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Guided Writing

Clare O’Sullivan Stewards School

What is guided writing?

• A teacher working specifically with a small group of


children to develop one element of their writing
• Pupil’s grouped by writing ability, need or focus
• Short and focused (20 minutes)
• Other pupils writing independently – not necessarily
individually
• Consist of follow up tasks

Suggested teaching sequence:

Share learning objectives and make aims clear

Revise text type conventions

Strategy check

Shared writing

Trying it out

Review and feedback

Next steps
Clare O’Sullivan
Stewards School
11/05
The Model:

• Small Focused group with a clear focus on a particular


element of writing
• All others in class completing a writing task
independently from teacher (though not necessarily
working individually)

Independent work:

Must be…

• Well organised and set up effectively


• Ensure progression
• Apply the learning
• Focused on planning, drafting, reflecting and
redrafting in different groupings
• Time-limited

Selecting groups

When a teacher is selecting the groups…

• Focus on a specific common element that is blocking


pupil’s writing
• Prioritise next steps

Clare O’Sullivan
Stewards School
11/05
Lesson Plan

Clare O’Sullivan
Stewards School – year 7

L/O:

• Develop skills in peer support


• Develop skills in peer assessment

Outcomes:

• Where am I? Where am I going?


• Complete visual tool plan of essay (PQE bubble) – all
• Complete first draft of first six paragraphs – most
• Peer assess a friend’s work and offer advice on
improvements - some

Starter:

Questions to be answered individually in draft books:

1 Where am I now?
2 Where am I going?

Teacher to explain that this is a personal assessment of


progress made so far with the essay, and will help pupils to set
a target for themselves for the lesson.

Development:

Teacher to divide group into three, each with a different


working focus:
Clare O’Sullivan
Stewards School
11/05
1 supporting each other in completing the PQE bubble
diagram
2 Supporting each other in completing the first six
paragraphs (teacher to work with this group initially)
3 To spend first ten minutes reading through level
descriptors to check understanding and supporting one
another if necessary, followed by peer assessment of a
friend’s essay (1 positive comment form descriptors
and 1 top tip for improving the work). Teacher to work
with this group during this stage.

Teacher to work with focused groups and ensure that pupils


move on when necessary.

Plenary:

Self review:

• .What have I achieved today?


• Have I enjoyed working independently? (and
why/Why not?)
• What have I found most challenging about
today’s lesson?

Feedback from each group to conclude the lesson.

Clare O’Sullivan
Stewards School
11/05
Resources

Self review:

• What have I achieved today


• Have I enjoyed working independently? (and why?
Why not?)
• What have I found most challenging about today’s
lesson?

Task:

Complete visual tool plan of essay.

Remember your bubble diagram should have…

Three points about what Colin is like at the start of the story
and each of these should have an example from the book and
an explanation.

AND…

Three points about what Colin is like at the end of the story
and each of these should have an example from the book and
an explanation.

You will also need:

• A copy of the text

Clare O’Sullivan
Stewards School
11/05
Task:

Complete first draft of six paragraphs. Remember each ‘leg’ of


your bubble diagram makes one paragraph. Refer back to the
flow chart and burger diagram to remind you of how each
paragraph should be structured.

You will also need:

• Your bubble diagram


• A connectives writing mat
• A dictionary to help with any words you are unsure of

Task:

Spend ten minutes reading through the level descriptors in this


pack. You should do this on your own. When you have finished
reading you can talk to your group about the descriptors to
check you understand them.

Peer assess a friend’s work and offer advice on improvements


(1 positive comment from the descriptors and 1 top tip for
improving the work from the descriptors)

You will also need:

• Your essay
• A dictionary to correct any spelling errors

Clare O’Sullivan
Stewards School
11/05