Bringing reading to life: The power of readers theatre
In this blog, Stella Jones, Director of Town End Research School introduces their Spotlight on Readers Theatre guide.
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This blog is accompanied by a free downloadable guide plus a GO SLOW example – see resources section.
If you’re looking for a simple, impactful way to support your pupils’ writing, slow writing might be just the ticket. Think of it as the perfect next step after dictation — still scaffolded, but giving pupils the freedom to create their own compositions within clear parameters. Not only does it develop their writing skills, but it also builds confidence and independence.
How slow writing builds on dictation
Slow writing is a natural progression from dictation, offering pupils greater freedom while still providing structured support. Where dictation focuses on transcription skills like spelling, punctuation and grammar by copying teacher-provided sentences, slow writing shifts the responsibility to pupils to create their own sentences within guided parameters. This next step encourages creativity, independent thinking and a deeper understanding of sentence construction, while retaining scaffolding to ensure success. By transitioning from dictation to slow writing, teachers can help pupils move from practicing the basics to mastering the art of composition.
Check out our blog on dictation to see how it lays the foundation for success!
What is slow writing?
Slow writing is a powerful teaching strategy that encourages pupils to take a deliberate, step-by-step approach to crafting their writing. By focusing on one sentence at a time, pupils can concentrate on the individual building blocks of strong writing – grammar, vocabulary, punctuation and style. This approach not only improves their technical skills but also fosters creativity and encourages deeper reflection on their choices as writers.
One of the key benefits of slow writing is its ability to make the writing process feel more manageable, especially for pupils who may struggle with composition. By breaking tasks into smaller, focused steps, pupils gain the confidence to experiment with language while maintaining structure. At the same time, they develop a stronger sense of how sentences work together to create meaningful and coherent paragraphs. Slow writing is not just about slowing down – it’s about improving the quality of thinking and writing.
What does the research say?
Slow writing draws on principles of cognitive load theory, which tells us that breaking tasks into smaller steps reduces cognitive overload. By giving pupils one clear instruction at a time, slow writing allows them to focus fully on crafting high-quality sentences.
The strategy also taps into metacognition – pupils are encouraged to think deeply about their choices, from vocabulary to punctuation. This reflective process improves their ability to self-regulate, a key aspect of executive functioning.
Why is it effective?
1. A focus on quality – pupils spend time constructing one strong sentence at a time, rather than rushing to complete a paragraph.
2. Scaffolded creativity – with clear prompts, pupils can experiment with language and structure while still feeling supported.
3. Skill integration – slow writing weaves together grammar, punctuation and vocabulary development in a meaningful context.
4. Confidence builder – for pupils who struggle with writing, slow writing feels achievable and less intimidating.
How does it work?
It’s all about simple steps:
1. Set a theme, topic or stimulus.
2. Decide on the audience, tone and purpose.
3. Use a “Paragraph Builder Grid” to brainstorm vocabulary and ideas.
4. Give pupils one prompt at a time (e.g., “Start with an adverb,” “Use a colon”) and let them write their sentence.
5. After completing their sentences, pupils review and refine their work, linking sentences into a coherent paragraph.
For a detailed guide to how slow writing works, download our GO SLOW Guide from the resources section.
Examples to try in your classroom:
1. Use “and” to join clauses.
The cat ran up the tree and the dog barked loudly.
Pupils could first orally rehearse sentences that use “and” to connect two ideas, ensuring they understand how it joins words or clauses. Then, they write their own sentences using “and” to practice fluency and sentence expansion.
2. Begin with an onomatopoeic word.
Bang! The fireworks lit up the dark night.
3. Include a word that signals time.
Next, the children tiptoed through the forest.
4. Use ‘show not tell’ to describe an emotion.
Her hands trembled as she clutched the note.
Caveat
It’s important that slow writing builds on and extends learning pupils have already undertaken. Tasks should target specific aspects of writing that the teacher wants pupils to practise and master, such as grammar, punctuation or sentence structure. For younger children, ensure the prompts reinforce prior phonics, spelling or grammar work so pupils feel confident and supported.
Final thoughts
Slow writing is more than just a teaching strategy – it’s a way to transform how your pupils approach writing. By slowing down the process, you’re giving them time to think, explore and grow as writers. Whether you’re focusing on improving grammar, expanding vocabulary or building creativity, slow writing offers a structured and impactful approach.
Why not give it a go in your classroom and see the difference it makes?
This blog is accompanied by a free downloadable guide – GO SLOW Guide – see resources section.
Where to start?
If slow writing sounds like the perfect way to help your pupils grow as writers, but you’re wondering where to begin, consider starting with dictation. Dictation is an excellent precursor to slow writing, helping pupils master transcription skills like spelling, punctuation and grammar while strengthening their confidence in writing. Once they’re ready, you can introduce slow writing to give them more freedom and creativity within a structured framework. Check out our blog on dictation to see how it lays the foundation for success!
For inspiration on how to vary sentence level moves, Alex Quigley’s Crafting Great Sentences blog is a must read!
In this blog, Stella Jones, Director of Town End Research School introduces their Spotlight on Readers Theatre guide.
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