These are the pencils we use for our BIG write; they are just normal HB pencils wrapped in washi tape. Vocabulary — The range of vocabulary the child has and can use, including ambitious vocabulary Wow Words.
They thought it was great fun and want to do it every day. Once students master a level of punctuation, they get to put the corresponding coloured belt onto their Kung Fu Punctuation Person. When the kids return from vcop big write activities activity break, remind them calmly of what they are going to do when they do inside.
I don't mind vcop big write activities students have notes or ideas written down from their vcop big write activities with their families, but I only allow them to use these vcop big write activities during "BIG Talk" time, not during the actual BIG Write time.
Now, between the VCOP session and the BIG Write session there needs to be a break; mainly so you can set up the room for the writing session, but also so the kids have a break for a bit. I was extremely fortunate to participate in a whole-school PD for the program and I would recommend that if you decide to begin using this program, you go down that route too, as it ensures all staff are PD'd the same way and it provides a great opportunity for lots of professional discussions to talk place once back at school.
Once students master a level of punctuation, they get to put the corresponding coloured belt onto their Kung Fu Punctuation Person. I love telling them that even some adults and experienced writers can't always use all of the Level 5 words or punctuation At the end of writing time say around minutes, depending on the kidsI get certain helpers to pack away the pencils, resources and candles we have used.
Classroom displays are important - punctuation pyramid, lists of connectives or a connectives pyramid, WOW word display of ambitious vocabulary, examples of sentence openers of different types - VCOP again.
There are two altogether; Day 1 explains VCOP and its elements, what the BIG Write is and how to structure it and touches briefly on the assessment and marking side of things.
Andrell sell awesome VCOP highlighters for this purpose. Each teaching team takes it in turns to supply a sample and all staff participate in "marking" the piece. The length of time a class spends on their Big Write depends on their age but all follow the same routine when preparing for it: Big Writing is an approach to teaching writing and raising writing standards that focuses on: Yes, it is supposed to be empty.
I like to put the WOW words for Vocabulary onto yellow pieces of paper, then blu-tack them to my window. They will not have this scale with them when they are writing. In Big Writing it is taught through V. Talk homework the night before — for children to discuss and prepare mentally what they are going to write about First half of their Big Write — fast, fun work on correct use of vocabulary, connective, sentence openers and punctuation V.
The important thing to note about these pyramids is a they start at the top and work down that is, Level 1 is at the top and should be solidly achieved before Level 2 etc and b the levels DO NOT equate to year levels; that is, Level 4 is NOT what Year 4 or Grade 4 students should be using.
The other 4 cold writes are a narrative, exposition, narrative and recount spanning mid Term 1- Term 4.
Regular and meaningful assessment and target setting. We also complete a whole-staff writing moderation activity every fortnight, using a BIG write sample from our students.
We completed Day 2 early in Term 2 the following year and then had the knowledge and skills to use the program in its entirety for the remainder of last year. For example, my school talked about VCOP in our classrooms after our initial PD, but didn't actually begin explicitly teaching it until the following term.
By year 6 this means any text type could be used. Of course, we'd want them to aim for that level, but some will still be using Level 1, whereas some will be using Level 5.
What I plan on doing, is giving each student their relevant scale before we do a BIG Write and encourage them to try and complete a goal. They both read the one piece together, then the person who did not write it gives a constructive green comment and a positive red comment.
We give our kids display books where they place their BIG writes and it will also eventually. We have now hit the ground running this year, having all the elements in place and have a solid understanding of our assessment schedule in terms of when we need to assess students, how we do it and how we mark it.
This also gives ALL students the opportunity to TALK about the writing stimulus and hear ideas from others, which is especially important if they weren't able to complete the "talk homework" the night before. This is done in a number of ways and the steps are outlined really well in the Day 1 PD.
In my picture, I decided to create my own using some of the resources we were given access to after our PD, as my display is very large and I wanted it to stand out.
The strands of writing that the criteria are assessing are: The text type or genre to be written. Before my Day 2 PD session, I was conducting BIG writes under test conditions, however I soon realised that this was wrong and was of no help to me or my students.
Having said that, I still have a few elements of the program I have yet to introduce, but will do so next term if I remember, I'll do a Periscope or another blog post about it!.
BIG WRITING and VCOP – (Years 2 to 6) A major outlet/opportunity embraced by teachers revolves around the encouragement of students to compose written text, usually know as Big Writing.
Students can be creative in learning grammatical concepts, experimenting with what works for them. VCOP and big writing - VCOP are the initial letters of the words Vocabulary, Connectives, Openers, and Punctuation.
These are the categories which are used to stimulate children into more imaginative writing. The BIG Write is where you put these four elements into practise and actually, y'know, DO some writing (sidebar: as I write this, I am acutely aware of what and how I am writing, and I am trying my very best to incorporate all my.
Big Write and VCOP has 2, members. This groups is designed to be a forum for teachers using, or wanting to use the Big Write and VCOP program in their. Transition words for narrative writing are different than those used for expository writing.
I would do a mini lesson on narrative transition words, and I would have students keep this in their writing folders as a reference source. Mar 27, · Once a week extended writing session called Big Writing) consisting of 45 mins before break and 45 mins after (30 mins each if year 1).
Session before break on lively, oral VCOP activities, brief recap of features of text type, few mins to consolidate planning.Vcop big write activities