Developing an Effective Writing Programme

Sheena Cameron & Louise Dempsey

March 2015
There are three types of lessons in writing Mini-lessons;
Quick Writes and Writing Lessons
Eg. Lipogram write a sentence as a response to a picture
without using any vowels.
In the Knowledge toolkit for writing the graphic of the
hamburger (p28 of book) can be used as a base to all
genre.
- could have the hamburger bun laminated with
different ingredients have students change around
the filling dependent on what the purpose of the
writing task is.
When teaching writing use lots of examples of specific
type texts eg. if looking at narratives as these fit a
particular inquiry, get lots of different examples to have
around the classroom as models for the students.
Writing is a complex process, therefore impt that
students are clearly told the purpose of their writing.
Need to make connections between reading and
writing.
Punctuation is perfect opportunity to link reading and
writer connection (skills toolkit)
Use a variety of approaches when teaching writing
gradual release of responsibility (see page 19)
Think-pair-share: shift away from hands up approach. Go
to discussions eg. discussion buddies (if doing this best to
have like minds together).
Grouping for Writing: move away from roving as this
creates dependence in the classroom.

 Be clear with the learning intentions what are you

going to do and why?
Group students for specific purposes and do minilessons for these students
Highlighters are a great way to illustrate expected
writing behaviours highlight all the full stops, verbs,
adjectives.. (other kids will see people highlighting
lots and will want to write better so that they can
highlight too)
Use arrange of writing forms eg. humour (jokes),
entertaining (spy stories), finding out (interviews,
questionnaires), .
Idea to focus on only one sense eg. auditory (listen to a
track, music, sound what response could you give?
Webistes up on staff site under Literacy
For Juniors:
Break down writing task for students.
Start with one sentence structure eg. What is it?
Then two what and where
Then three .
When one sentence is complete put in the full stop (draw
a full stop in a box then tick it off).