Read to Write 

Read to Write is evidence-based teaching of writing through comprehensive units that have been carefully constructed so the entire statutory curriculum for English is covered from EYFS to Y6. They also enable us to draw upon the wider curriculum. This in turn helps to build a rich curriculum where Intent and Implementation leads to Impact and improved outcomes for children.

Read to Write aims to provide high-quality teaching of writing through high-quality literature. These detailed units of work focus on the use of engaging, vocabulary-rich texts, with a wealth of writing opportunities within and across the curriculum.

They are being implemented with great success because they also provide:

• Clear sequential Episodes of Learning
• Vocabulary learning and contextualised spelling, grammar and punctuation
• Wider reading for the wider curriculum
• Curriculum Enrichments
• High quality model Texts linked to writing outcomes
• A wealth of supporting resources

The Read to Write teaching sequence encompasses four distinct phases for each unit,

1. Immerse – in this initial stage, children get to know the book and explore vocabulary in great detail.
2. Analyse – in this second stage of teaching, children explore the text and language structures in greater detail and explore writer’s knowledge which enables them to use specific text structures in their own writing.
3. Plan – in this stage, children learn to gather their ideas and use concise planning to help build their own independent writing.
4. Write – in the writing phase children are able to use shared and modelled structures to draft, revise and edit their own work.

Our children are taught punctuation and grammar skills explicitly. This is done through initial identification and fluency of skills before application of those skills within sentences.  These skills are then assessed in completed pieces of writing. If they are still not secure with taught skills, children may then be given opportunity to work on these areas further as part of their feedback.

Children develop their skills through short, focused Daily Sentence Accuracy activities. These are another important element of Read to Write and encompasses word, sentence, and punctuation from the statutory National Curriculum programme of study for writing and Appendix 2 (Vocabulary, grammar and punctuation). Children must demonstrate using these skills across a range of writing to achieve end of year standards. This daily practice also helps build fluency and stamina for writing. Teachers explicitly model the focus for the lesson and children are able to rehearse and innovate their own ideas to ensure they develop the ability to write.