television scripts, the planning processes of a children’s novelist, and the briefing, commissioning and drafting process of a publisher.
- Come up with ways you can further develop potential for writing beyond the classroom that are linked to reading. For example, through Carnegie shadowing groups (where pupils read and work with books shortlisted for the Carnegie and Greenaway awards as a means to introduce them to high-quality, extra-curricular reading), book clubs, creative writing groups in which pupils mentor each other.
This is a suggested list, you can include your own priorities to suit the curriculum plans for your school and department.