20.11.20 – Big Write – Year 4
Over the past 3 weeks, the children have been learning about Roman Myths. The children have immersed themselves in the story of Romulus and Remus.
Today the children put all their learning into their final Big Write.
We wrote our very own Non-chronological reports about a dragon of our choice! We responded to marking with our purple progress pens before setting up our writing stations ready to become authors of our very own reports! We proof read each other’s and were critical friends offering positive and constructive feedback. Some reports have even been published ready for our Viking museum!
Over the last three weeks, we have been focusing on our whole school topic of ‘My Compass for Life’. This morning, we are writing our biographies about an inspirational figure. Next week (Friday 28th September), these biographies will be on show at our celebration event.
In preparation for our year 3 residential, we have been learning about the StoneAge, Iron Age and Bronze Age. We have been researching lots over the last few weeks and have also been using our home learning to help us write a chronological report about these three eras. Today, we have written our final chronological reports.
After enjoying the snow yesterday, Year 3 came back to school ready for their big writes today. We wrote a play script based on our favourite Greek myth. Miss Souter and I can’t wait to read them all later!
Take a look at some of our children’s BIG WRITE work. Can you spot where they have been successful?
Today, year 3 have been writing their non-chronological reports about the lightbulb. We have learnt about Thomas Edison, how a lightbulb works in a circuit and how light bulbs have changed people’s lives.
It is Big Write day – our final Big Write of Year 3! We are retelling the story of ‘The Little Red Hen’ using our own characters. I can’t wait to read them later!
Willow class produced some excellent rhyming poems today in their “Big Write” with Miss Jones. This literacy topic has been led by Miss Jones as part of her final teacher training placement with Plymouth University. Well done guys!
This morning, we looked at our poetry that we did last week and responded to the comments made by our teachers.
We helped each other to pick out the good language features we had used such as the rhyming couplets, prepositions and questions, as well as making corrections.
Year 2 wrote their under the sea poems today.
Have at look at some of our verses. Can you read them with expression?
Year 4 are undertaking our end of unit big write today. It was lovely to see so many of them making use of all the resources and previous work to help them make their story the best it can be.
Target flaps.
Whiteboards.
Powerful adjective lists.
Replacements for ‘said’.
Spell checkers.
ISPACE
Story maps from earlier in the unit.
Holly class have been very resourceful to plan their Big Write this morning, using a range of helpful strategies! Their balanced arguments are going to be fantastic!
What has made your writing successful?
In pairs, the children took the time to look at the great features of writing that they had included in their big writes and the things that they could be improved upon.
We found conjunctions, adverbs of time, capital letters for proper nouns and exclamation sentences.
What fantastic writers we are!
18.11.16
We were running out of paper in our big write today, and here’s why: the children couldn’t stop writing!
They loved retelling the story of Rama and Sita, using all the story language they had learned over the past three weeks. Amazing work Willow Class!
Year 3 have worked really well collaboratively to peer mark their Big Writes. They have identified all the fantastic bits in their bear non-chronological reports and have made some changes to make them even better!
Today, the children have been working collaboratively to mark each others Big Writes from Friday. The children are able to identify the areas they have been successful in, and in turn have been able to see the areas to improve for next time.
Today is the first time that the children have collaborated to mark their own learning. They worked together in pairs to mark their books. They had to go beyond thinking about green is good and pink is something to think about and really understand WHY it is pink or green.
They tried really hard and spotted great things such as: capital letters for proper nouns, conjunctions and some super handwriting.
This year, the children are going to be getting to grips the marking behind the Big Write. Working in partners, the children will be able to identify the amazing parts and their areas for development. Today the children had their first go, here is a few pictures to show you what they got up to.
With the end of our literacy block, comes our Big Write!
Today Ebony class have been incredibly focused on writing their autobiography. They’ve shown great resilience, collaborated and supported one another, as well as being resourceful. Dictionaries, sound mats, punctuation charts, ISPACE sheets are out alongside their home learning and literacy books.
Well done class, keep up the great work!
The children have made sure they are being resourceful (one of our learning values) to set them up to succeed during our ‘Big Writes.’
They have used resources such as: ISPACE sheets, dictionaries, spell checkers and word banks.
We’ve been effectively using the spell checkers to help us spell impressive words which we have used in our ‘Big Writes.’
We have used emotive language and powerful adjectives to persuade our readers to adopt an endangered animal from the Amazon.
This morning, Year 6 have completed their last ever Big Write! And what a Big Write it has proved to be!
The children focused incredibly hard to produce some incredible writing, showcasing their skills at writing highly descriptive narratives, while also incorporating the use of the passive voice, direct and reported speech, and high-level punctuation like semicolons and colons.
Well done Year 6 – you should be incredibly proud of the accomplished writers you have become!
Here’s an example of a fantastic introduction from our Big Write today. Jake is extremely proud of his presentation. He has also achieved his target which is to use sophisticated connectives. Can you spot them?
Today we showed off our literacy skills when completing our “Big write”which was “what I want to do when I grow up” . We enjoyed talking and finding out about our jobs. We had to focus on using good spelling, punctuation
and presentation.
Palm Class were vocabulary detectives in our literacy session…
We collaborated together to find all the technical vocabulary in an explanation text about the life cycle of a butterfly.
There were lots of new words for us to discuss and define the meaning of.
We all discovered plenty of exciting vocabulary we hope to use in our own explanation about the butterfly life cycle. Which words will you magpie for your Big Write?
Here is a short list of just some of the technical words we found:
-
metamorphosis
-
species
-
cylindrical
-
hatch
-
transformation
-
appetite
-
caterpillar
-
pupa
-
emerged
-
hemolymph
-
flight
-
chrysalis
Pick 4 of these words to explain to someone at home.
Can you think of a way to remember how to spell them for your Big Write?
This morning, Year 5 have ventured into their Big Write’s with enthusiasm and determination. With only 4 days of focused learnings not this topic, they are proving how amazing they are at understanding a complex process and being able to explain it clearly!
Well ill done Year 5!
Year 6 have written their animal myths today, creating some spectacular tales to explain how different creatures came into existence. If you have ever wondered how cheetahs, armadillos, howler monkeys, toucans, tigers or stingrays came to be (or many other creatures too…), pop into Year 6 to read our myths – prepare to be seriously impressed!
29.04.16.
Caterpillars are wingless creatures. There are lots of species of caterpillars because they come in lots of shapes and sizes. Caterpillars are colourful and some are patterned to warn predators. Did you know that caterpillars are herbivores? They eat juicy grass and crunchy leaves.
Butterflies eat nectar from any type of flower. They are born from a cocoon with beautiful delicate wings to flutter.
Some caterpillars can be camouflaged because they are the same colour as the green leaves.
A dragonfly has transparent wings and two compound eyes.
If you want to discover more fascinating facts about spiders you can find them in dark creepy corners in your garden.
Wow! What fabulous facts you have included in your non-chronological reports Palm Class!
Terrific titles, outstanding openings, super subheadings, punctuated paragraphs, sensational summaries and a variety of technical vocabulary!
Explain your answers to the following questions below to someone at home and discuss the features of a successful non-chronological report.
-
What does the title tell you?
-
Why do you need to write an opening?
-
What do subheadings tell you?
-
Where might you use technical vocabulary? Give two examples of technical vocabulary you used in your report.
-
What is a summary?
After two weeks of preparation, Willow Class spent the morning on their Big Write: a persuasive letter inviting all the local bugs to our school’s Bug Hotel.
Willow Class brought together all the hard work and planning they had done to create an exciting and inviting letter, which included persuasive language and powerful adjectives to attract the bugs.
From draft to draft, they built up their writing skills which helped them to perfect their final masterpiece. Now they can enjoy a well-earned long weekend!
BIG WRITE
Today the children came to the end of the persuasive writing topic, with their big write. The children worked extremely hard and used their learning to help produce some fantastic letters.
The pictures show the children using their resources to help with their writing.
Three weeks of hard work have culminated in Years 5 and 6 writing some fantastic balanced arguments today. Drawing on our visit to Paignton Zoo, research into the views and opinions of different people and organisations, heated debates, and much more besides, the children have written some amazing pieces discussing whether animals should be kept in zoos.
