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Framework to support planning for writing.
To support writing skills it is important that learners have opportunity to develop their ability to plan and carry out a writing task which the audience can read.

Organisation and structure will depend on purpose and audience. The importance of using paragraphs and of organising effectively should be stressed across curriculum areas.
Areas of concern Strategies, resources and links within the Addressing Dyslexia Toolkit and to external sites
Does the learners experience difficulties in structure, sequencing and organisation of writing? Scaffolds/writing frames/ prompts/mindmaping /Story sequence cards
Beetle drive game- children collect different parts of a text and organise in the text. This can be used for different types of text but works particularly well for non-fiction such as instructions, non-chronological reports and newspaper articles.
Talking story circle- children sit in a circle and retell or create a story, each child adds to the story as much as they would like and then passes over to the next person.
Read high quality examples of the types of text you will be creating- link to reading circle. One example of this is in http://www.andrelleducation.com/big-writing/
Write as you go- when taking part in an active experience such as creating a product or retelling a story on an outdoor walk, write small sections as you go. Children are therefore not relying on memory for their writing. http://www.ltl.org.uk/index.php
Chunking texts- focus on small sections of a text in each lesson, for example use one lesson to explore what makes effective introductions and write an introduction. The next lesson may be on effectively building suspense, and the children write one paragraph using suspense.
Jigsaw texts- give children examples of the texts you are exploring cut up. Children can work individually, in pairs or groups to put the text back together. This is particularly useful for examining layout, paragraphing and use of headings.
Is the learner able to demonstrate effective planning of writing? Structured writing frames – for all texts explored.
Story sticks- http://www.snh.gov.uk/docs/A402705.pdf
Use of comic strips
Draw ideas and discuss them
Pie Corbett- story map/ story S/ story mountain. Foundations of writing- draw writing and show story progression through drawing first, then labelling and emergent writing, then sentences.
3D concept map. Children place objects on a mat and connect them using ribbon or strips of paper. The strips of paper can be written on so children can explain the link. http://www.mindstretchers.co.uk/newsarticle.cfm/ID/110
Is the learner able to generate ideas for their writing? Stimuli to help generate ideas – pictures, stories, music, walks, outdoor activities.
Base writing on real and relevant writing opportunities. Use objects or experiences where the children are actively involved in doing.
Carousel/ rainbow write planning activities where many children contribute to the ideas for each child.
Do they understand the purpose of their writing? Link writing to real life opportunities and the local area. (link to purpose for writing section.)
Orkney writing support http://highlandliteracy.com/writing-2/orkney-writing/
Does the learner oral use of grammar affect their writing? Use vocabulary, connectives, openers and punctuation in writing and speaking sentences. (VCOP)
Can they proof read their work? Use programs which can speak the children’s writing back to them. Read write 10 Gold or avatar apps and programs http://www.voki.com/
Use mini-plenaries throughout to draw the children’s attention to significant aspects of writing and success criteria. Use of a visualiser to project work onto a whiteboard helps this process
Use peer and self-assessment regularly throughout the writing process.
Ask other members of the class/ school to be the audience. This works particularly well with non-fiction writing e.g. can the audience make the cake using the recipe? Can they draw and label the insect using the non-chronological report?
Non-stop writing. Set the timer and children must write non-stop for the time. This gives some children who find it hard to get started a way of getting started. The lesson then can focus on editing and revising the first draft.
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