Writing - Jane Considine Approach
At Reddal Hill we have adopted 'The Write Stuff' by Jane Considine, to bring clarity and consistency to the mechanics of writing and to enable our children to write effectively and coherently. As a school, all children from Year 1 to Year 6 learn to write through the Write Stiff approach. This was developed by teacher and leading English consultant, Jane Considine. It is a fun, creative and rigorous approach to develop children's writing. This approach allows children to apply basic skills, vocabulary and grammar knowledge to write effective sentence, which are full of impact and keep the reader interested.
In The Write Stuff approach to writing, children explore high level, rich vocabulary and are taught grammar in context through different writing lenses on the Writing Rainbow. There are three lenses used to support children with their writing:
Fantastics – ideas for writing
Grammaristics – tools for writing
Boomtastics – writing techniques.
The Write Stuff is based on two guiding principles; teaching sequences that slide between experience days and sentence stacking lessons.
As part of the teaching sequence, teachers plan experience days, sentence stacking lessons and independent writing sequences.
Experience days immerse children in experiences linked to their writing and drench them in vocabulary linked to the lenses in ‘The Writing Rainbow’. From the experience days, children take part in the sentence stacking lessons. Sentence stacking lessons focus on writing three sentences which focuses on the lenses from the rainbow.
‘The Write Stuff’ follows a method called ‘Sentence Stacking’ which refers to the fact that sentences are stacked together and organised to engage children with short, intense moments of learning that they can immediately apply to their writing.
An individual lesson is based on one plot point from the text, broken into three learning chunks:
This part of the unit is heavily scaffolded with lots of teacher input, modelling of vocabulary, sentence construction and the use of grammar with reference to the 3 writing lenses.
During the initiate section, children ‘chot’ (chat and jot) down their ideas from stimulating resources, such as pictures, music and drama. The children are encouraged to use ‘kind calling out’ where they call out examples of vocabulary, adverbs, onomatopoeia etc.
During the model section, the teacher prepares children for writing by modelling the ideas, grammar and techniques of writing taken from the writing rainbow.
In the enable section, children write their own sentences, taking the opportunity to deepen the moment. ‘Deepen the Moment’ is where children are challenged to independently draw upon previously learnt skills and apply them to their writing during that chunk.
Following the sentence stacking, children are given the opportunity to show what they have learnt by planning and writing their own independent piece of writing. After they have written their independent piece, their work is marked by the class teacher who identified aspects of their written piece to be edited. There are 3 elements to the editing:
E1 Edit: The Revise
Edit Type 1: These are often ‘little’ adjustments or changes and tend to fall into one of these categories; spellings, missing words or punctuation.
E2 Edit: The Rewrite
Edit Type 2: Children are asked to rewrite a sentence if it doesn’t make sense, this could be restructured or generally improved.
E3 Edit: The Reimagine
Edit Type 3: This is when the writer wants to add more sentences to develop an idea further. For this, the children are shown how to use ‘editing flaps’. Editing flaps are extra pieces of paper that stick onto their writing and show the additional sentence added to their work.
Having followed the Write Stuff approach, children should be able to:
To speak clearly, fluently and coherently, to be able to listen attentively with understanding, pleasure and empathy and contribute to group discussion.