ABSTRACT
Lessons have more structure - children are allowed time to think about what they will need to write. More planning goes into the activities that precede the writing task. I plan the questions I will ask and try to use more open questions. I have a greater awareness of different levels of capability in speaking and listening as well as writing. I do not expect children to produce an extended piece of writing unless different aspects have been clearly modelled. I let children 'try out their ideas' with each other. I have attempted paired writing in addition to producing one piece each. I encourage children to work in different partnerships, i.e. same/different ability, sex, age. I work with partnerships across the curriculum. I now fully believe in the children having knowledge and understanding before they write - without giving them a foundation on which to work is unproductive. They also need time.
