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Guided writing serves as a scaffold to independent writing. Teachers discuss and model writing strategies with students. These can include using acronyms, templates, and writing frames. More or less support can be provided depending on the needs of students.
Guided writing is an effective way of modelling the structure and language of a range of text types. It also supports students to sequence and structure their ideas to meet the purpose of the writing task. Differentiated support can easily be provided by giving more or fewer prompts/starters. As students become familiar with the form, less support can be given.
Watch this video to see a year 13 class using guided writing for economics
Teaching and learning sequence planning examples:
Primary level:
Secondary level:
Modelling/Modelling book/Annotating a text: The teacher provides a model of good writing and explicitly highlights the linguistic and language features and learning outcomes for the students. The exemplified model text is kept for further reference by students’ e.g. in a large book, or on a chart. Students often glue a copy into their own exercise book which they may also exemplify, etc. modelling can be a form of shared or guided writing. Modelling makes learning visible.
Watch this video to see a teacher using modelling in her year 5–6 social studies class
Teaching and learning sequence examples:
Supporting English Language learning in primary Schools (SELLIPS) also provides examples of modelling
Primary and secondary:
Quick writing is a form of note taking that helps students to remember what they know and understand. It can also be used to help explore and clarify ideas. Students are given a short amount of time to give quick reactions, feelings, and ideas in response to prompts. The writing is for personal use and can be brief, informal, and incomplete. After writing, students can share ideas and new learning in pairs and/or groups. Quick writing benefits students who are not confident orally as they have time to think and writing enables them to share more easily in pair and group work. Students can also be encouraged to write in their first language.
An alternative form of quick writing is for students to choose their own topic to write about, and then they write as much as possible on the topic within a fixed time period (e.g. 10 minutes). This activity is repeated daily. Students add up the number of words they wrote and try to increase the number over words over time. This activity helps to improve writing fluency.
Watch this video to see a year 11 geography class using quick writing
Pass it on writing is used to share ideas and writing techniques and to scaffold learners to write independently.
Each group brainstorms their ideas on a topic and jots them down. When they are told to start writing, each student begins writing independently on a separate piece of paper. When the teacher says "Pass it on", students pass their writing to the next person. They read what has been passed on to them and continue writing on their neighbour's paper until the next "pass it on". At the end, the group decides on the best text to share with the class.
Watch this video to see a year 11 class using pass it on writing
Verb stories are a skills flow activity so students use all four modalities of language: listening, speaking, writing, and reading. Verb stories help students to focus when listening, and to notice and use correct verb forms. They also help students to retell stories with appropriate scaffolding orally and to write a retelling of the story using correct verb forms.
The teacher tells a story and as the teacher talks they write the verbs on the whiteboard, each verb on a new line. The students then retell the story, using the verbs as prompts. Retell the story several times for practice. They can then write the story and compare their version with the original. In this way a skills flow is used – the students listen, and then speak, and then write, and lastly they compare and notice the language differences.
Watch this short video to see a year 11 geography class using verb story
Writing frames provide a language scaffold that helps support students as they write so that they can concentrate on communicating what they want to say. The frame or outline, summarises the structure of the planned text and provides prompts, which may include questions, key points, or sentence starters, that are designed to help the students fill in the outline. By using the frame students become increasingly familiar with the language and linguistic features used so that they can achieve.
A Text frame scaffolds the text structure of a genre in the same manner as a writing frame.
Watch these short videos to see writing frames being used in a primary context and in a secondary context
Primary level
Secondary level
A Listening round or Round-Robin is a technique to ensure that all students have a voice and that students who might otherwise monopolise a conversation do not limit anyone else's opportunities to participate.
In a Listening round, students share their ideas in a group. Each participant has a turn to offer her or his answer. Nobody should interrupt the person who has the floor. Agreement, disagreement or surprise can only be communicated kinaesthetically. Nobody can pass. If a participant's answer is similar to or the same as prior ones, the person has to start by acknowledging peers who had similar ideas.
A Listening round provides opportunities for noticing and hearing new language for English language learners. It gives opportunities for forced language output for all students.
Watch this video to see Listening round/Round-robin being used in a year 10 social studies class
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