Children were given the learning intention at the right time in the lesson and used a title in their books. The learning intention was stated several times with actions and using talk partners to help working memory.
Facts were also shared and instruction steps. Knowledge organisers and lists were useful. Children were told ‘You should be able to do this by the end of the lesson’.
Comparing old pieces of writing to co-construct criteria and which features worked well or teaching the features first then comparing different pieces later.