modelling questions/ statements for strategy selection · web viewam i setting the benchmark for...
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Handout Pack: Improving Writing QualityModelling questions/ statements for strategy selection
Modelled question Modelled response Who is my target audience? “I am writing for a ‘Z’ audience, a class that has
not yet learned about ‘Z’. I should be sure to explain terms that the audience may not know.”
What goals am I trying to accomplish in my writing? “I need the reader to understand the similarities and differences between X and Y When planning my writing, I need to think about all of the things I know about X and Y.
What strategy could I use to accomplish my goals? “I could make a Venn diagram to organise my thoughts and compare and contrast. The headings from the diagram could then be separate points in an outline.”
How should I carry out the strategy? “I think I will list the similarities first and then focus on the differences.”
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Strategy Think Aloud Cue Words Predicting I predict…
In the next part I think… I think this is…
Questioning Why did… What did… How did… Where was… Should there…
Visualising I see… I picture…
Personal Response I feel… My favourite part… I liked/disliked…
Clarifying I got confused when… I’m not sure of… I didn’t expect…
Summarising I think this is mainly about… The most important idea is…
Reflecting I think I’ll… next time. Maybe I’ll need to… next time. I realised that… I wonder if…
Making Connections personal connections text-to-text connections
This is like… This reminds me of… This is similar to…
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Modelling Checklist
1. Do pupils have the prerequisite skills to perform the task/activity?
2. Have I broken down the concept or skill into its smallest steps?
3. Is the context age appropriate?
4. Have I made clear why we are doing this (modelling) and what I expect from pupils as a result? (i.e. independence)
5. Have I used appropriate visual, auditory etc. ways to illustrate important aspects of this concept or skill?
6. Have I incorporated think-alouds- practised and scripted as necessary?
7. Am I setting the benchmark for excellence- “Modelling High”?
8. Have I made the success criteria explicit and am I using these when thinking-aloud?
9. Have I made clear the connections between each step?
10. Have I modelled the use of any supporting scaffolds e.g. number lines, key word lists, memory cues,
11. Am I carefully deconstructing model examples?
12. Am I checking for understanding, misconceptions? Quick-fire questions used?
13. TIMING- Pace, time to re-model up to 3 times, time for questions and clarification?
14. Have I factored in time for focussed practice?
15. Does the model enable subsequent independent work- are the knowledge, skills, processes required the same?
Planning Strategies
Create a Do/What chart to thoroughly examine a writing prompt before beginning an assignment. Circle all verbs in the writing prompt that describe what you are being asked to do. Underline the words that describe what the task is. Then, create a chart to generate a roadmap for the writing assignment.
Select one historical event to write a newspaper article about. Describe what happened during the event, who was there, and when it occurred. Your lead statement will communicate the most important points to the reader. Use quotes from eyewitnesses to support your reporting.
Do/ What Table
Do What
Select Select One historical event
Write A newspaper article
Describe Describe
Use Use Quotes from eyewitnesses
Know, Want to know, what I learned table
K W L
What I Already Know About This Topic
What I Want to Know About This Topic
What I Learned About This Topic
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Source: What Works Clearing House 2016
Magpie sheet
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Top/ Down graphic organiser
Example for Maths equation
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Spider diagram
Planning Frame
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Future notices
What exactly do I want
done?
By when?
What are the consequences?
What are the facts?
Why am I writing?
Formal letter to __________
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Introduction
Description
Habitat
Problems and dangers
Summary
Audience and Purpose
Purpose explanation and example genre table
Source What Works Clearing House 2016
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Purpose: techniques
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KEY CURRICULUM GENRES IN SCHOOL SCIENCE
Activity(Domains)
Genre Social Purpose
Doing Science Procedureto instruct somebody how to do something
Procedural Recount
to retell the aim, method and outcome of an experiment
Experimental Record
to enable scientific activity to occur and retell accurately the results and conclusions
Explaining Science Sequential Explanation
to describe the phases of a process in a linear sequence
Causal Explanation
to describe and link the phases of an event in a predominantly cause and effect relationship
Theoretical Explanation
to illustrate a theoretical principle
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Factorial Explanation
to explain the reasons or factors that contribute to a particular event
Consequential Explanation
to explain the effects, or consequences of an event
Exploration to explore competing explanations, or theories for a situation
Organising Science Descriptive Report
to give information about one type of thing
Taxonomic Report to describe parts or types of a group of things
Arguing Science Exposition to argue for a particular point of view on an issue
Discussion to argue the case for two or more points of view about an issue
Key curriculum genres in school History
Activity(Domains)
Genre Social Purpose Stages
Chronicling History
Autobiographical Recount
to retell the events of one’s own life
Orientation Record of events (Reorientation)
Biographical Recount to retell the events of a person’s life
Background Record of events (Evaluation of person)
Historical Recount to retell events in the past Background Record of events (Deduction)
Reporting History
Descriptive Report to give information about the way things are or were
Identification Description (Deduction)
Taxonomic Reportto organise knowledge taxonomically
Classification Description of types or
parts
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Historical Accountto account for why events happened in a particular sequence
Background Account of events (Deduction)
Explaining History
Factorial Explanation to explain the reasons or factors that contribute to a particular outcome
Outcome Factors Reinforcement of factors
Consequential Explanation
to explain the effects or consequences of a situation
Input Consequences Reinforcement of
consequencesArguing History
Analytical Exposition to put forward a point of view or argument
(Background) Thesis Arguments Thesis
Analytical Discussion to argue the case for two or more points of view about an issue
(Background) Issue Arguments Position
Challenge to argue against a position, view or reading
(Background) Arguments Anti-thesis
KEY CURRICULUM GENRES IN SCHOOL ENGLISH
Activity(Domains)
Genre Social Purpose
Factual/Rhetorical
Exposition/Argument
Arguing for a point of view on an issue
Discussion/Discursive
Arguing the case for one or more points of view
Procedure Enabling people to do or make things
Story
Observation Responding personally to things or events
Recount Responding personally to temporal succession of events
Narrative Dealing with and evaluating unusual or problematic events and their outcomes
Moral tale/fable Telling a story with an explicit moral point of view
News story Dealing with newsworthy events
Personal Personal response to a culturally significant work
Review Assessing the appeal and value of a culturally significant
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Response work
Interpretation Providing readings of culturally significant work
Critical Analysing culturally significant work and reading against the cultural values of its messages
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Revising
Examples: revising checklists
Source: TES
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Revising Checklist
Have I written an interesting introduction?Have I used interesting vocabulary?Have I used a selection of different connectives?Have I used complete sentences?Does my conclusion make sense?
Action plan
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Strategy/ Model Actions
Modelling
Gradual Release of Responsibility
The Writing Process
Planning
Audience and Purpose