Feedback and Next Step Planning for Writing Instruction
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WHAT TEACHERS AT BECKENHAM ARE GENERALLY DOING WELL
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WHERE AM I AT WITH THIS TEACHING STRATEGY?
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Analysing students’ writing and identifying teaching points
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Continue to do, especially for more advanced writers. For these
students, we could look at using varied sentence starts; using speech; wow
words; adding details; using varied sentence structures.
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Being clear about what you want students to do (task) and achieve
(goal) within the lesson
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Picture success criteria, suggested by Murray, has been brilliant for
this.
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Give strong and explicit direct instruction through active modelling
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Continue to be clear on the goal,
task and success criteria
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Taught or reinforcing skills in context (i.e. using students’ work
and ideas)
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Using students work in modelling book is highly engaging and purposeful
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Using questioning and prompting effectively with children
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Continue to work on this
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Making reading-writing links for students – what would the reader need to know?
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This is a next step for me….next week!
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Being positive with children
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I do this, and now focus more on effort and what success criteria
each child has shown e.g. using finger spaces; re-reading your work
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WHAT TEACHERS AT BECKENHAM COULD DO NEXT
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WHERE AM I AT WITH THIS TEACHING STRATEGY?
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Being very specific with students about what they have to do (task) and what they have to do to
achieve it (learning goals or success criteria).
Revisiting success criteria at
end of session, encouraging children to self-reflect as / when they are able
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I need to use the small success criteria sheets to help students to
self reflect…
‘What success criteria are you working hard at?’
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Active modelling, by:
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Giving thinking time when you ask a question
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Connecting planning to writing (i.e. going
back to picture plan and checking you’ve included all the detail; four grid
picture plan to help students include details
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The four grid picture plan is one technique for doing this.
Next step – encourage students to label their plans.
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Giving feedback by:
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Linking to success criteria
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Include impact statements (i.e. how did the
writer’s skills/technique impact me as a reader)? Make it specific and personal
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My step for next week – making clear links between reading and
writing in whole class modelling and individual feedback
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My self-reflection
for Murray Gadd
What am I doing differently as a teacher?
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More explicit success criteria, with picture
icons
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Using students’ in modelling
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Using more think-alouds, questioning and
prompting
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I am personalising my feedback a lot more…students
generally highly engaged and want to share their writing!
Changes I have made which I will hang on to:
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Use of success criteria
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Positive view of writing….showing the children how much
fun writing is!
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Using think-alouds a lot more in my modelling
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Being more explicit in my modelling, and
focusing on just one or two criteria during modelling (I work with 5 year olds)
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Extending advanced writers by sending them off some
times, so they can start writing while modelling takes place
What are students doing better as writers?
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Students are clearer on success criteria and can
explain what they have done / need to do (even a 5 year old with an ESOL
background!)
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Students are more excited by writing, and want
to share more details and write more!
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Students are actively using success criteria,
which we have covered in our modelling, especially:
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Re-reading
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Saying and writing the sounds they hear
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Using wow words
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Finger spaces and full-stops
What do I still need to work on?
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Setting high expectations for advanced writers,
related to writing progressions (e.g. using different sentence starts; varied
sentence structures; including speech and punctuation in their work)
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Continue to help students build fine motor
skills
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Making clear writer-reader links
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Make looking, knowing, sounding words explicit
for children, and show them how to use spelling aides in the room
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