BIG Writing Parent Workshop Thursday 4th March 2015 Ms Naz What is BIG Writing? It is a philosophy about writing which was originally devised by Ros Wilson (a former teacher and Ofsted Inspector). It is based on the premise that to write well children need to be able to talk. They need to have a go. It is a way to assess childrens writing and provide targets for next steps.
The same assessment criteria is used across the school and the staff hold moderation sessions where they look at samples of work and affirm the assessments made. Children are encouraged to Talk about what they will write about Find exciting wow words that they can use in their writing Borrow exciting words and phrases from authors Have a go at using interesting punctuation Identify with a range of different genres Re-read their own writing and find ways to up level it
Understand what they need to do next to improve their work Assessment use of teacher and pupil assessment What are the key elements of Big Writing? Every week the children concentrate on the four elements of Big Writing: VCOP We must remember our VCOP!
V Vocabulary Selecting exciting, challenging, different words and phrases to be used in their writing. The sky was gloomy and dark, not a single star could be seen for miles. The great big, scruffy dog ran through the park. C - Connectives Children are taught to use a range of words and phrases which connect and extend ideas. I have a cat and
I dont have a fish when. I want a monkey because. I cant have a pig, therefore,. O - Openers Story and sentence openers which are interesting and excite the reader. He walked into the room. Consider these sentence openings
He walked quietly into the room trying not to disturb the sleeping kitten. Then he saw that the kitten was softly curled up on top of the discarded coats of the children. Then he cautiously bent down to get closer. Then he saw the small collar around its neck with the lucky charm. Then he picked it up carefully whilst it still slept then ... Openers
There are different ways to open a sentence one is ly starters. Cautiously, he crept into the room not wanting to frighten the sleeping kitten. Can you think of some sentences that start with one of these openers? Anxiously Hurriedly Viciously .. Openers Another opener could be an ing word
Tiptoeing across the room, he tried to reach the sleeping kitten without startling it. Have a go with these ing starters. Screeching Snoring Smiling ... Openers Connectives can be used to open sentences too. Although he wanted to cuddle the sleeping kitten,
he had to be careful not to frighten her. Try to use one of these to open a sentence After a while Finally Unlike Openers Sentences can be opened by telling us where At the end of a winding lane stood a derelict cottage. In the dark, narrow alley way behind the old,
abandoned church a faint light could be seen. Can you think of other sentences that start of like this? Other literacy techniques Similes Alliteration Metaphors Personification Rhyme Onomatopoeia
Imagery Puns These techniques are used in a range of different genres that are studied at our school P - Punctuation Different kinds of punctuation which adds to all types of writing: Full stop (.) comma(,,,,)
Question mark (?) Apostrophe () exclamation mark (!) speech marks ( hello) dash (-) ellipses (...) Colon (:)
semi-colon (;) Kung Fu punctuation brackets ( ) The BIG Writing lesson: Big writing happens once a week with children being encouraged to write at length using all the skills they have learnt. In this
way they will be building their writing stamina and experimenting with a variety of genres from reports, persuasive text and instructions, to character descriptions, creative writing, poetry and story writing. What happens? The sessions are split in to 2 parts. PART 1 The children play games, talk for writing and verbalise a plan for what they will write.
They discuss success criteria (steps/criteria needed to make a good piece of work). This session is fast paced, active and fun! BREAK TIME: The children have a ten minute break where they can stretch their
legs, cool off and prepare themselves for session 2 Part 2: The children sit in a calm atmosphere and write. The classroom has soft background music, low level lighting and a lit candle. The children have brain breaks where
they can look at the candle or have a stretch and make sure they have included punctuation etc. The teacher gives reminders at various intervals. How long do we write for? FS - children have talk time where sentences are scribed and punctuation, clever words etc are added. Much of this is incidental and will happen through the day rather than
at a dedicated time. Year 1 have a Big Talk session, where ideas are generated and built with the teachers support. By the end of Year one the children will talk and then write for 30 minutes. Year 2 - talk and plan for 30 minutes and write for 30 minutes. This will build towards 45 minutes by the end of Year two. KS2 talk and plan for 45 minutes
(35 minutes VCOP, 10 minutes planning). Throughout KS2, children will continue to write independently for 45 minutes Teachers: Teachers are able to assess using the same criteria. From the assessments, teachers can extract targets and next steps for the children to work towards. Assessment will help the teacher to plan for future
lessons. Children: Children can improve their stamina for writing. Children are aware of their successes and where they can improve. Childrens self-esteem and have a go attitude is nurtured. How can you as parents help? Encourage your children to READ.
Encourage your children to TALK. Encourage your children to spot WOW words and perhaps write them down in a book at home or on a piece of paper. Encourage your children to borrow words or phrases which they like from books, magazines, television programmes. Encourage your children to WRITE. Spend time with your children doing the weekly homework!
Food for thought! The gift of speech is the greatest gift you can give your child, apart from the gifts of happiness and good health. Talk is our language on paper. The better we can talk, the better we can write. The more words we know and the richer the words we have, plus our confidence in using language for effect, influences how well we succeed in life.
CT. CT (not HRCT) obtained on 10/23/07 is shown on the following slide. CT shows ill-defined reticular opacities (arrows) Because the scan is not high-resolution, some of the abnormalities appear to be of ground-glass opacity, but this is not likely...
Figure 2. Electromyography (EMG) intensity for 7 shoulder muscles obtained at 20 percent endurance time window (black lines) and at 100 percent endurance time window (gray lines) of two speeds of wheelchair propulsion. Time zero indicates hands on pushrim.
nitrogenous waste. What are nitrogenous wastes? Urea- from amino acid metabolism. Creatinine - from muscle metabolism. Ammonia - from bacteria. Uric Acid- from breakdown of nucleotides. Other waste products: Ketones from fat breakdown. Urobilinogen.
Great Ormond Street Hospital, London, UK Adam Rennie, Anne Schmitt, Lakshmi Kanagarajah, Francesca Lecce, Claire Toolis, Stefan Brew, Jo Bhattacharya, Fergus Robertson, Vijeya Ganesan Disclosures All medical devices are off license in children No disclosures Neonatal Vein of Galen 4...
Ready to download the document? Go ahead and hit continue!