Developing an effective writing programme Sheena Cameron and Louise Dempsey

Transcription

1 Developing an effective writing programme Sheena Cameron and Louise Dempsey

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3 Teaching approaches in a balanced writing programme

4 The skills and knowledge writers need to develop Writers develop their skills and knowledge when they write for a range of purposes and audiences, in a variety of writing forms. When engaging in the writing process, students need to first identify their writing purpose and audience, and have some knowledge of their topic.

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6 The Hamburger Model generic features of common text types

7 Overview of different text types

8 Supporting students to transfer their Knowledge Toolkit to new writing purposes

9 Editing = Proofreading: Spelling, punctuation, grammar, meaning Re-crafting: Improving the content of the writing (adding; deleting; changing; moving)

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19 Organising ideas for writing use descriptive language Looks Actions Characteristics

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23 Mini-lessons Some skills in the Toolkit are best taught during a short, interactive mini-lesson. This will usually be with the whole class but could also be a group lesson.

24 Adding WOW words to sentences Share the task with the students Think, pair, share: What is a sentence?

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26 Mini-lesson: Using descriptive verbs Weak verbs The sea turtle went through the water. The sea turtle looked for food. The sea turtle ate some seaweed. Descriptive verbs The sea turtle glided through the water.

27 Mini-lesson: Punctuation mime

28 Forming intentions generating ideas Bite size chunks for writing Relevant and real Stem from language experience or a known topic Real audience and purpose

29 Different Experiences Shells Leaves Flowers Something special Treasure box Something that belongs in a story Walk Make something Drama activity Topic activity invite in a visitor Grow something Story Music Interview Message Letter Photo Video Performance Picture Animal

30 Using real experiences to Support Experience (hook and purpose) Writing Oral language talk for writing Planning support to sequence ideas Modelling and shared writing (clear criteria)

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33 Quick Write activity

34 Key principles of Quick Writes manageable - for teachers and students motivating open-ended can be used to reinforce and practise previously taught skills.

35 A moment in time

36 I do

37 I heard the quiet humming of the airplane s engine. I saw the clear, blue sky. I saw the beautiful, snow-capped mountains. I felt excited about seeing my friend Monica. I wondered what the weekend would hold.

38 We do

39 I heard Think of some things you might hear if you were in a tent on a mountain. Tell your partner. Choose your best one and write it down.

40 You do

41 I heard I saw I felt I wondered I wondered

42 Think of a title for your moment in time writing.

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44 A suggested sequence for teaching writing

45 When you have finished: Self-check Read your writing in a quiet voice Can you spot 3 careless mistakes? Partner-check Read your writing to a partner I like...because. Circle two WOW words.

46 Self-check Partner check

47 Lesson wrap-up Shared corrections made during the self-check Shared examples of WOW words (partnercheck) Return to the criteria and reviewed writing. C S Whole class then pairs

48 Quick Write activity

49 Inside outside

50 I do

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52 I am going to think about what Sarah is like on the outside. What does she look like?

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54 Now I am going to think about what Sarah is like on the inside. What are her personal characteristics?

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56 We do

57 Think about a special friend. Tell your partner what your friend looks like.

58 Now tell your partner what your friend is like on the inside. (Personal characteristics)

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60 Draw an outline of your friend. Write some words outside the outline that describe what your special friend looks like. Now write some words inside the outline that tell what your partner is like on the inside.

61 Responding to writing model

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65 1. Respond as a reader 2 stars / medals 1 wish/ mission Character; setting; hook; dialogue Can you tell the reader more about the setting? I love the idea of the cheetah wanting different spots.

66 The lesson wrap-up Teach students to self-check Teach students to partner-check Celebrate self-checking and partner-checking Review criteria (class then pairs)

67 Editing Editing Checking meaning Spelling Punctuation Proof reading Re-crafting Adding, changing deleting and moving text to improve the content

68 Self-checks: From a very young age we can support our students to: Read their writing slowly and carefully, using a quiet voice Spot careless mistakes. All writers make mistakes when writing and clever writers spot them and fix them up (be a spelling or punctuation detective) Keep their pen/pencil handy so they can spot and fix-up mistakes

69 When you have finished: Self-check Read your writing in a quiet voice Can you spot 3 careless mistakes? Partner-check Read your writing to a partner I like...because. Circle two WOW words.

70 Example of a self-check Self-check: Read your writing in a quiet voice Is your message clear? Can you correct 3 mistakes? Check: Full stops and capitals Missing words ^ Word endings (s, ed, ing)

71 Editing ideas Use a coloured pen or pencil to show editing marks. Younger students could read their writing to a puppet or cuddly toy. Emergent writers could use the editing fan or editing pencil to check their writing Early and fluent writers could use the editing pencils to check writing Tick to show they have checked their spelling and punctuation. Sign their name or write a code or symbol to show they have completed the self-check. Number the class checklist or the steps on the editing pencils and students record these numbers in their writing to show where they have achieved the steps. Tick off a checklist or editing pencil and paste it in their books. Highlight where they have met the criteria. Record their writing onto a device and then listen to it again, while they edit. Use a list of sentence openers to help improve writing

72 Teach students to spot and correct careless errors then prompt them to correct a few more

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74 sp p sp

75 Partner checking Partner-checks will be most successful when: Partners sit together so that they can both see the writing. The author holds the writing and usually reads it to the partner. The partner is a respectful listener and stays focused on the writing. The partner knows some prompts to help them give feedback to their partner. The partner starts their feedback with positive comments. The feedback is based on the criteria for the lesson or the author s writing goals.

76 Partner checks Partner check: Read your writing to a partner. Partner: I like.. because..

77 Partner checks other ideas Stop for a partner-check during the writing process so that students get feedback while they are writing. Partners could complete a check-list with the criteria for the lesson The author and partner could fill in a feedback form The partners could highlight, circle or draw a star to indicate examples of successes in the writing. The partner could sign or record their name or a symbol/code to show they have completed a partner-check. Pairs could meet with other pairs and share their successes and next steps.

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82 Just publish one sentence Here are some ideas: an effective first sentence that hooks the reader into the writing a sentence that illustrates a particular language feature such as a descriptive verb, precise noun, simile or metaphor

83 a sentence that describes a shared experience like a class trip that could be added to a mural a sentence that contains an opinion an interesting fact on a specific topic a sentence that shows an example of punctuation such as speech marks, commas or semi-colons.

84 Publishing a paragraph is another option. This could illustrate: an introduction that hooks the reader in a satisfying conclusion an exciting moment an introduction to a character a descriptive setting.

85 Invite the students to read

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89 and in handwritten form (student and teacher)

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91 If it s too small to put on the wall make a book!

92 Publishing and celebrating writing

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94 Innovate on a text

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