This term, the children in Team AF have been looking at the familiar fairy-tale of Snow White. After reading the text, the children received a letter from Snow White’s mum informing them that Snow White was missing. The children focused on creating a wanted poster to help find Snow White. They then used another text driver, Snow White in New York to generate a recount of the events. The class focused on sentence structure, conjunctions and basic punctuation within their writing.
In nursery, we provide opportunities for mark making everywhere, both inside and outside to inspire the children to make different marks in purposeful situations.
The children have enjoyed making marks on large rolls of paper, with gigantic chalks on the playground floor, with their fingers in shaving foam and gloop as well as with pens and paper, Our writing area is very popular and some of our children often choose to draw and write linked to their interests. Some of us can write our names and some are starting to write some of the sounds in words to go with our pictures!
Our main aim in nursery is that children are confident to make a range of marks and talk about them. We provide the foundations for writing and we want every child to feel that they are a writer as we value all marks!
Wow! We are so proud of the children in the Robins this week as there has been so much independent writing! The children have been inspired to write independently in our continuous provision, applying the skills they have learnt during our Read Write Inc sessions.
Some children have chosen to draw pictures and write labels to match, some have written sentences about animals linked to our weekly theme and some have even written their own stories! As we have so many budding authors, we have taught the children how to make their own books to extend their interests. We cannot wait to see what writing can be produced next week!
During the course of the Spring Term, the children in Team AC have written a diary entry of their own retelling the events of The Great Fire of London as they unfolded over the four days that the fire lasted. The children thought carefully about the type of language they used within their writing and ensured where possible correct historical terms were incorporated. To support them, they have learnt how to sequence their ideas through story boarding to enable them to transfer this accurately in written form. The class have worked hard on the need to what they write to ensure that all sentences make sense and flow accordingly.
As part of Team CB's writing this term, the class have been creating their own newspaper reports linked to the Anglo Saxon invasion. To enable the class to do this, they firstly took on drama parts to act out the scene and support them in recalling events. They then dissected what features were needed within the text and any relevant grammar skills they may need to acquire before writing their own. If you would like to read all about it, why not look at the images below to see examples of our fabulous writing?
During this term, the class wrote their own newspaper articles linked to the assassination of the Archduke Franz Ferdinand and the start of the First World War. To ensure they were incorporating the correct features for this genre, the class analysed similar articles written during the war period before creating their own. Further to this, Team LG also looked at war poetry, taking into consideration the emotion portrayed within war poems. They also looked at elements of SPAMO and included this within their work where applicable.
During the Spring term, the children in Team GG have read the Stone Age boy. This was a great text to use as a hook into writing as it linked well with the history topic being taught in class. The children could then use their knowledge of understanding of the historical period of time within their own writing. Through exploring the events in the text and applying their historical knowledge, the children had the challenge of writing their own diary entry. Before they wrote their own, the class read through different extracts of diary entries to unpick the features, the language and the layout.
Wombwell Park Street Primary School,
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