Teaching Sequences

Each teaching sequence is based around a core text (one of our Texts that Teach), and follows a three part structure: Learning about the text, Practising writing and Independent writing. 

Outcome

This section contains a description of what the children will have written by the end of the sequence.

Elicitation task

This is a writing task that can be used to identify starting points for the text type. It needs to be completed  before the children start the sequence so that their writing can be analysed and the sequence adapted in light of the children's needs.  Support should be given in terms of the content to be written about but not how it is written. Tasks need to be engaging and the children need to have something to say.

This writing is used alongside the outcome to identify progress across the sequence.

Medium term plan and age-related learning outcomes

The medium term plan lists the objectives from the curriculum that are covered in the sequence.  Age-related learning outcomes are detailed criteria about what the children will have used in their writing to help teachers make judgements about the writing. There are statements for 'Expected' and 'Greater Depth'. They are expressed with the impact first and the device second, e.g.

  • persuade by positioning the reader through use of adverbs, or
  • signal to the reader when things happened through the use of time adverbials

Learning about the text

Each sequence will contain  some or all of these:

  • a hook into the text
  • reading and responding to the text
  • comprehension activities
  • retelling the text
  • talking about the text
  • in role in the text/drama
  • vocabulary work
  • analysing the text
  • grammar in context
  • identifying the structure of the text

These activities often contain some element of writing to record process, outcome or learning.

Practising writing

  • generating ideas to write about and one idea chosen
  • a shared activity to generate content for the chosen content
  • recording key ideas alongside the structure of the text
  • telling and talk to generate the text
  • story mapping the text where necessary

Shared writing

  • modeling writing the text, usually in sections applying learning from the first phase
  • children writing their own version of the text using the class idea
  • editing writing
  • proof-reading writing

Indpendent writing

Children choose their own content to write about and collect ideas. These can then be recorded on the text structure chart as a plan.

Children write their text using proof-reading and editing to improve it.

The writing is compared with the elicitation task to identify where progress has been made so that it is clear to the child.

 

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