Mellor Community Primary School

Checketts Road.Leicester. LE4 5EQ.
Telephone: 0116-2946098 or 0116-2946099. Email:  office@mellor.leicester.sch.uk

Mellor Community Primary Writing Policy

Key strands of Writing

 

Phonic and whole word spelling

Handwriting

 

Vocabulary

Planning Writing

 

Grammar

(Grammatical accuracy and terminology)

 

Sentence Structure

Text Structure and Organisation

Punctuation

 

Editing and Evaluating Writing

 

Respond to feedback

 

 

 

 

Whole school approaches for developing Writing

·         Opportunities for talk for writing.

·         Exposure to high quality vocabulary linked to topic.

·         Maximise the use of kinaesthetic approaches and experiences to stimulate creativity.

·         Paired discussion and oral rehearsal to ensure grammatical accuracy.

·         Regular opportunities for children to apply grammar in short pieces of independent writing.

·         Teacher modelling at the planning and writing stage

·         Verbal feedback is given in the lesson using stamps and comments.

·         Children respond to the feedback.

·         Teacher marking refers back to previous targets

·         Self-evaluations relate to the key issues in writing

·         Positive statements in marking are used effectively to move the children on.

·         The whole process of writing is evident (in one book)

·         Writing roughly follows a 3 week cycle (minimum of 3 longer pieces of writing every term but is likely to be more for specific year groups)

·         Teachers identify up to a maximum of 3 key spelling words to practise. Focus on high frequency words or year specific spellings. Children to have time to work on these spellings in class or in their homework books

·         Consistent use of colours of highlighters to indicate strengths and areas of development/spellings. Pink – Strengths, Yellow – Areas of development and Blue – Spellings.  

·         Opportunities for children to self-evaluate after longer pieces of writing and to identify the key features.

·         Opportunities for children to practise evaluating writing using other examples (for example – another child’s work or a teacher typed piece).

·         Children’s and adults’ feedback relate to the specified key writing skills (for example – class key objectives or the skills specific to the genre)

 

 

 

 

            EYFS Writing Process:

 

Daily practise of letter formation in phonics sessions.

Daily opportunity to practise writing their names.

Children exposed to new vocabulary, linked to the topic, prior to writing opportunities in Lab time.

Opportunities for child initiated writing in Lab time and in different areas e.g. role play, construction, library.

Phonics mats and high frequency word mats provided to support initial writing.

Shared writing using the KTC model to stimulate and develop ideas.

Teacher modelled writing discussed prior to Lab time.

Writing attempts and successes celebrated to promote positive attitudes to writing.

 

 

Key Stage 1 Writing Process:

 

Grammar skills are taught daily.

Grammar concepts reinforced during guided reading sessions.

Application of grammar skills in short independent written work.

Topic stimuli for writing, including topic picture books.

Children exposed to new vocabulary, linked to the topic, prior to writing and apply this knowledge in writing.

Children are paired for day to day writing and orally rehearse sentences prior to writing them.

Sentence stems, cloze procedure and shared writing used for new to English learners or children with SEN.

Opportunity to up-level writing via verbal feedback or marking feedback.

Opportunities to write longer, independent pieces.

Marking - Highlighters used to indicate strengths and areas of development.

 

 

Key Stage 2 Writing Process:

 

Grammar skills are taught through the teaching of the topic picture books.

Application of grammar skills in shorter pieces of independent work.

Exposure to high quality model.

Teacher modelling at both the planning and writing stage.

Planning is usually visual or in a table.

Verbalising and oral rehearsing of sentences.

Extended piece of writing.

Self-evaluation of writing.

Marking - Highlighters used to indicate strengths and areas of development.

Opportunity to act on feedback and re-write a section of the work.