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.