HIGHLAND LITERACY PROJECT
www.hvlc.org.uk/hlp
SUGGESTIONS FOR THE TEACHING OF
WRITING
P1-S2
[Early to third/fourth levels]
L. Sim June 2009
Highland Literacy Project
WRITING P1-P7 & extending into Secondary
A Curriculum for Excellence
This booklet outlines strategies and methodologies that can be used to support the following
Literacy and English outcomes and experiences from A Curriculum for Excellence.
Literacy is indicated in italics and is the responsibility of all teachers in all subject areas. Almost
all the E/Os below are Literacy and are therefore the responsibility of all.
Organisers
WRITING
Subdivisions
Enjoyment
and Choice
Tools for
writing
Organising
and using
Information
Creating
texts
LEVELS
Early
LIT 0-01a/
LIT 0-11a/
LIT 0-20a
ENG 0-12a/
LIT 0-13a/
LIT 0-21a
LIT 0-21b
LIT 0-26a
LIT 0-09b/
LIT 0-31a
First
Second
LIT 1-20a/LIT 2-20a
Third
Fourth
LIT 3-20a/LIT 4-20a
LIT 1-21a
LIT 1-22a
LIT 1-23a
LIT 1-24a
LIT 1-25a
LIT 1-26a
LIT 2-21a
LIT 2-22a
LIT 2-23a
LIT 2-24a
LIT 2-25a
LIT 2-26a
LIT 3-21a
LIT 3-22a
LIT 3-23a
LIT 3-24a
LIT 3-25a
LIT 3-26a
LIT 4-21a
LIT 4-22a
LIT 4-23a
LIT 4-24a
LIT 4-25a
LIT 4-26a
LIT 1-28a/
LIT 1-29a
ENG 1-30a
ENG 1-31a
ENG 2-27a
LIT 2-28a
LIT 2-29a
ENG 2-30a
ENG 2-31a
ENG 3-27a
LIT 3-28a
LIT 3-29a
ENG 3-30a
ENG 3-31a
ENG 4-27a
LIT 4-28a
LIT 4-29a
ENG 4-30a
ENG 4-31a
Making the connection between reading and writing is fundamental in the teaching and
learning of literacy and in enabling the pupils to become successful writers. Many of the
reading outcomes and experiences are therefore also supported.
Collaborative learning and peer evaluation underpin much of the learning and
teaching methodologies; this means that many of the listening and talking outcomes and
experiences are also supported.
2
Writing
Introduction
The Highland Literacy project is suggesting that the teaching of writing takes place
primarily through the writer’s craft lessons and that the follow-on writing lesson is the
opportunity to practise and consolidate these skills. Some of these lessons will be short
and focussed, such as part of core reading, whilst others will require extended writing
where pupils are taught to write at length. This second type of writing is the most
challenging for both pupils and teachers.
It is not suggesting that the use of the North Lanarkshire writing programme be
abandoned in Highland schools but that the principles are used in a more flexible and
motivating way to meet the needs of the pupils. The North Lanarkshire writing programme
is one of the few that is progressive and teaches the pupils how to write at length.
Without it, these two principles are more difficult to achieve.
We are merely adding some further suggestions as how teachers might organise the
teaching of writing, taking both A Curriculum for Excellence and the Highland Literacy
project into account. The intention of this booklet is also to give further ideas as to how
you might motivate and challenge your pupils, offer aspects of personalisation and choice
and outline how the skills and contexts for writing can be promoted across the curriculum.
Assessment is for learning [AifL] strategies underpin all aspects of the Highland Literacy
Project and are embedded within the following writing suggestions.
Organisation of this booklet
The majority of this booklet has not been written by age or stage but is more a collection
of ideas and strategies. It is merely hoped that you will be inspired by the suggestions and
will able to see how they can be adapted/extended to suit the age and stage you are
teaching.
For more ideas, please also see HLP’s writer’s craft booklet and suggestions for core
reading follow ups on our website www.hvlc.org.uk/hlp. To improve the tools for writing,
please also refer to the spelling and handwriting booklets.
Active Learning Approaches
Writing is often thought of as an individual activity. However, the best
writing is often a mixture of individual and collaborative learning. This can be organised in
a variety of ways, depending on the age and ability of the pupils. Peer planning, support
and/or evaluation can be very powerful and above all, discussion between pupils in small
groups is essential if writing is to be improved.
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Imaginative Writing
Inspiration/Motivation
You cannot simply give the pupils a title and ask them to write. In order to write well we
need to be inspired to do so and thought needs to be given to this key factor. There are
many ways of doing this and the methods chosen will depend on the age of the pupils. The
following are just some ideas that can be used as motivation and/or as focussed teaching
sessions:
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Personal experiences: Talking about relevant experiences can be a great motivator.
It helps to focus the language and helps others who have not had a similar
experience to understand the concept. To make it as active as possible, organise the
pupils in talking groups before pulling them together as whole class.
Talking ideas: This can be done in a similar way to above except the pupils are
talking about imaginary situations. Talking with others helps to motivate and inspire.
Use texts: Collect examples of aspects you want to teach such as genre, imagery,
[see character descriptions below] and teach them during a writer’s craft lesson.
These skills are transferred into their own writing. Remember that there are many
great texts out there – you do not need to write your own.
Use photographs: This can inspire settings, characters or whole pieces of writing.
Use objects: One of the best ways to inspire writing. Younger pupils love anything
that could be perceived as ‘magical’ such as a ‘magic’ carpet, a ‘magic’ key, a treasure
chest (what is in it and why is it there?), a mystery bottle, a magic stick, a wrapped
present.
Middle/older pupils can be inspired by mystery objects (the more mysterious the
better) –what is the story behind it?
Use music/noises: A noise, or a series of noises, recorded can inspire great stories.
Music can set the scene for a character or setting.
Tell them the beginning: Pupils enjoy continuing a story especially if you are able to
‘capture’ their imagination by the content, the idea and by the way you tell it.
Tell them the outcome of a story: This works well with older pupils. They write the
story leading up to that point. What happened before?
Use a short piece of film: What happens next/what happened before?
Create a joint piece of writing: Paired writing is a strategy that can be used with
both young and older pupils. They can bounce ideas off each other.
Give them a truly inspirational title. Younger/middle pupils are usually inspired when
the title contains the words ‘magical’ or ‘enchanted’; with middle/upper pupils try
words such as ‘mythical’ or ‘mysterious’ or ‘supernatural’.
Use drama : see page 6
Use computer games : see page 6
Use the web – free sites see page 6
4
Write within a context
This is one of the most effective ways of inspiring writing and the results are
often of a higher standard. This is the imaginative writing equivalent of
writing for a purpose in functional writing.
1. Pupils write within a class project e.g. WW ll. Here pupils may imagine
themselves within the project e.g. as an evacuee writing about their ‘life in
the country’. They have a background knowledge of the subject so are able
to connect their writing to what they have learned. Often book studies are
used to promote literacy/project links.
2. Pupils are ‘transported’ into an imaginary situation, often through a topic
based approach, and their writing stems from ‘situations’ that arise. It is
called a ‘storyline approach’ and can be used for pupils from P1 to P7 and
well into secondary school. It is a very effective and motivating way into
writing as it is centred around problem solving and can link many aspects
of the curriculum together.
This second approach has gained in popularity with the introduction of CfE- it
is pupil centred learning as it develops as a result of the decisions pupils
make. It also can be cross-curricular. You can find out more about storyline
approaches @ www.hvlc.org.uk/hlp in the active learning section.
‘BEST
BITS’
BOOK
Pupils could be
encouraged to
‘borrow’ words,
phrases, similes
openings, etc and
put them in their
‘Best bits Book’.
~ a collection
that can be used
later.
Shorter focused lessons or as part of extended writing:
Character Descriptions
Good character descriptions can make an ordinary story great but pupils need to be taught
how to write them during writer’s craft lessons. Here are a few ideas.
5
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Use texts as inspiration. Pick out character descriptions from books at the level you
want them to write. Pupils can compare and contrast or look for key features. Roald
Dahl writes excellent descriptions of his characters and covers a wide age range.
Use photographs/pictures as inspiration
Activity – fold an A4 in half and ask pupils to describe a character on one half of
the paper. Give a time limit so that everyone stops at the same time. Be sure to
explain the criteria before hand and give younger pupils prompts e.g. start at the
head and work downwards or describe an old man. Older pupils may be required to
add similes/ metaphors/alliteration etc.
The pupils then swap papers and are required to draw a peer’s character using only
the information given. Papers are returned, discussed in pairs and edited for
improvement. These descriptions can then be used at a later date as part of a
complete piece of writing.
Use drama (a): watching and discussing how an actor portrays a character through
facial/body movements can help to build up the vocabulary needed to help bring
their character ‘to life’.
Use drama (b):in 3’s one pupil ‘acts’ a given character eg old man, strict teacher –
the second pupil describes them and the third, with back to other two pupils, writes
down key words and phrases used. They then highlight best ones, improve (could
include simile, metaphor, alliteration etc depending on teaching points)
Settings
Again, descriptions of these can be improved via writer’s craft lessons and by using the
ideas above. Also:
 Brainstorm effective adjectives using a picture as stimulus. Stick on post-its, each
containing an adjective or a phrase. Write the names of some of the features of the
scene onto a big piece of paper e.g. trees, river etc and put the most appropriate
post its next to each one. This forms the basis of the description.
 Use the senses- sight, smell, hearing, taste and touch - to describe a setting. The
younger pupils would write it in first person and may even use a template/set format
eg I can see… I can hear…etc
As pupils move through the school, they will be able to imagine themselves as the
character and write in the 3rd person. The support given will be less and they can be
taught how to use the senses in a description in a more subtle way and as part of
moving the story along.
e.g. ‘a putrid odour filled his nostrils making him retch, and he could feel the
dampness creep through his bones. It was pitch black. A soul-less void. He licked his
lips, tasting something sweet. Was it blood? He had no way of knowing…’
 Use a free website www.panoramas.dk for 360º scenes
 Use computer game – Myst – it also can be used to show 360º views.
Key point
Don’t ‘waste’ a good character description or setting. At a later lesson,
teach pupils how to incorporate their description into a full length story.
6
Imaginative Writing
Teaching imaginative writing
Key points
o As with all HLP lessons, split the writing lesson into Before, During and After
o Use a large A3 or similar jotter
o Use collaborative learning strategies – lots of structured discussions
o Use peer and self evaluation
BEFORE
1. Pupils revisit previously identified learning points/next steps
and discuss them with a partner- how can they improve? The main
one(s) is carried forward to the top of a new left hand page.
A3 jotter
Next steps (bf)
2. The teacher introduces the subject. This can be done as an extension of a writer’s
craft lesson or through a variety of motivating ways (see suggestions on P4). Don’t forget
pupils need thinking time.
Tip – it may be an idea to tell the pupils the previous day what they are going to write
about. Thinking about it and/or taking notes can be a homework exercise.
3. The teacher introduces the key learning point of the lesson and this is added to the
left hand page. This should simply be a reminder of what has been
Next steps (bf)
taught previously in a writer’s craft lesson eg how to make a story
What I am
learning today
exciting or how to write a good description.
1.
2.
4. It is important to discuss the genre and its features.
5. The teacher may also add a Tools for writing [technical] skill
that is to be a focus
e.g. writing in paragraphs
Genre/features
Key words
6. Younger pupils may also benefit from brainstorming, as a class, some of the
words/phrases that may be useful. Older pupils can do this in pairs/trios. A few key
words/phrases can be added to their jotter.
Key point
It may be beneficial for the pupils to have a copy of the text, used in the
associated writer’s craft lesson, displayed during the ‘thinking and planning’ stages,
to help them make the reading/writing connection.
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Pupil Planning
7. Pupils now plan what they are going to write. This should be timed with a visible clock
with all pupils stopping at the same time. This should be a fairly short part of the lesson.
Key point
A variety of planning styles should be introduced so that older pupils are able to choose
the most appropriate for themselves, the time available and the task.
Planning ideas
~ discussion in pairs [this should form a part of most planning sessions and especially for
younger/less able pupils]
A3 jotter
~ discussion in pairs and taking notes
Next steps (bf)
m story
What I am learning
~ bullet points – main ideas
a
today
1.
r
~ using a simple who, when, where, what, why approach
2.
g
Genre/features
~ drawing a quick sketch
i
Key words
~ a labelled sketch
n
plan
~ cartoon strip format (the younger the pupils the fewer
frames used)
~ a mind map
next steps:
* a template/frame could be used for introducing a new form
of writing or for less able pupils but should not be used by all pupils at all times as they
make the pupils less independent.
8. Pupils now share their plan with a partner. This is the first point for editing. Pupils can
share good parts, ask questions and suggest improvements. These can be added to the plan
if desired. Again this is a short section. Perhaps just a few minutes each. Note – only the
‘writer’ can add to, delete or amend their own written work.
Break – It has been found that it is most beneficial to have a break just before
or after step 8. It may be most practical to arrange it to coincide with a set timetabled
break but many classes use a flexible break time.
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DURING WRITING
Key point – pupils are given opportunities for checking, editing and improving
their writing DURING the writing process.
1. Pupils quickly re-read the left hand page and begin their story/piece of writing on the
right hand page. Encourage them to leave spaces between paragraphs to allow for changes
at a later time.
2. Set a time for the first part of the writing, depending on the age of the pupils perhaps
ranging from 10 – 20 minutes. Make sure the pupils can see the clock and know how long
they have got.
3. After this set time, stop the pupils and remind them of the teaching points (their own
one(s) carried forward and the new ones for this lesson). Are they following the
criteria/their plan?
Ask them to re-read what has been written and make any improvements – self correction.
* if you include a margin on the right hand page, this can be used for corrections and
changes.
4. Set the next section of time.
5. Stop the pupils once again and ask them to share what they have written so far with a
partner. It is best to set two separate times for this so that both can have equal time.
Pupils can share good parts, clarify points and give suggestions for improvements. Peer
evaluation. The margin can be used for any changes. Note – only the ‘writer’ can add to,
delete or amend their own written work.
6. Set a third/final section of time. Do you want the writing to be concluded? If so, tell
the pupils.
7. Stop the pupils. Did they meet the criteria? Did they mange their next steps? Ask
them to self evaluate these two points on left hand page using a green/orange/red
highlighter (or similar)
8. Now may be the best time to think of a ‘title’ for the piece of writing.
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DURING WRITING - What is the teacher doing?
The teacher is probably best working with one group/table only for the whole session. This
may be best as an ability group with the remainder of the pupils in mixed groups. [The
teacher can vary the size of the teaching group depending on their ability] This allows
him/her to give focussed support, direction and praise whilst encouraging the others to
build up their independence skills.
The teacher and pupil can then decide together on next steps.
A different group would be supported during the next writing session. For reference, the
teacher should indicate on the writing jotter if they worked independently or with the
teacher.
How to encourage independence
[Especially in the younger or less able pupils]
 Explain that they are working on their own and that the teacher will work with a
different group next time
 Encourage them to ‘have a go’ with their spelling.
 Ask any available support staff to give help only when really needed.
 Sit the remaining pupils in mixed ability groups [although the teacher may be
working with an ability group].
 Give them a card that they can display on their desk if they are really stuck. E.g.
one side says I’m OK’ and the other says ‘I need some help.’ It is easier to spot if
the two sides are different colours. Teach them to leave a space and carry on
writing until help arrives.
PROGRESSION
To build up the skills needed to be a good writer and to show progression, the HLP
suggests that the pupils keep two jotters together (perhaps in a folder): one jotter that is
current and also the previous jotter. This will help as pupils move class to class, from CfE
level to level and within a level, and from primary to secondary. Jotters should therefore
not be sent home at the end of each school year but carried forward to use in the next.
This is also why loose paper should be kept to a minimum? If work is to be displayed, it can
be photocopied and if paper is used for some lessons, it can be stuck into the jotter.
10
AFTER WRITING
KEY POINT - Split the class into two halves. The teacher will only
check and mark half the class’s work. The other half will peer check.
AdvantagesPupil - learns to be more independent, learns to self and peer check, takes
greater responsibility for their own learning
Teacher – spends quality time with one group during writing, leading to
better quality of marking as more time can be spent on each pupil’s work.
1. General and/or against the learning outcome(s)
Peer half In pairs, pupils share their writing. It may simply be the second half as part will have been
shared already. Pupils give suggestions for improvements, ask for clarification and
highlight good phrases/sections/words. This will not be marked by the teacher.
Teacher half –
Individually, pupils re- read, edit, improve their own writing. This will then be marked by
the teacher at later time.
Choice – it may be appropriate to allow for self evaluation/choice. Pupils can re-read their
previous work that has been peer checked and choose which of the two pieces of writing is
their best and therefore should be marked by the teacher.
2. Specific technical aspects e.g.
Peer half Individually or in pairs, pupils put a dot under a few words that they feel may not be
spelled correctly. These words are clarified with a dictionary or by their partner. One or
two can be added to their own spelling list to learn.
Or Individually or in pairs, the pupil checks punctuation e.g. paragraphs, speech marks etc
Teacher half –
As above except the pupil checks their own spelling/punctuation.
3. All pupils
Pupils decide on their next step(s) and write it at the bottom of the right hand page. This
can sometimes be agreed with a partner or individually. If they are working directly with
the teacher, they may do this jointly.
11
After marking.
 The teacher should pick out one or more teaching points to be included in the next
suitable skills lesson (see below) or writer’s craft lesson.
 The teacher- marked half of the class would receive their jotters to read and
discuss the teacher comments. The teacher may also have added an additional next
step.
 One or more ‘star’ writers could be chosen to share their writing with the whole
class. The group would then discuss its strengths.
Skills lesson – this may simple be a short group or class lesson, rather than a writer’s craft
lesson and can focus on one area for improvement.
It can often be taken from their own writing {personalisation: CfE}
e.g. Highlight your opening sentence. With a partner see if you can make it better and
explain criteria – capturing your audience with the first sentence.
e.g. Highlight 6 of your verbs – now add an adverb to make each one more descriptive.
e.g Add a post it note with speech. What did your character say?
ORGANISATION
Depending on whether it is following a writer’s craft lesson
PLAN A (writer’s craft lesson used as teaching section)
Lesson 1. Before – writer’s craft lesson to teach new aspect or to teach points raised in
previous writing. Perhaps pupils could add the new learning criteria to their plan ready for
next lesson?
Lesson 2. Before - finish the ‘before’ section. Short session (possibly no more than 10
minutes)
During -variable depending on their age
After – this can be a brief part as much of the editing is done during the writing process.
Lesson 3. After marking. A brief session shared by whole class.
PLAN B (not following writer’s craft)
Lesson 1. Before – lesson is introduced. Time is needed to teach learning outcomes, for
discussion and to inspire/motivate them to write
During –begin this section
Lesson 2. Finish During section
After section. Can be a longer session than plan A
Lesson 3. After marking. A brief session shared by whole class.
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On occasion the teacher may decide that the ‘during’ part could be extended
over more than one session to allow for extended writing.
DIFFERENTIATION/MULTI COMPOSITE CLASSES
There are a variety of ways to approach this depending on the class situation.
The following are some suggestions that may be considered:
Lesson taught to all but with different expectations
Class split into two parts and two lessons taught [this is essential in P1-7 classes]
Lesson introduced to all but then split into ability groups with different
criteria/learning outcomes. Pupils could sit in ability groups with a reminder of
criteria/outcomes on the desk.
 Split the class into two/three ability groups and teach each one separately
This may be a way to organise multi composite classes or classes with a wide variety of
ability. The teacher would rotate the order of the groups.

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Eg
Step 1
Step 2
Step 3
Step 4
Teacher
introduces
subject to
whole class
With teacher:
focus on
outcomes for this
group
1. Planning
2. Begin writing
1.Writing
planning
1. With teacher: focus on
outcomes for this group
1. Writing
[longer section]
Group 1
Group 2
Group 3
planning
2. Editing in
ability
groups
2. Begin writing
2. Editing in
ability
groups
1. Begin writing
1. Writing
2. With teacher focus on
outcomes for this group
2. Editing in
ability
groups
Cross Curricular
Pupils write best if they are writing for a purpose. Think about making most of your
writing lessons cross-curricular: this not only puts their writing into context but also helps
the teacher to manage the timetable. It is more straight-forward in functional writing
lessons but can also be applied to imaginative and personal.
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Teaching very young pupils’ imaginative writing
The teaching suggestion given in the previous section will need to be adapted to suit the
very youngest of our pupils. The following are aspects that you may consider:
 Use an unlined A3 jotter and turn it ‘landscape’.
 Planning may simply be discussion/drawing
 Pupils will need their work scribed at the beginning of P1
 Pupils may then move onto overwriting and then underwriting.
 You may decide to split the class into groups and work with each group separately
whilst the others are engaged in another independent activity
 Encourage them to ‘have a go’ with their writing as soon as possible
 Peer and self evaluation should be introduced from the very beginning of P1
Key point - use a when, who, where, what and why approach, building up each of the
aspects over the course of P1 and the beginning of P2. To make the connection to their
reading, introduce reading/big/story books in the same manner, encouraging the pupils to
predict each aspect from the cover and/or title.
PERSONAL WRITING
A Curriculum for Excellence –‘ …pupils should have an element of choice in their learning.’
When young children begin to tell stories, they do so in the first person. Their personal
tales are therefore a great medium to extend into their writing.
 Personal writing should be a regular occurrence in the early years - it should be
independent, at least weekly and thought of as in addition to their
imaginative/functional writing.
 HLP suggests that a different jotter is kept for this with space for a drawing as a
plan. Again a set time should be given for this drawing. Pupils can add more, if time
allows, later.
 During their drawing, the teacher and any other adults present should talk to a
group(s) (on rotation) about their story. It should be a two-way dialogue that
encourages pupils to explain their thinking. For children to be able to write well,
they need to have a wide vocabulary.
 After they have completed their drawing, encourage them to tell their story to a
partner.
 Pupils should be encouraged to ‘have a go’ with their spelling as the main teaching
point is to teach them to write freely.
 If they ask the teacher, encourage pupils to say ’is this how to spell …?’ rather than
‘how do you spell…?’ Give them a whiteboard for having a go.
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 Teacher feedback – try and give oral feedback whilst they are writing. Focus on one
or two groups each session.
 Self evaluate – teach them to read over their story and highlight their favourite
word or phrase.
 Peer sharing - share their story with a partner and teach them how to peer
evaluate. What did you like? They could use a highlighter to highlight their
favourite word or phrase.
 Marking - Do NOT correct all spelling mistakes. Simply make a note of common
words that are being spelt incorrectly and teach them as a class, using a fun
interactive games approach [see HLP spelling booklet]
 If a pupil is still spelling a word incorrectly after whole class teaching, put a dot
under one or two and ask them to have another go. You may then need to show them
how to spell it and a strategy to use to remember it.
 After marking, try and give some oral feedback to at least one group.
Personal writing in the middle classes [Diary]
This is a very worthwhile exercise in the middle part of the primary school. This is the
age/stage where expectations of spelling, punctuation and sentence structure are higher
and therefore it makes sense that pupils need more practice. By writing a regular ‘diary’ or
similar, pupils are developing those skills in a more relaxed manner as they are not
focussing so much on the structure of the complete story.
Key points
 Use a separate jotter
 No planning is needed, except thinking time. They may also tell their partner what
they are going to write about. This helps to order their thoughts and to improve
their talking and listening skills.
 Set a ‘Tools for Writing’ learning outcome – it may be to have at least 5 sentences
(this helps them make sentences) or two paragraphs or to spell as many common
words correctly as possible etc
 Give them a set time and make sure they can see the clock
 Do not expect the same quantity every time
 Self checking - pupils re-read their work, check it against the learning outcome and
make corrections where necessary. If they are unsure if a spelling is correct, they
can put a coloured dot under it.
 Pupils then peer-check, again matching the learning outcome. Spellings (with dots)
are discussed and if needed, checked in a dictionary.
 Teacher feedback– try and give oral feedback whilst they are writing. Focus on one
or two groups each session.
 Marking- as with imaginative writing, the teacher may decide to mark only half the
class’s work each time – ‘quality rather than quantity marking’.
 After marking, try and give some oral feedback to at least one group.
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Moving on with Personal writing
You can make these sessions more structured by introducing topics such as
‘Write about a time you were really scared’
‘When you saved the day’
‘When you were really disappointed’
Older pupils may be inspired to write about their favourite football team/band
 Some of the best personal writing is as a result of asking their opinion. This works
well at any age and introduces them to writing a structured argument. There is
often a strong connection with subjects such as RME/PSE – ‘What do you think
Heaven looks like? (infants)
Health – ‘What do you think happens inside you when you eat healthy food? (Infants)
to ‘Do you think smoking should be banned completely?’ (Older pupils)
Environmental -‘What do you think about the proposed pylon line?’
Middle/Upper
Other ideas for personal writing may include writing a newspaper report about a personal
story. The recount would then be in the third person, with quotes. It could be done as a
newspaper layout.
Teacher Planning
The key here is to be flexible. In order to meet the needs of your pupils, it is best to
think of your plans as a ‘living document’ i.e. plans that are added to, changed and
amended. Whilst the teacher can have an outline of aspects that they wish to introduce
during the term/session, much of what is taught, especially the Tools for Writing will
primarily depend on what issues arise. For example, if the pupils are struggling with direct
speech, then that is what will need to be taught. If their story starts are flat, then the
next lessons will need to address that.
Key point- Therefore, the texts used for writer’s craft, where much of the teaching
takes place, will needed to be matched to the learning outcomes. Texts used should be
noted alongside the learning intentions.
Progression – In order for effective progression, planning needs to be passed on to the
next teacher. See also ‘pupils work’ on page 10
An example of a planning format can be found at the back of this booklet.
16
Other ideas for younger pupils
Young children need to be given opportunities to write every day ~ some writing will be
structured but much will be during free play and activities.
Think about how you can encourage them to write; it may simply be by adding post-it notes
into the construction corner or white boards at the sand. Praise those who do take the
opportunity to write (it does not need to be spelt correctly!), ask them to share it with
others and have a section on the wall where ‘free’ writing is displayed, re-read and
celebrated. For obvious reasons this should be as low down on the wall as possible.
Writing bag ~
This works a treat because the pupils have to wait for their turn as you usually only have
one or two per classroom. The bag contains a variety of papers, pens and pencils, stampers,
stapler, hole punch, envelopes etc and goes home with the pupil for two nights. The pupils
share their work with the class and it can be displayed.
Travelling Ted ~
A wonderful idea that children love. A class bear/other soft toy is sent home for the
weekend. He sometimes takes a journal with him to record his weekend activities {with
help from the pupil!}. This can include drawings, writing and photos.
Some teachers send home a blank stamped postcard instead to be completed and posted
back to the class. The advantage of this is that all the pupils do the same and no family
tries to outdo the rest!
Writing table ~
You should always have one of these in your classroom. Give pupils a choice of paper, pens,
felt pens etc to be creative in their writing. Add ‘models’ to inspire eg poems, stories,
story starts, environmental print etc
Include a couple of picture dictionaries – always popular. Pupils could make their own
picture dictionary.
Add a post box to post their letters (see handout Literacy through play for more
structured ideas)
www.hubbardscupboard.org
17
FUNCTIONAL WRITING
Please also refer to the North Lanarkshire writing pack for ideas about progression.
Functional writing is the writing that we will do the most often as adults so appropriate
weighting should be given to its teaching. Depending on age/stage, the variety of genres
(and subsets) is extensive and pupils need to know ‘how to’ write each one.
Again the most effective way is via the writer’s craft lesson where you can look at the
features of particular genre. If you want pupils to write an advert, then they need to read
and study adverts first, and be taught the features particular to that genre. Pupils can be
taught to give opinions about what constitutes an effective advert and their uses in the
real world.
Putting functional writing firmly into context is vital for effective writing – if pupils are to
write instructions for ‘how to build a snowman’ or ‘how to make an animated film’ then they
need to ‘do’ it first.
Writing for a purpose
Functional writing is much more meaningful if pupils can see their writing as serving a
purpose. Thought needs to be given as to the intended audience and the effect of their
writing on others.
For example
Writing an invitation - could this be for an open day at the school or to attend parents
evening?
Making a poster – perhaps one to advertise a school fete (persuasive) or which bins the
various recycling items go in (instructional)
Writing letters – These can be very powerful if a situation arises in the school eg a new
mast is planned for the playground. They can be written as a thank you (for a visit/visitor)
or as a more formal invitation.
Writing instructions - How to use a particular computer programme (always useful)
Writing a report - can this be made into a school newspaper/newsletter to go home?
Writing a recount - see diaries mentioned previously. Also after a class visit, pupils could
make a class book for the library. It would be appropriate to expect the middle school to
write about what they learned.
18
Organisation of functional writing
The organisation [before, during, after], pupil planning and teacher marking can follow the
same pathway as imaginative writing with only a few differences.
As mentioned before much of functional writing is for a purpose so it may not be
appropriate to use a jotter to write in. However it is still important that pupils are guided
in their learning by setting targets, having learning outcomes and planning for
improvement. Progression needs to be shown and teachers need to see and to be able to
understand the process of learning for each pupil.
The HLP therefore recommends that a jotter is used to show progression in
functional writing and to allow pupils to learn from previous work. The main
imaginative jotter could be used (working upside down from the back) and the
planning and the noting of learning outcomes can be written in the same manner.
What would need to be different is that the pupils would not produce the majority of
their actual functional writing in the jotter but that a copy is inserted into the
appropriate place.
The ‘real’ copy would be used in a ‘real’ context. This means that the editing and improving
would primarily be on the plan.
On occasion a draft may be produced in the jotter to allow for self and peer correction
and editing but not all functional writing would lend itself to this. Pupils will be demotivated if they feel that they are simply ‘copying’ out their work.
If pupils are using the computer, they should write directly onto the computer from their
plan and not use it to make a ‘good copy’.
Key point- learning how to improve
This MUST be done using ‘like for like’ genre ie one type of genre cannot be used to set
targets for another (eg improvements when making a poster are not applicable [usually] for
a new lesson on writing a letter).
Tip -Some teachers prefer to ‘block’ genres and teach several lessons on the same one.
The HLP recommends that this is not the case and that genres are spread throughout the
session. If jotters are used, pupils can re-read their previous writing and re-visit their
learning targets at the beginning of the next lesson on that genre. They can set additional
targets.
* A template/frame could be used for introducing a new form of writing or for less able
pupils but should not be used by all pupils at all times as they make the pupils less
independent. It is better to use examples of the genre being studied.
19
Secondary
Pupils also need to be taught how to transfer their skills of writing different genres from
one subject to another. This means standardising expectations in each subject and revisiting the features of the genre as part of the learning outcomes.
For example, if a pupil is asked to make a poster in Art and Geography and Science, the
standard should be constant and the expectations consistent. There is a need, therefore,
for teachers to discuss and plan for learning across the curriculum.
Top idea- have a ‘how to’ notebook that is carried from subject to subject.
This is created (and taught) in English but can be referred to in other
subjects. Genre may include ‘how to…write a discursive essay’ ‘how to write… a
critical essay’.
Literacy learning being the responsibility for all teachers is a key message in a Curriculum
for Excellence.
There are more ideas for secondary teachers in the reading and writing for information
booklet on the HLP website.
Planning There is an example of a planning format for secondary teachers, not of English,
at the back of this booklet.
NB – whilst this is more an issue for secondary teachers, primary teachers must also
ensure a standard in their expectations across the curriculum.
Note Making
This may be one of the most useful skills to teach pupils as good note making can support
learning in all sorts of areas. However, left to their own devices, they will copy chunks
directly from the text. An idea to start them off - write up a complete sentence on the
board. The pupils decide which parts can be rubbed out as they are not essential. What is
left are the essential points. Pupils can move onto editing their own and other’s notes using
the same format and by underlining non essential parts. Through practice, note taking can
be improved but will progress quicker if the teacher revisits how to take notes as part of
the introduction.
20
Overarching Genre : Non fiction
GENRE
INSTRUCTIONS
PERSUASIVE
DISCURSIVE
REPORT
RECOUNT
REFERENCE
EXAMPLES



Recipes
Games instructions
How to set up a DVD player









Leaflet for fun park
Adverts
Posters
Propaganda
Some letters
A debate
Some newspaper articles
Political viewpoints on same subject
Arguments



Sports review
Many newspaper stories
Minutes from meetings











Diary
Autobiography
Retelling of a particular event
Newspaper quotations
Some letters
Atlas
Phone books
Timetable
List
Dictionary
Thesaurus
EXAMPLES OF POSSIBLE FEATURES
Usually in a set order (procedural)
Often has numbers to follow
Can have diagrams (labelled)
Instructions may be in different languages
Parts may be in bold and/or italics
Material designed to persuade you to do or buy something
Designed to catch your interest – layout, wording etc
Often includes ‘special offers’
Often has photographs
Doesn’t mention any ‘bad’ points
A piece of writing that gives two or more points of view
Begins with a statement of the issue and main argument.
Gives supporting evidence for both sides of argument
May use terms such as ‘on the other hand’, however, conversely, yet,
although, believe, think, alternatively,
There will be a summary and conclusion in favour of one side
Tells about a particular event in detail
Usually written in order of events
Detailed
Written in third person
Usually includes names/details of people
Written in first person(s)
Often tells personal thoughts, opinions and feelings
May have date
Often written informally
Events may be jumbled up
Material containing lots of information in the same format
Writing often very small
Often in order (can be alphabetical, numerical or similar)
Readers looking for limited information
EXPLANATION
INFORMATION
BIOGRAPHY


‘How a volcano is formed’ etc
Some letters


Text eg ‘All about India’
or ‘Crocodiles’
Gives explanation
May have diagrams [labelled] or photographs
Often set out methodically
May have sub titles
Often has a glossary
Technical language
Often has complex sentences
Gives lots of information on a subject
Often in book form
Usually has contents and index pages
Often has a glossary
May have headings
Usually about famous people
Usually an account of their life so far
May be authorised or unauthorised – which may impact on accuracy
Usually written in chronological order
Often includes childhood photographs
22
ASSESSMENT
You will see that self and peer assessment of writing are promoted throughout this booklet.
There are also plenty of opportunities for pupils to assess their own and their classmates
talking and listening skills. This is all done under the umbrella of formative assessment;
that is, using assessment to evaluate learning and to inform next steps in learning.
Teacher assessment of writing should also be primarily formative. There needs to be plenty
of pupil/teacher dialogue resulting in both parties being aware of how to improve the pupil’s
learning and experiences.
Again listening and talking can and should be included in this process.
Summative assessment. The teacher will also want to keep a running record of how a pupil
is progressing in their literacy skills. This can be done easily and effectively if a few pupils
are focussed on during every lesson. This may be part of the group that is being led by the
teacher, and where talking and listening skills are also easily measured, or it may be one or
two who are working independently, and where writing skills and independence can be looked
at.
Pupils’ jotters will show a progression of learning.
Formal writing assessments.
Pupils in Highland are still being assessed against the criteria of 5-14 and shall continue to
do so until guidance has been issued as part of CfE. Whilst teachers do not need to use the
national assessment bank, they need to ensure that pupils continue to show progression in
their class writing and that attainment levels match the pupil’s ability.
Remember that writing should be assessed as part of a class lesson and the same
approaches to learning and teaching used.
Folio
Pupils should keep examples of their work and the different genres experienced. If the 2
jotter approach (see page 10) is adopted then pupils make simply indicate what pieces they
want to form part of their folio {personalisation & choice}. The teacher may also indicate
some to be included. All work should show the level of pupil independence.
Copies of the chosen pieces can be marked against the set criteria and retained in the folio.
PLANNING
Over the next few pages you will see an example of how writing planning may be considered in light
of the publication of the outcomes and experiences for a CfE. Each level consists of two plans –
imaginative/personal and functional. Each plan consist of two pages; the first is more detailed and a
second simpler page. Both pages should be copied back to back.
Points to note
 The Es and Os indicated at the top of the page will cover more than one stage eg P2-4. It is
important that teachers build on what has been taught and experienced in a previous class so
it is recommended that planning sheets are continuous i.e. passed on to and used by the next
teacher. It is envisaged that only the P1, P2 and P5 teachers begin a new planning sheet.
 A colour code is advised to be used against the Es and Os to show where the teacher plans
to target the class/group. A simple dot system may be used. See plan.
 If an E or O is in bold, it means that it only appears on that particular plan. Es and Os not in
bold appear in both plans.
 To match the ideals of CfE, most of the plan should be completed by the teacher and should
be flexible to allow for addressing the next steps that arise from each lesson OR for missing
out aspects that the pupils are found to be very confident OR to take the opportunity to
extend a lesson further than was originally planned. This may mean that only a maximum of a
half a term is planned for at any one time. An idea may be to miss out lines when planning to
add in additional lessons if needed. It should be thought of as a ‘living plan’.
 Teachers should refer to the Es and Os at the top of the sheet during any planning to ensure
that pupils are given opportunities to widen their experiences.
 As the early level covers pre- school as well as P1, the teacher should share planning with the
pre-school staff, especially for term 1.
 Handwriting and spelling are included within these writing plans although teachers may
prefer to use separate plans (please see planning sheets in handwriting and spelling booklets)
 Teachers should link their writing plans to their Writer’s craft lessons wherever possible. It
may also be possible to link writing to other subject such as topic work.
 Remember not all writing needs a pupil’s written plan and that their planning should be varied
eventually leading to choice. Planning frames/writing scaffolding sheets should be kept to a
minimum.
 Teachers may also wish to indicate where self, peer or teacher editing has taken place.
Perhaps add SE, PE or TE to indicate the type of editing used.
 Home link- If you identify lessons that could be enhanced or learning consolidated or
extended through a home link mark them with an H. This may include reading, research,
discussion at home or an activity.
24
Highland Literacy Project
Primary 1~ CfE Early level
red = early experiences at this level
Enjoyment & choice
Tools for writing
Organising & using
information
Creating texts
date
orange= working towards outcomes at this
level in a variety of ways. Decreasing level
of support.
Class/Group:
green= establishing and consolidating outcomes and widening experiences at
this level. Increasing pupil independence. Text structure, idea & vocabulary
more complex.
I enjoy exploring and playing with the patterns & sounds of language & can use what I learn LIT 0-01a/ LIT 0-11a/ LIT 0-20a
I explore letters and words, discovering how they work together, and I can use what I learn to help me as I read or write
ENG 0-12a /LIT 0-13a/ Lit 0-21a
Within real & imaginary situations, I share experiences & feelings, ideas & information in a way that communicates my message LIT 0-26a
I enjoy exploring events and characters in stories and other texts and use what I learn to invent my own, sharing these with others in
imaginative ways LIT 0-09b/ LIT 0-31a
Title or topic
inc genre
IMAGINATIVE & PERSONAL WRITING
Motivation used &
details1
Main aspects to be introduced (I),
Practised (P) or Extended (E)2 [include type of
pupil planning]
Assess?
How?
Which
Es/Os/aspects?
Next steps and action3:
For example WC lesson: extract from Roald Dahl ‘The Twits’ page 40 OR character photographs OR object- old key OR within project context etc.
Aspects such as writing at length, genre, character descriptions, imagery- similes, paragraphs, editing. Indicate in brackets if introduced, practised or extended.
3
As a result of the lesson, what needs to be taught or consolidated and how this will be done e.g through a mini lesson or writer’s craft lesson.
1
2
date
Title or topic
inc genre
Motivation used &
details
Challenge & Enjoyment
Breadth
Main aspects to be introduced (I),
Practised (P) or Extended (E)
[include type of pupil planning]
Progression
Depth
Assess?
How?
Which
Es/Os/aspects?
Personalisation & Choice
Next steps and action:
Coherence
Relevance
26
Primary 2-4 ~ CfE First level
Highland Literacy Project
IMAGINATIVE & PERSONAL WRITING
class/group:
red = early experiences at this level
orange= working towards outcomes at this
green= establishing and consolidating outcomes and widening experiences at
but shows progression from previous
level in a variety of ways. Decreasing level
this level. Increasing pupil independence. Text structure, idea & vocabulary
level.
of support.
more complex.
Enjoyment & choice I enjoy creating texts of my choice and I regularly select purpose, format and resources to meet the needs of my audiences. LIT 1-20a/2-20a
Tools for writing
Organising & U sing
information
Creating texts
date
I can spell the most common words, using my knowledge of letter patterns & spelling rules & use resources to help me spell tricky or unfamiliar words Lit 1-21a
I can write independently, use appropriate punctuation and order and link my sentences in a way that makes sense. LIT 1-22a
Throughout the writing process, I can check that my writing makes sense. LIT 1-23a
I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features LIT 1-24a
I am learning to use my notes & other types of writing to help me understand information & ideas, explore problems, generate ideas or create new text LIT 1-25
By considering the type of text I am creating, I can select ideas &relevant information, organise these in a logical sequence & use words which will be interesting
and/or useful for others. LIT 1-26a
I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a/ LIT 1-29a
I can describe and share my experiences and how they make me feel. ENG 1-30a
Having explored the elements which writer’s use in different genres, I can use what I learn to create my own stories, poems and plays with interesting
structures, characters and/or settings ENG 1-31a
Title or topic
inc genre
Motivation used &
details1
Main aspects to be introduced (I),
Practised (P) or Extended (E)2 [include type of
pupil planning]
Assess?
How?
Which Es/Os?
Next steps and action3:
For example WC lesson: extract from Roald Dahl ‘The Twits’ page 40 OR character photographs OR object- old key OR within project context etc.
Aspects such as writing at length, genre, character descriptions, imagery- similes, paragraphs, editing. Indicate in brackets if introduced, practised or extended.
3
As a result of the lesson, what needs to be taught or consolidated and how this will be done e.g through a mini lesson or writer’s craft lesson.
1
2
27
date
Title or topic
Motivation used & details
inc genre
Main aspects to be introduced (I),
Practised (P) or Extended (E)
[include type of pupil planning]
Challenge & Enjoyment
Breadth
Progression
Depth
Assess?
How?
Which Es/Os?
Personalisation & Choice
Next steps and action:
Coherence
Relevance
28
Primary 5-7 ~ CfE Second level
Highland Literacy Project
IMAGINATIVE & PERSONAL WRITING
class/group:
red = early experiences at this level
orange= working towards outcomes at this
green= establishing and consolidating outcomes and widening experiences at
but shows progression from previous
level in a variety of ways. Decreasing level
this level. Increasing pupil independence. Text structure, idea & vocabulary
level.
of support.
more complex.
I enjoy creating texts of my choice and I regularly select purpose, format and resources to meet the needs of my audiences. LIT 1-20a/2-20a
E&C
Tools for
writing
O & U info
Creating
texts
date
I can spell the most of the words I need to communicate, using spelling rules, specialist vocabulary, self correction techniques & a range of resources. Lit 2-21a
In both short & extended texts, I can use appropriate punctuation, vary my sentence structures & divide my work into paragraphs in a way that makes sense to my reader.
LIT 2-22a
Throughout the writing process, I can check that my writing makes sense & meets its purpose LIT 2-23a
I consider the impact that layout and presentation will have and can combine lettering graphics & other features to engage my reader. LIT 2-24a
I can use my notes & other types of writing to help me understand info & ideas, explore problems, make decisions, generate & develop ideas or create new text L2-25a
By considering the type of text I am creating, I can select ideas & relevant info, organise these in a way for my purpose & use suitable vocabulary for my audience L2-26a
I am learning to use language & style in a way that engages and/or influences my reader. ENG 2-27a
I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a
I can persuade, argue, explore issues or express an opinion using supporting detail and/or evidence LIT 2-29a
As I write for different purposes & readers, I can describe & share my experiences, expressing what they made me think about and how they made me feel. ENG 2-30 a
Having explored the elements which writer’s use in different genres, I can use what I learn to create stories, poems & plays with interesting & appropriate
structures, interesting characters and settings which come to life ENG 2-31a
Title or topic
inc genre
Motivation used &
details1
Main aspects to be introduced (I),
Practised (P) or Extended (E)2 [include type of pupil
planning]
Assess?
How?
Which Es/Os?
Next steps and action3:
For example WC lesson: extract from Roald Dahl ‘The Twits’ page 40 OR character photographs OR object- old key OR within project context etc.
Aspects such as writing at length, genre, character descriptions, imagery- similes, paragraphs, editing. Indicate in brackets if introduced, practised or extended.
3
As a result of the lesson, what needs to be taught or consolidated and how this will be done e.g through a mini lesson or writer’s craft lesson.
1
2
date
Title or topic
inc genre
Challenge & Enjoyment
Motivation used &
details
Breadth
Progression
Main aspects to be introduced (I),
Practised (P) or Extended (E)
[include type of pupil planning]
Depth
Personalisation & Choice
Assess?
How?
Which
Es/Os/aspects?
Coherence
Next steps and action:
Relevance
30
Highland Literacy Project
Primary 1~ CfE Early level
red = early experiences at this level
Enjoyment & choice
Tools for writing
Organising & using
information
Creating texts
date
FUNCTIONAL WRITING
orange= working towards outcomes at this
level in a variety of ways. Decreasing level
of support.
class/group:
green= establishing and consolidating outcomes and widening experiences at
this level. Increasing pupil independence. Text structure, idea & vocabulary
more complex.
I enjoy exploring and playing with the patterns & sounds of language & can use what I learn LIT 0-01a/ LIT 0-11a/ LIT 0-20a
I explore letters and words, discovering how they work together, and I can use what I learn to help me as I read or write
ENG 0-12a /LIT 0-13a/ Lit 0-21a
Within real & imaginary situations, I share experiences & feelings, ideas & information in a way that communicates my message LIT 0-26a
I enjoy exploring events and characters in stories and other texts and use what I learn to invent my own, sharing these with others in
imaginative ways LIT 0-09b/ LIT 0-31a
Genre/type of
text/ topic1
Model used
2
Main aspects to be introduced (I),
Practised (P) or Extended (E)3 [include type of pupil
planning]
Assess? How?
Which
Es/Os/aspects?
Next steps and
action:
1
For example: persuasive/poster/school fete.
For example WC lesson: last year’s fete posters OR within project context or storyline etc.
3
Aspects such as layout or features of that particular genre. Indicate in brackets if introduced, practised or extended.
2
31
date
Genre/ type of
text/ topic
Challenge & Enjoyment
Model used
Main aspects to be introduced (I),
Practised (P) or Extended (E)
[include type of pupil planning]
Breadth
Progression
Depth
Personalisation & Choice
Assess? How?
Which
Es/Os/aspects?
Coherence
Next steps and
action:
Relevance
32
Highland Literacy Project
Primary 2-4 ~ CfE First level
FUNCTIONAL WRITING
class/group:
red = early experiences at this level
orange= working towards outcomes at this
green= establishing and consolidating outcomes and widening experiences at
but shows progression from previous
level in a variety of ways. Decreasing level
this level. Increasing pupil independence. Text structure, idea & vocabulary
level.
of support.
more complex.
Enjoyment & choice I enjoy creating texts of my choice and I regularly select purpose, format and resources to meet the needs of my audiences. LIT 1-20a/2-20a
Tools for writing
Organising & U sing
information
Creating texts
date
I can spell the most common words, using my knowledge of letter patterns & spelling rules & use resources to help me spell tricky or unfamiliar words Lit 1-21a
I can write independently, use appropriate punctuation and order and link my sentences in a way that makes sense. LIT 1-22a
Throughout the writing process, I can check that my writing makes sense. LIT 1-23a
I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features LIT 1-24a
I am learning to use my notes & other types of writing to help me understand information & ideas, explore problems, generate ideas or create new text LIT 1-25
By considering the type of text I am creating, I can select ideas &relevant information, organise these in a logical sequence & use words which will be interesting
and/or useful for others. LIT 1-26a
I can convey information, describe events or processes, share my opinions or persuade my reader in different ways. LIT 1-28a/ LIT 1-29a
Genre/type of
text/ topic1
Model used
2
Main aspects to be introduced (I),
Practised (P) or Extended (E)3 [include type of pupil
planning]
Assess? How?
Which Es/Os
/aspects?
Next steps and
action:
1
For example: persuasive/poster/school fete.
For example WC lesson: last year’s fete posters OR within project context or storyline etc.
3
Aspects such as layout or features of that particular genre. Indicate in brackets if introduced, practised or extended.
2
33
date
Genre/ type of
text/ topic
Model used
Challenge & Enjoyment
Breadth
Main aspects to be introduced (I),
Practised (P) or Extended (E)
[include type of pupil planning]
Progression
Depth
Personalisation & Choice
Assess? How?
Which Es/Os
/aspects?
Coherence
Next steps and
action:
Relevance
34
Highland Literacy Project
Primary 5-7 ~ CfE Second level
FUNCTIONAL WRITING
class/group:
red = early experiences at this level
orange= working towards outcomes at this
green= establishing and consolidating outcomes and widening experiences at
but shows progression from previous
level in a variety of ways. Decreasing level
this level. Increasing pupil independence. Text structure, idea & vocabulary
level.
of support.
more complex.
I enjoy creating texts of my choice and I regularly select purpose, format and resources to meet the needs of my audiences. LIT 1-20a/2-20a
E&C
Tools for
writing
O & U info
Creating
texts
date
1
I can spell the most of the words I need to communicate, using spelling rules, specialist vocabulary, self correction techniques & a range of resources. Lit 2-21a
In both short & extended texts, I can use appropriate punctuation, vary my sentence structures & divide my work into paragraphs in a way that makes sense to my reader.
LIT 2-22a
Throughout the writing process, I can check that my writing makes sense & meets its purpose LIT 2-23a
I consider the impact that layout and presentation will have and can combine lettering graphics & other features to engage my reader. LIT 2-24a
I can use my notes & other types of writing to help me understand info & ideas, explore problems, make decisions, generate & develop ideas or create new text L2-25a
I recognise the need to acknowledge my sources & I can do this appropriately LIT 2-25a
By considering the type of text I am creating, I can select ideas & relevant info, organise these in a way for my purpose & use suitable vocabulary for my audience L2-26a
I am learning to use language & style in a way that engages and/or influences my reader. ENG 2-27a
I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a
I can persuade, argue, explore issues or express an opinion using supporting detail and/or evidence LIT 2-29a
As I write for different purposes & readers, I can describe & share my experiences, expressing what they made me think about and how they made me feel. ENG 2-30 a
Genre/type of
text/ topic1
Model used
2
Main aspects to be introduced (I),
Practised (P) or Extended (E)3 [include type of
pupil planning]
For example: persuasive/poster/school fete.
For example WC lesson: last year’s fete posters OR within project context or storyline etc.
3
Aspects such as layout or features of that particular genre. Indicate in brackets if introduced, practised or extended.
2
Assess? How?
Which Es/Os
/aspects?
Next steps and action:
date
Genre/ type of
text/ topic
Challenge & Enjoyment
Model used
Main aspects to be introduced (I),
Practised (P) or Extended (E)
[include type of pupil planning]
Breadth
Progression
Depth
Personalisation & Choice
Assess? How?
Which Es/Os/
aspects?
Coherence
Next steps and action:
Relevance
36
Highland Literacy Project
Secondary 1-3 ~ CfE Third level
FUNCTIONAL WRITING (*ALL subjects)
SUBJECT ……………………………
red = early experiences at this level
orange= working towards outcomes at this
green= establishing and consolidating outcomes and widening experiences at
but shows progression from previous
level in a variety of ways. Decreasing level
this level. Increasing pupil independence. Text structure, idea & vocabulary
level.
of support.
more complex.
I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience.
E&C
LIT 3-20a/4-20a
I
can use a range of strategies & resources and spell most of the words I need to use, including specialist vocabulary, and ensure that my spelling is accurate.. Lit 3-21a
Tools for
AS appropriate to my purpose & type of text, I can punctuate and structure different types of sentences with sufficient accuracy & arrange these to make meaning clear,
writing
showing straightforward relationships between paragraphs. , LIT 3-22a/4-22a
Throughout the writing process, I can review & edit my writing to ensure it meets its purpose & communicates meaning at first reading LIT 3-23a
I consider the impact that layout and presentation will have on my reader, selecting & using a variety of features appropriate to purpose & audience.. LIT 3-24a
I can use notes & other types of writing to generate & develop ideas, retain &recall info, explore problems, make decisions, generate and develop ideas or create original text.
O & U info
L3-25a
I recognise when it is appropriate to quote from sources & when I should pit points into my own words. I can acknowledge my sources appropriately. LIT 3-25a
By considering the type of text I am creating, I can independently select ideas & relevant info for different purposes, and organise essential information or ideas & any
supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. LIT3-26a/4-26a
I can convey information, describe events, explain processes or concepts and combine ideas in different ways. LIT 3-28a
Creating
I can persuade, argue, evaluate, explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence LIT 3-29a
texts
date
Genre/type of
text/ topic1
Model used
2
Main aspects to be introduced (I),
Practised (P) or Extended (E)3 [include type of pupil
planning]
Assess? How?
Which Es/Os/
aspects?
Next steps and action:
1
For example: information/poster/features of a river basin1
For example variety of real posters etc
1
Aspects such as layout or features of that particular genre. Indicate in brackets if introduced, practised or extended
1
37
date
Genre/ type of
text/ topic
Model used
Main aspects to be introduced (I),
Practised (P) or Extended (E)
[include type of pupil planning]
Assess? How?
Which Es/Os/
aspects?
Next steps and action:
38
Challenge & Enjoyment
Breadth
Progression
Depth
Personalisation & Choice
Highland Literacy Project
Secondary 1-3 ~ CfE Fourth level
FUNCTIONAL WRITING (*ALL subjects)
Coherence
Relevance
SUBJECT ……………………………
red = early experiences at this level
orange= working towards outcomes at this
green= establishing and consolidating outcomes and widening experiences at
but shows progression from previous
level in a variety of ways. Decreasing level
this level. Increasing pupil independence. Text structure, idea & vocabulary
level.
of support.
more complex.
I
enjoy
creating
texts
of
my
choice
and
I
am
developing
my
own
style.
I
can
regularly
select subject, purpose, format and resources to suit the needs of my audience.
E&C
LIT 3-20a/4-20a
I can use a range of strategies & resources to ensure that my spelling, including specialist vocabulary, is accurate. Lit 4-21a
Tools for
As appropriate to my purpose & type of text, I can punctuate and structure different types of sentences with sufficient accuracy & arrange these to make meaning clear,
writing
showing straightforward relationships between paragraphs. , LIT 3-22a/4-22a
Throughout the writing process, I can review & edit my writing independently to ensure it meets its purpose & communicates meaning at first reading LIT 4-23a
I can justify my choice and use of layout and presentation in terms of the intended impact on my reader. LIT 4-24a
I can use notes & other types of writing to generate & develop ideas, retain &recall info, explore problems, make decisions or create original text. LIT4-25a
O & U info
I can make appropriate & responsible use of sources, and acknowledge these appropriately. LIT 4-25a
By considering the type of text I am creating, I can independently select ideas & relevant info for different purposes, and organise essential information or ideas & any
supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. LIT3-26a/4-26a
I can convey information, describe events, explain processes or concepts, provide substantiating evidence and synthesise ideas or opinionsin different ways. LIT 4-28a
Creating
I can persuade, argue, evaluate, explore issues or express and justify opinions within a convincing line of thought, relevant supporting detail and/or evidence LIT 4-29a
texts
date
Genre/type of
text/ topic1
Model used
2
Main aspects to be introduced (I),
Practised (P) or Extended (E)3 [include type of pupil
planning]
Assess? How?
Which Es/Os/
aspects?
Next steps and action:
1
For example: information/poster/features of a river basin1
For example variety of real posters etc
1
Aspects such as layout or features of that particular genre. Indicate in brackets if introduced, practised or extended
1
39
date
Genre/ type of
text/ topic
Model used
Main aspects to be introduced (I),
Practised (P) or Extended (E)
[include type of pupil planning]
Assess? How?
Which Es/Os/
aspects?
Next steps and action:
40
Challenge & Enjoyment
Breadth
Progression
Depth
Personalisation & Choice
Coherence
Relevance
41
IDEAS AND NOTES
MORE IDEAS AND NOTES
43
EVEN MORE IDEAS AND NOTES
44