Planning for writing in Year 3 and Year 4
Techniques and examples of plans to help you adjust your teaching to suit the needs of your class and support your unit planning.
Planning for writing in Year 3 and Year 4 topics
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Planning for writing in Year 3 and Year 4
To support Year 3 and Year 4 class teachers when they make decisions about the units they are planning to teach. It asks key questions which support the planning process and offers classroom examples linked to a range of exemplar units. By considering these questions class teachers can reflect and plan effectively for writing.
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Planning for writing
This section explores the planning process in more detail. It will support teachers to plan more effectively and decide which elements of their planning they would like to improve.
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Planning for Phase 1: Reading, responding and exploring; familiarisation with the text type
During this phase the children need opportunities to immerse themselves in the text and consider their response to the text by exploring ideas through talk about the book, characters and plot. There are different types of prompts which teachers can use with the children to encourage the thinking process. The teacher can act as an interested listener, while the children develop the discussions within the group. At the early stages of introducing Book-talk the teacher will need to model the thought process and scaffold the learning.
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Planning for Phase 2: capturing ideas and oral rehearsal
During this phase there are a range of different strategies that teachers can use - opportunities to explore and capture ideas using emotions graphs, oral rehearsal through role-play, text marking, drama strategies, use of ICT and speaking, listening and group discussions. You can find examples of how these strategies have been used in the following chapters.
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Planning for Phase 3: writing, planning a presentation
During this phase the children use familiar planning strategies to plan the written outcome. The teacher uses shared writing to model the writing process. The children are given the opportunity to evaluate the effectiveness of their writing against agreed success criteria either individually or with a partner (self- and peer-assessment). Finally, the children present their writing, where possible to the intended audience.
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Planning for Phase 3: writing, planning a presentation
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Shared writing: Year 3 Additional text-based Unit 1 – Information texts: Rainforests
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Shared writing: Year 3 Additional text-based Unit 5 – Dialogue and plays
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Shared writing: Year 4 Additional text-based Unit 5 – Plays: Horrible Histories DVD Series 1
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Planning for guided writing
Support for class teachers to reflect on the current provision for guided writing, where it is taught within the teaching sequence and the possible next steps to develop guided practice in their classrooms.
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One-to-one tuition: Making Good Progress pilot
Dan records how a primary school in Solihull took part in this pilot so its teachers could be better equipped to identify and respond to pupils' individual needs. This is a user-generated case study.
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One-to-one tuition: Making Good Progress pilot
Dan records how a primary school in Solihull took part in this pilot so its teachers could be better equipped to identify and respond to pupils' individual needs. This is a user-generated case study.
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Planning for progression using the Support for Writing materials
Liz reports on continuing professional development (CPD) across 43 primary schools in Stockport, with a focus on pupil progress at upper Key Stage 1 and lower Key Stage 2. This is a user-generated case study.
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Planning for progression using the Support for Writing materials
Liz reports on continuing professional development (CPD) across 43 primary schools in Stockport, with a focus on pupil progress at upper Key Stage 1 and lower Key Stage 2. This is a user-generated case study.
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Support for Writing
Find out what Support for Writing is, how it can be used and why it is important to plan for progression within the different text types.
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Progression and text type support in Narrative
Get an overview of the features and conventions of the most common narrative text types, and what progression might look like for your Key Stage 1 and 2 pupils.
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Progression and text type support in Non-fiction
Get an overview of the features and conventions of the most common non-fiction text types, and what progression might look like for your Key Stage 1 and 2 pupils.
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Progression and text types support in Poetry
Get an overview of the features and conventions of the most common poetry text types, and what progression might look like for Key Stage 1 and 2 pupils.
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Pupil tracking for progress: First to middle school - Raising attainment in writing with ISP tools
Trevor reports how a middle school worked with five partner primary schools to maximise children's progress during transition at the start of Year 5. This is a user-generated case study.
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Pupil tracking for progress: First to middle school - Raising attainment in writing with ISP tools
Trevor reports how a middle school worked with five partner primary schools to maximise children's progress during transition at the start of Year 5. This is a user-generated case study.
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Layered targets: Steps to success
Andy explores how the Intensifying Support Programme (ISP) was used in primary schools across Peterborough, and why children were not achieving curricular targets in English and mathematics. This is a user-generated case study.
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Layered targets: Steps to success
Andy explores how the Intensifying Support Programme (ISP) was used in primary schools across Peterborough, and why children were not achieving curricular targets in English and mathematics. This is a user-generated case study.
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Differentiation and Guided Writing
Louise discusses how she focussed on the planning and teaching of guided writing with supported teachers who were lacking confidence. This a user-generated case study.
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Differentiation and Guided Writing
Louise discusses how she focussed on the planning and teaching of guided writing with supported teachers who were lacking confidence. This a user-generated case study.
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Accelerating progress in Year 6 using Leading Teachers
Phillip wanted to embed practice by sharing and deepening knowledge of new practice to develop expertise. This is a user-generated case study.
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Accelerating progress in Year 6 using Leading Teachers
Phillip wanted to embed practice by sharing and deepening knowledge of new practice to develop expertise. This is a user-generated case study.
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Essex LA Strategy Support Teacher: Using mentoring/coaching to improve practice and attainment
Viv reports on how he supported a Year 4 teacher in raising attainment in writing in the class. This is a user-generated case study.
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Essex LA Strategy Support Teacher: Using mentoring/coaching to improve practice and attainment
Viv reports on how he supported a Year 4 teacher in raising attainment in writing in the class. This is a user-generated case study.
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Improving text cohesion and structure to accelerate progress in Year 3 and Year 4 (ECaW)
Eleanor discusses using the three-tiered approach of Quality First Teaching, guided group work and 1:1 tuition, focusing specifically on improving the children's text cohesion and structure. This is a user-generated case study.
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Improving text cohesion and structure to accelerate progress in Year 3 and Year 4 (ECaW)
Eleanor discusses using the three-tiered approach of Quality First Teaching, guided group work and 1:1 tuition, focusing specifically on improving the children's text cohesion and structure. This is a user-generated case study.
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