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Year 1 Writing Composition

The document outlines the writing composition curriculum for Year One, emphasizing the development of oral and written sentence construction, sequencing, and punctuation skills. It encourages the use of the Talk for Writing approach and highlights the importance of shared writing and oral retelling to enhance understanding. Additionally, it suggests various activities and resources to support pupils in their writing journey, including the use of descriptive language and real-life experiences.

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39 views2 pages

Year 1 Writing Composition

The document outlines the writing composition curriculum for Year One, emphasizing the development of oral and written sentence construction, sequencing, and punctuation skills. It encourages the use of the Talk for Writing approach and highlights the importance of shared writing and oral retelling to enhance understanding. Additionally, it suggests various activities and resources to support pupils in their writing journey, including the use of descriptive language and real-life experiences.

Uploaded by

du109ht
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Year One Writing Composition

Knowledge, skills and Routines and resources


understanding
Write sentences by:

 saying out loud what they are  Use Talk for Writing approach when imitating known stories;
going to write about innovate based on a known model or invent from pupil’s own
 composing a sentence orally ideas.
before writing it  As a regular routine during shared writing, orally model whole
 sequencing sentences to form sentence before writing it down.
short narratives  Continue to focus on spoken language, to develop effective
 re-reading what they have speech through sentences; include oral retelling of a simple
written to check that it makes story or fairy tale.
sense.  At the beginning of year 1, not all pupils have the spelling and
handwriting skills needed to write down everything they
compose orally. Practitioners need to capture these pupils’
Pupils should be taught to: spoken contributions.
 discuss what they have  Pupils should understand, through demonstration, the skills and
written processes essential to writing: thinking aloud as they collect
ideas, drafting and re-reading to check for meaning.
 read aloud their writing
Practitioners should demonstrate skills and processes during
clearly enough to be heard.
shared and guided writing.

Pupils should be taught to:  Join sentences with and; use other simple linking words; explain
what ‘connect’ means.
 leave spaces between words
 join words and clauses with  Introduce the term punctuation; recognise sentence boundaries
and in spoken sentences.
 begin to punctuate sentences  Sequence a few sentences to write a simple story or recount of
using a capital letter and a full real events.
stop  Use Scaffolding Emergent Writing as a regular routine for some
 begin to punctuate sentences pupils, for as long as is required (www.mcrel.org).
using a question mark or  During shared writing, model and emphasise the capital letter
exclamation mark and full stop, to demarcate each sentence.
 use a capital letter for names
of people, places, the days of
the week and the personal  Talk about describing words such as pretty, new, blue, fierce,
pronoun ‘I’ in readiness for introduction of adjectives.
 learn the grammar for Year 1
in English Appendix 2
 use the grammatical  Find opportunities to make books; write letters; create posters;
terminology in English make up stories.
Appendix 2 (Year 1) when  Find opportunities to practise Standard English forms, e.g. role-
discussing their writing. model formal language when pretending to be a king or a
duchess.
 Share pupils’ special keepsakes in a box, to stimulate writing.
 Write to an imaginary character (can use a soft toy) which
responds to the class (writing with a purpose to an audience).
 Write from real experience, describing real objects, people,
places etc.

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