Senior Weekly Writing Planner: Term 4 Week 10 VOICES STRATEGIES-

WEEK 8- Personal Writing I My ideas are related to the topic title

Biographies / Text Responses
Year 3
Understand that paragraphs are
a key organisational feature of
written texts (ACELA1479)
Reread and edit texts for
meaning, appropriate structure,
grammatical choices and
Curriculum punctuation (ACELY1683)
Code/
Plan, draft and publish texts
I can demonstrating increasing control
statement: over text structures and
language features and selecting
print and multimodal elements
appropriate to the audience and
purpose (ACELY1682)
I can change the tense of verbs
to match the tense of my writing
(ACELY1683)
C Add punctuation marks to show where to stop and
pause
Year 4
Understand how texts are made
cohesive through the use of
linking devices including pronoun
reference and text connectives
( ACELA1491)
Recognise how quotation marks
are used in texts to signal
dialogue, titles and quoted
(direct) speech (ACELA1492)
Plan and publish imaginative,
informative and persuasive texts
containing key information and
supporting details for a widening
range of audiences,
demonstrating increasing control
over text structures and
language features. (ACELY1694)
Year 5 Year 6
Plan, draft and publish Plan, draft and publish
imaginative, informative and imaginative, informative and
persuasive print and multimodal persuasive texts, choosing and
texts, choosing text structures, experimenting with text
language features, images and structures, language features,
sound appropriate to purpose images and digital resources
and audience (ACELY1704) appropriate to purpose and
Develop a handwriting style that audience (ACELY1714)
is becoming legible, fluent and Reread and edit students own
automatic (ACELY1706) and others work using agreed
Reread and edit student's own an criteria and explaining editing
d choices (ACELY1715)
others work using agreed criteri Develop a handwriting style
a that is legible, fluent and
for text structures and language automatic and varies according
features (ACELY1705) to audience and purpose
(ACELY1716)

Session 1 Session 2 Session 3 Session 4

Explicit Teaching
Writing Expand Vocabulary
Prompts: Prefix and Suffix
Explicit Teaching Independent Writing Guided activity
Modelled Writing I My ideas are Sharing
I My ideas are related to the topic Independent Writing
related to the topic title C- Add punctuation
title marks to show where
to stop and pause.
 Spelling Groups to be done in Read through an Information
your own class. Report or a Biography.
Brainstorm the sounds: Take note of the paragraphing
er as in ladder, dollar, doctor, etc and that the ideas are
Students then choose some separated into paragraphs or
for spelling tasks. sections with sub headings
Conventions: Choose based on information of
something that your class similar nature. Ie-
needs working on. Early Life
Whole Group Prefixes and Suffixes are Career
session (How in the Year 4 book to focus Personal Life
are you on Achievements
teaching the
When you then write a
strategy?
modelled text on the board,
or look at one on the IWB,
take note of the headings or
paragraph themes.
http://www.timeforkids.com/fil
es/2011-07/biosampler.pdf
here is one online I will also
give you some hard copies of
others.
Focus Group: Sustained writing (20mins):
(What students Students are to write a
biography based on someone
are you else.
working with? Students use a mindmap with
Guided their seedbook to begin
reading/recipro planning and drafting their
biography.
cal
Research, note-taking on the
reading/strateg person of their choice.
y being
Students write theirs and Read your work aloud to a
using the proforma, ensure partner. Make sure they can
their sub-headings and the see the text you are reading
paragraphs are relevant to so they are critiquing the
each other. use of punctuation. Has the
punctuation all been put in
the correct spots? Is there
any addition punctuation
that would add to the
reading of the text? What
about question and
exclamation marks?
Once it has been read aloud
and critiqued for adequate
punctuation, writer may go
on and continue adding
detail.
Sustained writing (20- Sustained writing (30mins):
30mins): Continue to refine and add
Start to flesh out their details to the writing,
biography using longer making the text longer and
sentences and include more more informative for the
detail and better words. reader.
Are they using paragraphs
and sub-headings to direct
their information?
practised)
Choose 2 students to share Choose 2 - 3 students to Choose 2 3 students to
their Plan. reflect on their writing. reflect on their Biographies.
Reflection: