Inspiring Writing – Stimulus-based Imaginative Texts (Full) (FREE WITH PASSWORD)

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Inspiring Writing is a set of resources to support teachers and students in the teaching and learning of primary-school writing skills (preparing for writing through to reviewing and editing). These may be used on a whole-class, small group or individual basis as part of a regular school program, as part of a homework program, and/or to facilitate more effective differentiated writing instruction for students who need additional support or extension. This resource supports the development of skills in creating stimulus-based imaginative texts, a vital skill for students’ learning within the Australian curriculum framework.

Inspiring Writing is designed primarily to support teaching and learning in Stage 2-3 classrooms. Five levels spanning Early Stage 1 to Stage 3 can be used concurrently to scaffold and inspire children at various stages of their journey as writers. Each level builds on the one before, and students at different levels can work on related, similar-looking tasks at their own level at the same time.

The persuasive text resource sits within the Inspiring Writing framework, and includes planning, writing and editing scaffolds, encouraging students develop skills in all stages of the writing process, supporting them to develop tools and habits to enable them to do this with increasing independence, efficiency and success, with attention to developing the craft of writing.

This product includes all five levels:preparing, emerging, developing, consolidating and advancing.

PREPARING writers (pre-NSW ES1) have yet to develop formal writing skills and need significant adult assistanace to generate written texts. They may have some oral language skills and a beginning awareness of text and language structures and features including simple spelling and basic narrative structure. Inspiring Writing resources to support these students have a purple theme.

EMERGING writers (~NSW ES1/S1) are just beginning to utilise written communication and need significant scaffolding to support this. They are developing their oral language skills and beginning to apply these to written communication. They are being exposed to the foundations of text and language structures and features including verbs, nouns, prepositional phrases, time connectives, simple and complex sentences, basic punctuation, and skills in sequencing ideas and events. Inspiring Writing resources to support these students have a green theme.

DEVELOPING writers (~NSW S1) are those students who have some foundations in writing. They are developing their knowledge and use of text and language structures and features including simple and compound sentences and appropriate paragraph structure; adverbs, adjectives, articles, prepositional phrases, time connectives, conjunctions; consistent tense, noun-pronoun reference and subject-verb agreement; imagery  and wordplay; and a wider range of punctuation, including for speech. Inspiring Writing resources to support these students have an orange theme.

CONSOLIDATING writers (~NSW S2) have a sound foundation in the craft of writing and are working to consolidate this. They are developing their knowledge and use of text and language structures and features including first and third person, voice, modality; paragraph structure and the sequencing of details; text structures to support writing for different purposes; rhetorical devices, imagery and humour; consistent tense, noun-pronoun reference and subject-verb agreement; descriptive phrases and clauses; article selection; variation in sentence structure and length; and complex punctuation including for quoted and reported speech. Inspiring Writing resources to support these students have a blue theme.

ADVANCING writers (~NSW S3) are developing more sophisticated ways of writing and expressing themselves, and are engaged in refining their craft of writing. They are developing more targeted, synthesised use of those skills and features introduced to Consolidating writers; use of headings and subheadings; characterization; more sophisticated figurative language and careful word choice for a variety of audiences and purposes; and more sophisticated punctuation including parentheses and hyphens . Inspiring Writing resources to support these students have a red theme.

While each point of knowledge or skill can be taught within the Inspiring Writing framework, many of these will need to be addressed explicitly and separately before or during the writing process – as always, according to student need and teacher professional judgement.

Components

The following components are included in the Inspiring Writing stimulus-based imaginative textsresource pack:

Principles and Overview

Booklet title page

Neat Narratives – overview of purpose, context, structure and features of imaginative narratives

Planning Scaffolds:

• Look-Think
• Look-Ask-Imagine
• Observe-Ask-Imagine
• PA (Purpose Audience)
• PAN (Purpose Audience Notes)
• PLAN (Purpose Location/context Audience Notes)
• Story Slides – increasing in complexity for each level

Writing Scaffolds – increasing in complexity for each level:

• Burst Onto the Scene – crafting a great orientation
• Wowee Writing – developing the text
• The End/Resolution – encourage your students to finish with aplomb

Reviewing and Editing Scaffolds:

• increasing in complexity for each level
• Specific to imaginative texts
• Include self and peer-assessment
• Support NSW syllabus requirements for textural form, features and grammatical features.

Publishing prompt