Writing Together 2003/4

Writing for a Reason

by Godfrey Hall

I visited Wembdon St George's C of E School in Somerset on two days, working on the first visit with Key Stage 1 children (Years 1 & 2) and the second time with Key Stage 2 (Years 4 & 6). I spent half a day with each class. The object of my visits was to work with the children on writing instructions based on scientific activities.

Key Stage 1

I started by talking to the children about being a non-fiction writer and discussed the importance of instructions. I demonstrated a couple of magic tricks and showed the instructions in my first book of magic, pointing out the use of pictures.

I explained that we were going to make a Cartesian diver using a plastic bottle, a pen top and some plasticine. When the bottle is squeezed the pen top should descend and when the bottle is released it should rise. With the teacher we went over in detail the things that we would need to produce our diver and the process of making it. The children then split into pairs. Each pair was given the different elements and I showed them step by step how to make the diver. Most of the children, after a few attempts, got their pen top to balance correctly and around 95% worked first time when they were put into the bottle. I then explained to them the simple principle behind what was happening.

The children then wrote about what they had made, and worked on the instructions. Though, they had previously worked with the teacher on verbal instructions, this was the first time they had written anything down. Plenty of help was given to children who were finding it difficult and they were encouraged to use pictures rather than words. Some children also asked if they should write down any of the problems they experienced - a very valid point.

This was an excellent way of generating non-fiction writing and introduced sequencing, the importance of illustrations, labelling, arrows and the written word.

Key Stage 2

The introduction was similar but this time I talked to them about the different forms instructions can take. I showed them a variety of instructions and we talked about different audiences, for example those written for younger children.

I explained that instructions are sometimes put into a story, written as part of a letter, play or even written in a wacky way.

Then the children split into groups and were shown how to make an exploding volcano using plasticine, bicarbonate of soda (you can use baking powder), vinegar and food colouring.

In both the Year 4 and 6 classes the children were extremely responsive and produced some excellent written work, including stories, letters, cartoon strips, instructions for younger children and poems (one written in the shape of a volcano). They did have some problems with the cartoon strip and wacky instructions, often producing just a set of diagrams with little oomph!

Talking to the teachers afterwards they said that they found the sessions very worthwhile and that the children had been able to write from first hand experience. It was a good way of combining science and literacy and it was also very good for several children who would not normally have shown an interest in writing.

The children had a great deal of fun, enjoyed the 'messy science', extended their scientific knowledge and also experimented with different forms and styles of writing.

Please note This information was originally provided as part of the 2002 Writing Together programme. Materials for 2004 are currently in preparation and will be available on this web site when they are published.