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Writing Teaching Sequence – adapted from Babcock ldp

Key Stage: 1/2

Text: Augustus and his Smile
Length of sequence: 3 weeks
Key learning Outcome

To write own story based on the structure of Augustus and his Smile

Elicitation Task:
Write a story based on own experience, about losing something that matters to them (Base on Dogger)
(What have you lost, where did you look, how did you find it in the end?)

Use the outcomes from this to adapt the medium term plan and sequence
Reading Writing Grammar
Develop pleasure in reading, motivation Yr1 Write sentences by saying out
to read and vocabulary understanding by: loud what they are going to write Grammar Terminology
Listening to and discussing stories and about. Yr1 full stop, capital letter
non-fiction at a level beyond that at
which they can read independently Yr1 Sequencing sentences to form
short narratives
Yr1 encouraged to link what they read or
hear read to their own experiences Yr1 Discuss what they have written
with the teacher or other pupils

Understand books they can read

accurately and those read to them by
drawing on what they already know or on
background information and vocabulary
provided by the teacher

Spoken Language

Working at age-related expectations Working above age-related expectations

 Write a story in punctuated sentences using  Use powerful verbs
the structure of the text
 Use verbs accurately in the past tense
 Use adjectives to expand the noun
 Present text and illustrations to enhance the

Guided group writing targets: see weekly plan

Gp 1 Gp2 Gp3 Gp4 Gp5

Teaching Guided Work linked to Learning

sequence (I can … / I
know… / I
Familiarisation/ Immersion in text/Analysis

© 2014 Babcock International Group

Writing Teaching Sequence – adapted from Babcock ldp
(Learning and remembering, boxing up, book talk, writer talk,
sentence level, warming up the word, generating success criteria)
 Map and learn the story and teach to the children. Ensure that
they know the story really, really well.
 Activities to interact with the text: sequencing, re-enacting
outside: Hot seat Augustus
 Movement activity based on the verbs in the text
 BookTalk: Likes/dislikes/puzzles/patterns or raising questions as
you share the text. Model coming back to the puzzles or
conflicts and discussing them further.
 WriterTalk: Pick on some of the puzzles or patterns that they
have picked out and begin to look at how Catherine Rayner
made us feel like that… Begin to add to the writers Toolkit
Sentence Level Work:
 Adjectives/expanding noun:
o Look through and collect all the nouns/things
o What do we know about these things?
o Teach about what adjectives are and how they can be in
a phrase. Write on cards and model making some
similar phrases (e.g. small, shiny beetle/green, china
o Warming up the word activities: use an image linked to
innovation. Generate as many adjectives as we can to
describe the setting or character, create noun phrase
with two adjectives.
o Explore superlatives (Deepest, biggest, tallest).
Experiment with linking these to other things e.g. the
tallest teacher, deepest well, make some more –est
words (silliest, smartest,) Could link back to illustration.
 Verbs: collect the verbs from the text: act them out. Play a
charades type game to think of more movement based verbs.
Choose a couple of sentences to pattern (He swam to the
bottom of the deepest ocean and splished and splashed with
shoals of tiny fish) Talk about how the sentence works
(especially the verbs and adjectives). Pattern that sentence in
another context (innovate one) e.g. He galloped to the edge
of the greenest jungle and peeped and peered at the dangly
 Generate a verb wall…how many can we think of.
Ensure that you have generated your writer’s toolkit

INNOVATE: Lion loses his roar?

(Outline innovate task, mirror key activities, boxing up, modelling
capturing ideas, shared writing)
 Model boxing up Augustus and introduce the Lion loses his roar.
© 2014 Babcock International Group
Writing Teaching Sequence – adapted from Babcock ldp
 Give children time to generate lots of ideas for what that story
might be like.
 Share ideas for where he might go and repeat the adjectives
and verbs activity
 Model boxing up for the innovate
 Model changing story map to tell the innovate story.

Shared Writing:
 Model writing the text over a couple of days referring to the
writerly knowledge chart and what children need to get better
at in writing.
 Model editing and revising with the class (writer talk) as you
move through writing the story with reference to the writerly
knowledge chart and the impact on the reader

Capturing Ideas
INVENT: Children write their own losing story
(outline invent task possibilities, learning and remembering own
texts, choosing/selecting/organising ideas, boxing up)
 Revisit ideas for stories and add to. Get them to choose quite
quickly. Could work in pairs.
 Box up their own idea and check it works
 Move onto story mapping and adding detail to their story
including writer’s toolkit features
 Write independently

Boxing up
Imitation Innovation Invention
Augustus and his Smile Lucas and his roar children choose their own
He’s sad because he’s lost his smile He’s frustrated because he’s lost his
He sets off: HUGE stretch He sets off with a yawn
Looks in different places: Looks in different places:
 Under bushes  Bottom of the deepest
 Top of tallest trees canyon
 Mountains  etc (differentiate how many)
 Ocean
 Desert
 Through rain
He finds it under his nose He finds it because something
makes him angry
Realises he hadn’t lost it at all Realises he hadn’t lost it and that he
just needed to be more confident

© 2014 Babcock International Group