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Reading into Writing Approach

Reading into Writing Approach


At Cronton we believe that immersing children in a range of high quality texts leads to effective writing outcomes. Therefore, we use a reading into writing approach for our English units. We use School Improvement Liverpool planning to aid us with this, but have sourced our own high quality texts, making links with the wider curriculum in each year group where appropriate. 


Each English unit follows a three step process. 

1. Immerse (3-4 days)

This is where the children are immersed in the focus genre with lots of reading. 
Examples of activities for these lessons include: 

  • reading several examples or extracts of the genre
  • speaking and listening and role play
  • 'magpie' vocabulary and literary language to use 
  • incidental writing opportunities like mind-maps and notes on post its


2. Analyse (1-2days)

This is the time to identify the key features of the genre through discussion and text marking.

Examples of activities for these lessons include: 

  • giving examples of What a Good One Looks Like (WAGOLL)s and text mark together, drawing up a success criteria. This can be displayed on working wall and used in books for writing lessons
  • showing What a Bad One Looks Like (WABOLLs) and up-level together using success criteria
  • grammar features relevant to this genre
  • presentational features relevant to this genre


3. Write (5 days)

We follow a scaffolded, modelled writing approach. Write lessons include opportunities for the children to edit and improve their written work. 

  • Teacher models how to plan an example of the text type, using all the elements captured in the Immerse and Analyse days and the children to then have a go at writing a plan for the different example they will be writing in the text type
  • Teacher models how to write the introduction for their example and the children to then have a go at writing their introductions
  • Teacher models how to improve their plan/introduction and then the children have a go at improving their own.
  • Teacher models the next couple of key features of the text type; children have a go for themselves.
  • Teacher models improving the text, children have a go for themselves.
  • Teacher models writing the ending for the text type and re-evaluates it against success criteria already agreed and shown on working wall