The Bucks Write project has given me a new insight into teaching children and other staff within English and other subjects. Joint deconstruction allowed me to clearly see the needs for the children to fully understand the purpose of the text in front of them and that this needs to be broken down and taught to them, rather than this as expected knowledge. The importance of joint deconstruction highlighted the significance to allow time for oral discussions, developing vocabulary before writing was even considered. Due to this, the children felt confident to write, confident to attempt ambitious vocabulary and the secure knowledge of the structure to the specific genre given.
Dependant on the genre selected, grammar was taught away from isolation, allowing children to apply their skills immediately to the text selected. Based on the R2L assessments, it was clear that the low attaining children benefited from this approach, showing a significant increase in points awarded for mode and conjunctions
Dependant on the genre selected, grammar was taught away from isolation, allowing children to apply their skills immediately to the text selected. Based on the R2L assessments, it was clear that the low attaining children benefited from this approach, showing a significant increase in points awarded for mode and conjunctions
In the Classroom
In Year 3, we used deconstruction to analyse texts, incorporating how the reader has used grammar and structure to engage the reader. Our first attempt was looking at a non-fiction text on Killer Whales. We established the purpose of the text together and, in groups, the children summarised each paragraph in their own words. We then wrote key words on the boards to summarise each section, based on the children’s ideas.
We then re-read the text together, identifying how the author had used sentence structure to engage the reader with detail.
Together as a class, shared writing took place. The children initiated the ideas as I modelled the thought process before writing, the form of writing and then the reflective process afterwards. During this session, I encouraged the children to explain my mistakes, comment on the effect of the text and ways to improve. Once the children had been exposed to the text, deconstructed it, discussed the structure, vocabulary and grammar used, the children then used the key words and subheadings on the board to write their own Non-fiction text on Killer Whales.
Year 3 have also used deconstruction within narrative, using Jack and the Beanstalk as our stimulus.
To establish the genre of the text given to the children, genre families were discussed. The children established the purpose of the text, in the Killer Whale example, we established that the purposed was to inform and therefore focused on key information.
We then re-read the text together, identifying how the author had used sentence structure to engage the reader with detail.
Together as a class, shared writing took place. The children initiated the ideas as I modelled the thought process before writing, the form of writing and then the reflective process afterwards. During this session, I encouraged the children to explain my mistakes, comment on the effect of the text and ways to improve. Once the children had been exposed to the text, deconstructed it, discussed the structure, vocabulary and grammar used, the children then used the key words and subheadings on the board to write their own Non-fiction text on Killer Whales.
Year 3 have also used deconstruction within narrative, using Jack and the Beanstalk as our stimulus.
To establish the genre of the text given to the children, genre families were discussed. The children established the purpose of the text, in the Killer Whale example, we established that the purposed was to inform and therefore focused on key information.
Staff meeting
I have delivered a staff meeting on deconstructing a text, showing teachers examples of work from Y3 and offering advice and examples for teachers to try within their own class.
Hand outs from the Bucks Write project have been shared with other teachers to identify the structure from different genres, including phenomenon and consequences and episodes, problems and reactions.
Hand outs from the Bucks Write project have been shared with other teachers to identify the structure from different genres, including phenomenon and consequences and episodes, problems and reactions.
Impact
The children thoroughly enjoyed our deconstruction unit and the children felt confident in their own writing ability.
One child, ( LA) , referred to one of the lessons as ‘the best English lesson ever because I knew what to write about!’
Technical language improved across the whole year. Two parents, during parents evening, commented on how their child now enjoys writing narrative and non-fiction and they had never seen their child so enthusiastic about completing their homework on a non-fiction text.
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‘the best English lesson ever because I knew what to write about!’ |
Based on the data collected after our first deconstruction, 6/9 children from my focus group achieved 1 sub level higher based on their independent writing after joint deconstruction. This ranged from children working at a 2b – 3c.
Based on the Spring Data, all 6 focus children made at least 2 sub levels for their writing, but on the R2L assessment, all increased by 5-8 points. This assessment secured the knowledge that, due to modelling academic writing, the children understood the staging within different genres, using clear referencing, especially in dialogue.
Based on the Spring Data, all 6 focus children made at least 2 sub levels for their writing, but on the R2L assessment, all increased by 5-8 points. This assessment secured the knowledge that, due to modelling academic writing, the children understood the staging within different genres, using clear referencing, especially in dialogue.