Now that’s what I call High Quality Sentence Instruction!

‘The Writing Framework outlines a common approach to teaching writing based on evidence and existing good practice.’ The Writing Framework

‘It will take time to tackle all the challenges in teaching writing
Schools should concentrate initially on teaching high-quality transcription and sentence instruction, while gradually developing broader writing skills.’
The summary of the findings by the DfE

Now that’s what I call High Quality Sentence Instruction! is online CPD delivered by Zoom, to support schools in the implementation of the above report published in July 2025. The input will directly relate to statements in the report and show how these can be incorporated into day to day practice. The screenshot below from the Sentence Daily activity shows how this will work with the orange speech bubble.

See below for the options for delivery.

Now that’s what I call High Quality Sentence Instruction!

This is a QuickStart CPD guide to practical ideas for sentence instruction to address in the DfE’s suggestion in The Writing Framework that:

‘A growing consensus, both in England and internationally, indicates that the best way to teach children to write is by teaching them to master the sentences.’ The Writing Framework

The focus in this CPD is on sentence instruction and not transcription as the latter is usually covered by schools own phonics and handwriting programmes. However, transcription will be covered in outline and in more depth my input for Writing Leaders. See The Leadership Strand below.

Like the Now… music series, this is a compilation of ideas from the CPD that I have been delivering over the last three years when I identified that sentence level teaching needed to be a priority again. High quality sentence instruction has been a key part of the following courses that I have delivered recently:

Historically, grammar and text structure and organisation have been the key focus in phase three of my five phase English CPD From Prediction to Publishing. You will find a summary of how HQSI fits in with this approach here.

If you have worked with me before, you may be aware of the system of planning cards that I use. To support teachers in the implementation of my new CPD I have compiled the most relevant planning cards for sentence instruction and added a few new ones. These can be kept as individual A4 sheets or cut up made into actual cards to support planning on the go. These will be free but exclusive to the schools or organisations booking CPD.

Some of the ideas are unashamedly retro and date back to both Grammar for Writing and Developing Early Writing. These are complemented by ideas I have developed over the years and aim to clarify and simplify sentence instruction. The ideas are targeted at children from Y1 to Y6 and can be adapted to meet ARE in these year groups

The aim is to develop a whole school approach based upon:

  • Constructing sentences
  • Combining sentences
  • Extending sentences
  • Shortening sentences

(Based on Crafting Great Sentenced by Alex Quigley from Closing The Writing Gap)

The ideas will enable continuity and progression with a focus upon the four main sentence types – statements – questions – commands – exclamations and should fit within schools’ existing approaches to the teaching of writing both in English and across the curriculum.

‘Grammar instruction is most effective when taught in the context of a writing task…
Knowledge of grammar and punctuation does not support writing fluency when taught in isolation.’ The Writing Framework

The writing pyramid above, taken from my New (or not) to … and Five Phase English courses illustrates the structure enabling writing in context

We will also look at the ideas presented by the DfE in The Writing Framework.

The input will feature suggestions for whole school routines, policies and principles and every day classroom ideas.

Routines, policies and principles

For consistency, and to establish trusted routines for children, many activities or feature a rubric of constructing and improving sentences by adding in, adding on and replacing elements such as vocabulary and punctuation. Thus teachers and children will develop a dialogue of adding in and adding on and changing in contexts such as sentence construction and drafting and editing long texts.

Scaffolding and modelling

Section 4 of the report focuses upon the understanding of sentences for effective composition with recommendations relating to:

  • Explicit modelling
  • Using voice pitch and timing to emphasise prosody
  • The use of sentence stems and frames for scaffolding
  • The role of mentor texts and WAGOLLs

We will look at the search for the Goldilocks model…just right!

The basic structure of the CPD would be a 2 to 3 hour Twilight or a half day session. However, this is totally customisable to the needs of the school and the time available. It could be delivered to some colleagues during the school day, as part of a training day or as above in after school session.

The cost would be £300 for half a day or for a Twilight. I am more than happy for small schools to come together and share the cost. Conversely, for three or more larger schools, there would be an additional charge of £150 on top of the basic cost. Please contact me to discuss the possibilities.

The Leadership Strand

Building a team of expert teachers

‘Headteachers should appoint someone to manage the teaching of writing across the school.‘ The writing framework

For leaders trying to establish and maintain change, you might like to join my Literacy Leaders’ Network meetings where embedding the necessary approached will be a key feature this year. As well as looking at the content with other leaders, we will consider routines, policies and principles and the implications for leadership. The table below covers many of the discussion points for leaders.

Oral composition
Monitor oral composition
Dictation
Address the issue early in the school career
Daily practice
All year groups monitor Y2 expectations
Work within ARE
Build from sentence level work
Couch to 5 paragraphs/sentences
Modelling – especially partial modelling
Teach in context
Teach in all phases of the teaching sequence

For information about this year’s Literacy Leader Networks which will focus heavily leadership and the Framework please click the link.