Multi-modal Writing Report - eRiding

On the Run!
‘On the Run’ is a multimodal writing kit from the DFES, using text, sound and vision.
It is designed to support the teaching of writing in the KS2 Primary Classroom.
This multi-modal writing kit is made up of :-
∗ A text in word format of a ‘story’ exemplifying 3 part structure (based
around someone running distractedly up a lane and through a wood).
∗ There is also a younger version of the same text for use with Y3 and
possibly Y4, depending on objectives.
∗ An on-screen (multimodal) version of the same text, built into PowerPoint
∗ Again, there is also a younger version of the same text for use with Y3 and
possibly Y4, depending on objectives.
∗ An on-screen template derived from the same multimodal version but with
all existing text removed so that new text can be added and edited.
∗ Various differently enhanced digital images of the same tree, presented in
a hyperlinked PowerPoint for easy viewing.
∗ Various close up images of the same tree, a presented in hyperlinked
PowerPoint for easy viewing.
∗ Possible sound/image combinations for various tree effects, presented in
hyperlinked PowerPoint for easy viewing.
∗ All the digital images used in the above resources, together with a number
of alternatives, as separate, exportable files (JPEG).
∗ All the (Digital Blue) video clips used in the above resources as separate,
exportable files.
∗ The sound clips used in the above resources as separate, exportable files.
This kit is a ‘pick-and-mix’ resource. It is not intended that all elements will
necessarily be use in any given lesson or sequence of lessons. It is meant to be used to
support the teaching of writing and will always require specific tailoring to meet the
needs of particular age groups and the writing targets and objectives being taught.
The multimodal writing unit was trialled in Brandesburton Primary School by Sue
Hunt and a mixed year group class of Y5 and Y6 children. The class has a Teaching
Assistant during the Literacy Hour.
The teacher planned and delivered the unit in the autumn term over a 3 week block
covering a variety of objectives from the Y5 and Y6 English curriculum.
A brief summary of some of the teaching points and techniques used in the
classroom:-
Week 1
∗ Introduced the text to the children, discussed the proposed unit and what
they were going to do with it and why.
∗ Looked closely and the text and its common features.

∗ Discussed elements of which they were already familiar using appropriate
vocabulary.
∗ Looked carefully at the opening section and planned their own structure.
∗ There were lots of opportunities for speaking and listening activities as
well as paired work and self, and peer assessment.
∗ Outcome for week – Effective story opening in the style of ‘On the Run’
Week 2
∗ Looked in depth at next section of the story.
∗ Used links for paragraphs and complex sentences.
∗ Looked at mood in the piece.
∗ Modelling by the teacher.
∗ Again children working together in a variety of different ways to make it
exciting and purposeful.
∗ Use of senses to create mood.
∗ Close use of sound from kit to develop ideas and thinking skills.
∗ Outcome for week – Use ‘On the Run’ as a model to write their own story
– mid section.
Week 3
∗ Final section of the story.
∗ Again looking at complex sentences.
∗ Continuing to refer to the original powerpoint to remind them.
∗ Continual peer support and speaking and listening activities were used
throughout the whole unit.
∗ Outcome for week :-Effective story ending in the style of ‘On the Run’.

Evaluation :-
What worked well
∗ Helped children to understand how to use a model text.
∗ Visual and aural together had a greater impact than either independently.
∗ One child (boy) wrote more than he had ever done before
∗ Use of power point to develop decisions and feelings on way to go.
∗ Use of senses to enhance description and build atmosphere.
∗ Individual slides of trees again to develop description and atmosphere.
∗ The text contained lots of examples of different strategies and techniques
to engage the reader and model them.
∗ The children really enjoyed the text and it gave them scope to improve
their own style of writing.
What could be improved
∗ Wider range of images to use in the setting – we also used the media
library on www.eriding.net.
∗ Clearer initial teacher guidance on what may be done – maybe some ideas
where speaking and listing strategies could be used, e.g. hot seating,
thought tunnel etc.
Comments by children
Looking at the text was good and what helped me was looking at the photos, listening
to the noises and working with a partner. I enjoyed doing it and wouldn’t mind doing
it again. (Alice)
It helps with a video clip because it has more detail. And the sound, you get the
picture easier (Oliver – who wrote more than he has ever written before!)
I liked the video because it showed you what it looks like. The sound changes and in a
book you can’t hear it. (Lauren)
The video and sounds helped me because they give you an idea what it actually feels
like to be them. (David)
The thing that helped me most was the powerpoint because you made decisions and
remembered where to go. The thing that didn’t help was reading it. (Aiden)

What helped me was the powerpoint because it gave you an idea what happened. If
you did it again I would put in more pictures. (Edward)
I liked the video as it helped me with my story and all the sounds and photo’s gave me
interesting words in my head, which I could use in the story/. I didn’t like the text
much as it didn’t get my mind really going much. (Gemma)
The video was good as you could see the scene. (Keely)
The text was a bit boring but when we changed it, it was better. (Laura)
I liked the powerpoint because it gave me ideas of how I would have felt and the
feelings of the person. (Hannah)
I liked the powerpoint and it gave me ideas especially the sound. It helped me and
made me feel as if it was me on the powerpoint. (Sarah)