Sentence level scaffolding in the writing of English in Year 6

Thesis

This research project explored whether the use of sentence-level scaffolding in a mixed ability Year 6 classroom could support the teaching and learning of writing. An understanding of the principles of scaffolding, the use of guided writing by the practitioner, the contextual teaching of grammar and the assessment of writing are discussed. The literature review suggested the need for the inclusion of plenty of independent writing opportunities, the consideration of the effect the inclusion of writing features have on the reader and the need to hear from the students themselves as how they best learn.

Through a mix of phenomenological and quasi-experimental research methods, the integration of regular collaboration points, discussions with adult stakeholders and semi-structured interviews with students, the use of sentence-level scaffolded lessons were trialled and compared with previous teaching methods. The use of these range of tools allowed for the teaching method and the subsequent data to be triangulated and discussed to allow the findings to be robust and plausible.

The findings illustrated the need to utilise explicit teaching strategies, such as sentence-level scaffolding, to support teachers in their delivery of lessons and students in their understanding of the complexities of writing. Additionally, the findings suggested the need for a considered understanding of how successful writers continue to attentively take account for the impact on their reader throughout the process.

Authors: Morley, V

• DOI: 10.5287/ora-gojmzpgkd
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT; MLT 2022
• Subjects: Education