Curriculum Information

St Paul’s C of E Primary School

Compassion: Endurance: Friendship


Immersion in Texts - a summary of the differentiated text writing process


The aims of differentiated text are to explore the relationship between speaking and listening with reading and writing.


Key Principles

  • To immerse children in a text through active deconstruction of texts and studying the authors craft
  • To use success criteria to promote improvement
  • Children to develop a clear understanding of what is good about their work and what they need to do to improve
  • Children try to replicate what a particular author has done


Teaching Sequence

  • Familiarise children with the text
    • Innovate (teachers need to be enthused about the text and bring it to life)
    • Discuss the structure
    • Internalise the language
    • Recognise the style
    • Investigate the language associated with the genre
    • Deconstruct the authorial craft
    • Identify the main events of the story/text using
      • story maps
      • verbal re-tells
      • story mountains
      • drama
      • hot seating


Examples of reading activities:

  • Read the text
    • The first week should be spent reading as much of the text as you can if it is a large text (continue to read the text together when you start the writing process)
    • Reading and re-reading the text if it is a shorter text
    • Giving the children opportunities to discuss what they have read
    • Allowing the children time to act out parts of the text
    • Complete reading comprehension linked directly to the text being read
    • true/false statements
  • multiple-choice answers
  • write own questions
  • missing words/cloze procedure task
  • match speech/thought-bubble to character
  • match extract to correct stage in story
  • find examples of similes/alliteration/metaphors/personification etc.
  • suggest sub-titles for selected paragraphs
  • use Venn/sorting diagrams to classify characteristics similar texts
  • invent nonsense words/onomatopoeia to fit events/descriptions
  • give a character advice at key points of the story
  • think of questions for the author
  • make spider diagrams of personality traits/problems/relationships
  • make bar chart of marks out of 10 for character’s bravery, kindness, honesty, common sense etc
  • make pie chart of emotions that the reader/character has experienced

Writing process

Once the reading week has been complete then you move onto the craft of writing.  Children need to have been immersed in enough of the story to allow them to be able to engage in the following writing activities.  This doesn’t mean to say no writing takes place in the reading week.


Examples of text-based/SPAG activities:

  • Identifying punctuation
    • Identifying word classes and other grammatical structures
    • Deconstruct the structures of different genres
    • Recounting key events – chapters initially leaving a full recount until the end
    • Characterisation – character descriptions, including show not tell feelings
    • Setting – descriptions (sights, sounds, atmosphere)
    • Identifying golden lines
    • Creating and using success criteria to ‘prove it’ and improve quality of writing
    • Develop a stamina for writing
    • Retelling the story
    • Creating their own version of the story
    • text based dictionary/glossary task
    • thesaurus activities- find synonyms/antonyms/superlatives/comparatives for selected words from text
    • magpie vocabulary in different word classes from text to go in writing journals
    • replace prefixes/suffixes
    • unpunctuated text task
    • wrongly punctuated text task
    • turn nouns into noun phrases
    • change adjectives into similes
    • insert adjectives/adverbs into sentences from text with adjectives/adverbs removed
    • insert determiners/conjunctions into sentences from text with determiners/conjunctions removed
    • match opening clauses/phrases with connecting clause/phrase
    • insert relative clauses into selected sentences
    • change selected sentences to commands/questions/exclamations
    • change tense of sentences
    • change formality of speech


Examples of Focussed Writing Activities

  • character description
  • describe a setting
  • write a letter to a character
  • summarise a paragraph/chapter
  • book blurb
  • questions for a character
  • quotes from characters at key moments
  • poems
  • convert direct speech to reported speech + vice versa
  • make a story board/plan
  • map out high + low points of characters in an emotion graph
  • write rules/recipe/instructions for character to follow
  • write a discussion from two characters’ points of view
  • write descriptive sentences with different openers
  • write labels/captions for a picture/map from text
  • write cations for a comic strip style sequence of pictures
  • write a wanted/missing/advertising poster for a character/object from story
  • write clues/riddles for characters
  • Fact file of character e.g family, pets, likes, dislikes, hobbies, fears, ambitions
  • Invitation to a special event/place in book


Examples of Extended Writing Activities

  • Write an additional chapter
  • Alternative ending
  • Put character in a new setting
  • Insert a new character and retell
  • Recount of an event from a character’s point of view
  • Change one key element and retell story with changes
  • Interview a character
  • Make story into a play
  • Book/film review
  • Newspaper report about key event
  • Write a non-fiction text about a creature or land from the story


If the children are ready the text can be used to develop other forms of genre writing i.e. reports, letters,


Wonderful Writing Wall

Each classroom should have clear displays linked to the text being studied.  You can decorate you classroom further with props and pictures but each classroom must include a writing working wall to include the following:

  • The title of the text
  • Extracts from the text
  • Art work relating to the text
  • The writing process headers – Shared Reading, Annotating Key Features, Plan, Draft, Edit and Review, Publish
  • Golden lines section
  • The colour coded word class poster
  • Examples of modelled writing
  • Examples of the children’s first drafts, edits and final published pieces
  • Key vocabulary associated with the text



Tools to Aid the Writing Process:

  • Success criteria will be used from reception upwards
  • Self and teacher assessment will take place from reception with peer assessment taking place verbally
  • Self, peer and teacher assessment will be introduced in year 1 with a view to it being embedded by the end of year 1.
  • Prove it success criteria will be used from Y2 upwards
  • Word mats (text related and spelling words)
  • Explanations of key/difficult vocabulary
  • Picture prompts for children to sequence the story
  • Use of multi-media to develop visual dimension
  • Audio books



Once the writing process has begun the children should be given daily opportunities to engage in purposeful writing.  In order to develop key structures and skills of writing this can’t be achieved in 25 minutes there must be opportunities to develop stamina and to write for extended periods of time.


In order to prevent repetition and ensure age appropriate texts are covered the following texts have been allocated to each class.  KS1 may use a text each half-term if they are fairly short books.

The Immersion Texts
  Autumn Term Spring Term Summer Term
N Brown Bear, Brown Bear The Very Hungry Caterpillar Supertato
R Goldilocks Owl Babies Zog
Y1 The Little Red Hen Where the Wild Things Are Peter Pan
Y1/2 The Little Red Hen Peter Pan Dogger
Y2 Gingerbread Man Alice in Wonderland Dogger
Y3 Fantastic Mr Fox How to Train a Dragon Iron Man
Y4 Jungle Book The Sleeping Sword The Wild Robot
Y4/5 The Lion, Witch + Wardrobe Outlaw Philosopher’s Stone
Y5 The Firework Maker’s Daughter Kensuke’s Kingdom Chamber of Secrets
Y6 Street Child Prisoner of Azkaban Treasure Island