Writing Workshop
Junior parents
March 2015
Writing focuses
 Arrange these writing focuses into
a pyramid shape, with the most
important aspect at the top and the
least important on the bottom
layer.
Effect on the Reader
 The most important aspect of writing
 Write interesting, imaginative and
thoughtful texts
 Produce texts which are appropriate to
task, reader and purpose
 Select appropriate and effective
vocabulary
Progression
 Which year group do you think each
example of writing is from?
 Can you order the pieces of writing
ending with the piece that is the
highest level?
Sentence Structure expectations
Level 2
 Writing simple and compound sentences
 Using connectives to extend sentences
 Some variation in sentence opening
 Using adjectives and adverbs to extend
sentences
 Use time connectives to order ideas
Sentence Structure expectations
Level 3
 Writing simple and compound sentences
 Begin to use complex sentences
 Use greater range of connectives (when,
while, so)
 Vary sentence openers
Sentence Structure expectations
Level 4
 Sentence structure varied
 Use complex sentences confidently
 Use range of connectives to develop
meaning (therefore, although, rather
than)
 Begin to create effects by varying
sentence structure
Sentence Structure expectations
Level 5
 Sentence structure varied for clarity and emphasis
 Use complex sentences for specific effects on the
reader
 Vary position of subordinate clause within
complex sentences
 Use wider range of connectives to clarify
relationship between ideas (on the other hand,
meanwhile)
 Sentences convey shades of meaning
Sentence Structure ideas
Dice game
Used to practise constructing sentences.
Can vary what each number on dice means to change
the focus of the game.






1 = if
2 = however
3 = but
4 = meanwhile
5 = therefore
6 = although
Sentence Structure ideas
Video clips
 Watch video clip
https://www.youtube.com/watch?v=7bZFr2IA0Bo
 Write 3 complex sentences, with subordinate clause
in different position, e.g.
 At beginning = On the deserted station, Paddington
waited for a train.
 In the middle = Paddington taught Mr Brown, who
looked bemused, who to roar.
 At the end = Paddington held on tightly, hoping it
would not collapse.
Sentence Structure ideas
Change it
Used to practise varying sentence openers.
Bertie dug a deep hole.
Add a ‘chunk’ to the beginning of the sentence using…
 an adverb (how)
 a time phrase (when)
 a ‘ed’ or ‘ing’ chunk
 a simile
 a where phrase
 an adjective
Sentence Structure ideas
Kung-fu punctuation
To help check for punctuation and
sense
Use it to check this piece of writing
Recommendations
Effect on the reader is most
important
Use your child’s interests – any
writing is valuable
Reading quality books is key to
writing development
Look out for Pie Corbett books!