Steps in learning
Learning objectives linked to this year and strand selection
Pupil writing targets linked to this year and strand selection
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10 Text structure and organisation | ||||||||||||||||||||||||||||||||||||
Progression summaryDuring Year 2, children make progress in the way they organise whole texts by planning how best to group content together into sections. They also begin to take account of the way meaning links from section to section. Learning objectives
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Step in learning 1In independent writing, children use a support structure such as a writing frame to help them plan what to include in each section of a set of instructions. view Classroom example: Writing Non-fiction (instructions) Children write a set of instructions for a well-known classroom procedure or a process they are familiar with in another curriculum area, such as How to make a birthday card or How to clear up after an art lesson. They plan independently what to include in each section, using a planning scaffold to support their ideas. For example, they could use a writing frame that prompts them with appropriate connectives or they could use a visual frame showing chronological photographs or diagrams of the procedure taking place (example below). Before writing the instructions, they use their planning to check that they have organised content into the correct order. For example, they ask a friend to follow the order of content and make sure the procedure works or they match each section of their planning with a photograph/illustration (example below) and then check that the photographs are chronologically ordered. These can be numbered correctly on the reverse if necessary. Examples
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Step in learning 2Children independently plan how to organise the content of an explanation text. They follow a suggested and familiar structure for planning, such as a flow chart but they create the planning structure themselves. view Classroom example: Writing Non-fiction (explanations) The teacher has demonstrated how to use a particular, simple strategy to support planning for writing an explanation. Children have read and discussed examples of explanations. Children plan what to include in their own explanation text and the order in which it will be included. For example, they plan how to organise an explanation of the life cycle of an animal they have studied or a process they have undertaken in a technology lesson. They discuss the content with a talk partner and then apply the same planning structure the teacher demonstrated to organise their own text. For example, they create a flow chart to note the order of main points to be made (and possibly the causal connectives they will use to begin each section) or a cyclical diagram if the process being explained is one that repeats itself. ExampleChildren are asked to use a cyclical planning strategy to explain a process they have learned about in another curriculum area. Some children use the structure to make notes and others use a combination of simple illustrations and notes. Child’s planning
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Step in learning 3Children write a non-chronological report during independent writing. They apply what they know about planning strategies to decide independently how to plan the content of each paragraph in their writing. view Classroom example: Writing non-fiction (non-chronological reports) Children have gathered the information they need to write a non-chronological report. For example, they have been learning about what life was like locally before they were born and have discussed during shared writing which information is important and interesting enough to include. The specific purpose and audience for their writing have also been established during prior discussion. Children decide independently how to plan the paragraphs for their report. They are given a selection of resources to help them discuss and plan with a partner or a small group. A selection that includes A3 paper and pens, a set of small blank cards and several sheets of plain A4 paper will help to give them a range of choices about the planning approach they take. Pairs/groups join up to compare the different ways they have planned their writing and discuss which content they have planned to include in each paragraph. Examples
In the plenary session, children give their opinions about the best way to plan the paragraphs in a non-chronological report, giving their reasons. They are prompted by the teacher to compare the different ways that groups have shaped and organised the content, paying particular attention to the first and final paragraphs. Children are given some additional editing time during the next lesson so that they can further refine their planning in light of the shared feedback, before they write their report. | ||||||||||||||||||||||||||||||||||||
