patterned writing

	Scaffolding Literacy
Introduction Reaching All Children Strategies Book Selection Book Selection: 27th Annual African Hippopotamus Race Low Order Book Orientation Scaffolded Conversation High Order Book Orientation Fluent Scaffolded Reading Transformations Scaffolded Spelling Reconstructured Writing Patterned Writing Writing Plan for 27th Annual African Hippopotamus Race Writing Samples Book List Contact Us	Patterned Writing There came into view, travelling fast, a sleek, low, shiny, bright red sports car, with flashing silver wheels, and behind the steering wheel sat a huge hippopotamus. He was the biggest hippopotamus Edward had ever seen, almost black in colour, with bright white teeth fixed in a hard grin. Patterned writing supports children to use studied language choices in other writing. A context similar to that of the original text is devised. Studied language choices are used in the new context. To pattern writing on the above text, we decided that another vehicle would come into view and that someone else would be inside (on) the different vehicle. First, we had to provide knowledge about the new subject field. To do this we collected books and magazines about vehicles. We gave the children browsing time, and time to share knowledge of different vehicles. Informal oral practice in the form of games was then given in describing different objects, using describing words, a classifying word, and a phrase starting with 'with' after the name of the object. In this way, the children used these language features in many contexts. This allowed them to become very fluent in using these language choices. This took some time. It included instruction in the use of a thesaurus to assist in the selection of describing words. Next, for particular vehicles, we talked about who might be in such a vehicle and where they might be sitting. We were now ready for jointly constructed patterned writing. To do this:- Display the plan that was used for the reconstructed writing. Tell the class which of the discussed vehicles and occupants will provide the topic. (Groans of dissent are countered with, "This is the one we are writing as a class. Tomorrow you will be able to write about the one you choose.") Make a new writing plan by writing keywords beside the keywords on the original plan. These keywords will have the same function in the new text as the original keywords. Decide how to write about each keyword. There will now be much talk about language choices. The teacher makes the final decision about what to write, with reference to the talk about language choices. The teacher writes. Note that jointly constructed writing gives the teacher the opportunity to show children how to encode words as described for Easy Spelling. It is also an opportunity for the teacher to show how to check spelling in a dictionary. Proceed keyword by keyword. Use the new text for spelling and Easy Spelling. The next day, talk again about vehicles and occupants. Remind children about the jointly constructed writing. Give children a copy of the writing plan, with space beside the keywords for their own keywords. Children fill in their plan. Children write individually. Some children may jointly construct another text with the teacher. Children read their writing. The teacher discusses which language choices they have used successfully. EXAMPLES There came into view, moving slowly, a dented, paint speckled, noisy orange scissor lift, with an extendable platform, and behind the controls stood a tall electrician. There came into view, galloping smoothly, a striking, majestic, black hoofed, chestnut horse, with a flowing mane, and towards the front of the saddle sat a famous jockey. There came into view, travelling quickly, a bright red jeep, with tinted windows and power steering, and behind the steering wheel sat a famous jeep driver. There came into view, travelling slowly, a dented, old, red ute, with dusty windows, and behind the steering wheel sat a tired farmer. There came into view, sailing slowly, an enormous, impressive, gold and red ocean liner, with sparkling glass windows, and behind the controls sat a well-dressed sailor. There came into view, travelling quickly, a dark green, dirty, Sabury Forester, with squashed bugs on the front window, and behind the driver sat a little girl called Isabelle. There came into view, travelling fast, a big, new, spotless, red trail bike, with dirt wheels and full suspension, and behind the handlebars sat a stunt rider. There came into view, travelling smoothly, a shimmering, shiny, glittering blue boat, with a new sliver motor, and behind the controls sat Graeme. There came into view, travelling smoothly, a shiny dark blue sports car, with glaring lights, and behind the steering wheel sat Britney Spears. Back to Writing Plan

Scaffolding Literacy

Patterned Writing

There came into view, travelling fast, a sleek, low, shiny, bright red sports car, with flashing silver wheels, and behind the steering wheel sat a huge hippopotamus. He was the biggest hippopotamus Edward had ever seen, almost black in colour, with bright white teeth fixed in a hard grin.

Patterned writing supports children to use studied language choices in other writing. A context similar to that of the original text is devised. Studied language choices are used in the new context.

To pattern writing on the above text, we decided that another vehicle would come into view and that someone else would be inside (on) the different vehicle.

First, we had to provide knowledge about the new subject field. To do this we collected books and magazines about vehicles. We gave the children browsing time, and time to share knowledge of different vehicles.

Informal oral practice in the form of games was then given in describing different objects, using describing words, a classifying word, and a phrase starting with 'with' after the name of the object. In this way, the children used these language features in many contexts. This allowed them to become very fluent in using these language choices.

This took some time. It included instruction in the use of a thesaurus to assist in the selection of describing words.

Next, for particular vehicles, we talked about who might be in such a vehicle and where they might be sitting.

We were now ready for jointly constructed patterned writing.

To do this:-

Display the plan that was used for the reconstructed writing.
Tell the class which of the discussed vehicles and occupants will provide the topic. (Groans of dissent are countered with, "This is the one we are writing as a class. Tomorrow you will be able to write about the one you choose.")
Make a new writing plan by writing keywords beside the keywords on the original plan. These keywords will have the same function in the new text as the original keywords.
Decide how to write about each keyword. There will now be much talk about language choices. The teacher makes the final decision about what to write, with reference to the talk about language choices.
The teacher writes. Note that jointly constructed writing gives the teacher the opportunity to show children how to encode words as described for Easy Spelling. It is also an opportunity for the teacher to show how to check spelling in a dictionary.
Proceed keyword by keyword.
Use the new text for spelling and Easy Spelling.
The next day, talk again about vehicles and occupants.
Remind children about the jointly constructed writing.
Give children a copy of the writing plan, with space beside the keywords for their own keywords.
Children fill in their plan.
Children write individually.
Some children may jointly construct another text with the teacher.
Children read their writing.
The teacher discusses which language choices they have used successfully.

EXAMPLES
There came into view, moving slowly, a dented, paint speckled, noisy orange scissor lift, with an extendable platform, and behind the controls stood a tall electrician.

There came into view, galloping smoothly, a striking, majestic, black hoofed, chestnut horse, with a flowing mane, and towards the front of the saddle sat a famous jockey.

There came into view, travelling quickly, a bright red jeep, with tinted windows and power steering, and behind the steering wheel sat a famous jeep driver.

There came into view, travelling slowly, a dented, old, red ute, with dusty windows, and behind the steering wheel sat a tired farmer.

There came into view, sailing slowly, an enormous, impressive, gold and red ocean liner, with sparkling glass windows, and behind the controls sat a well-dressed sailor.

There came into view, travelling quickly, a dark green, dirty, Sabury Forester, with squashed bugs on the front window, and behind the driver sat a little girl called Isabelle.

There came into view, travelling fast, a big, new, spotless, red trail bike, with dirt wheels and full suspension, and behind the handlebars sat a stunt rider.

There came into view, travelling smoothly, a shimmering, shiny, glittering blue boat, with a new sliver motor, and behind the controls sat Graeme.

There came into view, travelling smoothly, a shiny dark blue sports car, with glaring lights, and behind the steering wheel sat Britney Spears.

Back to Writing Plan