Follow up No.4 – KS2 Writing Module
Emphasising the structure of sentences and short texts (2)
In the initial Writing session and in the follow up sessions you will have seen ways in which
children can plan and prepare their writing. We need to provide them with opportunities to plan
and discuss the sentences and texts before the more formal writing takes place. Here are some
other activities which will help children to practise and clarify their sentences before they write
them.
1.
Writing frames
Writing frames enable children to construct a correct sentence by working from the left of the
frame to the right, picking up one element from each column as they go. Here is an example in
French, which enables children to build up sentences saying where they are going and how they
get there.
Some children may need some additional support with using writing frames. To support their use
we can add a number to each element in the frame and then give the children a code which they
have to crack. Here is a simple example:
An example of a code would be 1-2-4-7, which, when written out, would give “J’ai les cheveux
noirs.” Completing codes like this will enable to children to see that they need to move from one
column to the next, from left to right, selecting one thing from each column as they go. Once they
have more confidence they can create codes for their friends to crack.
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2.
Choose a unit from your class’s Scheme of Work for Languages. Outline how you would
use a writing frame to help children to build up their sentences.
Paper chains
In these paper chains, each element of the sentence is written on a different colour strip. These
Spanish sentences are about where people go and how they get there. The blue strip has a time
phrase, the green part of the verb to go, the orange the place and the pink the transport. The
sequence of the colours shows the structure that the sentence needs to have. Children who are
further advanced in their learning could investigate the possibility of changing the order of the
colours and still having the sentence make sense. The paper chains are also useful for when you
have run out of wall display space!
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3.
Choose a unit from your class’s Scheme of Work for Languages. Outline how you would
use paper chains to reinforce sentence structure.
Post-it Grids
Post-it Grids are useful for practising lots of different
sentences that share the same structure. The grid below
practises, like the paper chains, sentences which say
where people go and how they get there. In pairs,
children work out the sentence shown by each set of
pictures, write it on a small Post-it and stick the Post-it
onto the appropriate square. When they have finished,
they remove all the Post-its, jumble them up and exchange
them with those of another pair. They then match the
other pair’s Post-its to the correct squares and make any
corrections to the writing if necessary.

Choose a unit from your class’s Scheme of Work for
Languages. Outline how you would use Post-it
Grids to help children to practise their sentence
structure.