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Stage 3: Moving from innovation to independent application

      The teacher now has the opportunity to assess the children’s work and to adapt their planning in the light of what the children can actually do. This stage could begin with some activities focused on helping the children understand aspects that they were having difficulty with and should include time for the children to have a go at altering their work in the light of what they have just learnt so that they start to make progress. This stage will continue to focus on the next steps needed to support progress so the children can become independent speakers and writers of this type of text.  Perhaps some more examples of the text are compared followed by more shared writing on a related topic and then the children can have a go themselves on a related topic of their own choosing. Typically, teachers work with the children to set ‘tickable targets’ which focus on aspects that they need to attend to. Again this section will end with response partner and whole class discussion about what features really worked, followed by  an opportunity to polish your work. This process also helps the children internalise the toolkit for such writing so that it becomes a practical flexible toolkit in the head rather than a list to be looked at and blindly followed. At the end of the unit, the children’s work should be published or displayed.  The teacher will now have a good picture of what features to focus on in the next unit to move the children forward.

It is important to provide children with a purpose for their writing so classroom display or some sort of publishing is useful.
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Talk4Writing logo“The most important elements of the process, however, were the shared writing and communal re-telling of our shared text.” - Maria Wheeler, teacher from Lewisham Talk4Writing non-fiction project