workshop 5 supporting students’ literacy development (writing) workshop 5 supporting student’s...
TRANSCRIPT
Workshop 5Supporting Students’ Literacy Development
(Writing)
Workshop 5 Supporting Student’s Literacy learningSlide 1
Reflection
Reflection on homework tasks from last workshop–Reading activity with a small
group of students
–Running record assessment (if required)
Workshop 5 Session 1Slide 2
Graffiti wall
Good Things, Challenges, Questions.
• Note down your thoughts about the two tasks under the categories above(one thought per post-it note).
• Display your post-it notes under the appropriate headings.
• Move along the graffiti wall and discuss what is written. Workshop 5
Session 1Slide 3
Brainstorm
• Write a list of all the different writing you did yesterday or last week
• Write a list of the different writing your students did yesterday or last week
Workshop 5 Session 2Slide 4
What do writers need?
• A reason to write
• Someone to write to
• Knowledge of a variety of writing forms to use eg letter, list, story, recount
• To know when correct spelling, neatness and presentation are important.
Workshop 5 Session 2Slide 5
Common Text types
• Recount• Procedure• Information Report• Factual • Description• Explanation• Argument • Narrative• Discussion Workshop 5
Session 2Slide 6
Example text
Homework should be banned
Most little kids get far too much homework. Our class believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.
www.writingfun.com
Workshop 5 Session 2Slide 7
Which Text type?
• What is the text about?
• Why (do we think) the text was written and what was the author trying to achieve?
• How was the text set out/structured?
Workshop 5 Session 2Slide 8
Which Text type?
In your pairs or groups read the text you have been given and discuss:
• What the text is about.
• Why you think the text was written and what the author was trying to achieve.
• How the text is set out/structured. Workshop 5 Session 2Slide 9
Language structures and features
Each text type or genre has different language features.
In the next slides we look at the features listed in the Writing book from Learning English in Aboriginal Schools (LEAS)
Argument and Persuasion• Focuses on ideas, things and people in general not
individuals• Uses present tense for arguments• Uses past tense for some evidence• Uses words like firstly, similarly, so, as a result, then
to link ideas. Persuasion uses words like wonderful, amazing, terrible, attractive, frightening which appeal to people’s emotions, feelings and needs
Workshop 5 Session 2Slide 10
Language features
Argument and Persuasion
• Focuses on ideas, things and people in general not individuals
Workshop 5 Session 2Slide 11
Focus on ideas, things and people in general not individuals
Homework should be banned
Most little kids get far too much homework. Our class believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.
www.writingfun.com
Workshop 5 Session 2Slide 12
Language features
Argument and Persuasion
• Uses present tense for arguments
(DVDs are good because ...)
Workshop 5 Session 2Slide 13
Use present tense
Homework should be banned Most little kids get far too much homework. Our class
believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.
www.writingfun.com
Workshop 5 Session 2Slide 14
Language features
Argument and Persuasion
• Uses past tense for some evidence
(last year 200 people lost ...)
Workshop 5 Session 2Slide 15
Use past tense for some evidence
Homework should be banned Most little kids get far too much homework. Our class
believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.
www.writingfun.com
Workshop 5 Session 2Slide 16
Language features
Argument and Persuasion
• Uses words like firstly, similarly, so, as a result, then to link ideas.
Workshop 5 Session 2Slide 17
Uses words like firstly, so, as a result to link ideas
Homework should be banned Most little kids get far too much homework. Our class
believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.
www.writingfun.com
Workshop 5 Session 2Slide 18
Language features
Argument and Persuasion
• Persuasion uses words like wonderful, amazing, terrible, attractive, frightening which appeal to people’s emotions, feelings and needs.
Workshop 5 Session 2Slide 19
Persuasion uses words like wonderful, amazing, terrible to appeal to feelings
Homework should be banned Most little kids get far too much homework. Our class
believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.
www.writingfun.com
Workshop 5 Session 2Slide 20
Language structures from www.writing.fun.com
• new paragraph for each point • word focus:
– emotive words – words that link arguments
• tense:– simple present
• style:– Persuasive– logical. Workshop 5
Session 2Slide 21
Reflection
• Think about what you have just done and whether you have ever thought about the purpose of writing before (including the idea that who we are writing to/for will form the basis of what and how we write).
• What did you learn from this session?• What skills/help/understandings did you need
to be able to participate in the activity?• How did you feel while doing and after
completing the session?• Could you use the understandings from this
session in your work with children? Workshop 5 Session 2Slide 22
The young writerLevel What children do when writing independently
Transition – Year 2
Years 3-4
Years 5-6 Workshop 5
Session 3Slide 23
Reflection
Think about what you have just done and whether you have ever been involved in assessment and/or levelling of student writing.•What did you learn from this session?•What skills/help/understandings did you need to be able to participate in the activity?•How did you feel while doing and / after completing the session?•Could you use the understandings from this session in your work with children?
Workshop 5 Session 3Slide 24
Scaffolded Writing
A. Getting ready (to write)B. Show me how (to write)C. Help me do it (the writing)D. Let me do it (the writing)
myselfE. What did I learn (from the
writing)? Workshop 5 Session 4Slide 25
Describe your partner
Purpose: to go through the steps involved in the writing process by preparing and writing about another person.
Materials• Paper, pen/pencil, retrieval chart from
Workshop 1, Factual Description genre handout.
Instructions• You are going to write a description of
your partner. Workshop 5 Session 4Slide 26
Before writing a description
Before writing the writer may:• Think about what you will need to write
about – jot down key words and questions.• Ask your partner to talk about
themselves.• Jot down notes or draw anything that will
help you remember what has been said eg hobbies, interests etc.
• Look at the features of the text type/genre ‘factual description’ to see if you have enough information Workshop 5
Session 4Slide 27
During writing a description
During writing the writer may: • Write a brief description of your partner
using your notes on the things your partner talked about to help. (first draft)
• Check your writing. Do you need to include more information? Does it read well? Make changes as necessary.
• Read what you have written to your partner. (The person being described can ask any questions or make suggestions.)
Workshop 5 Session 4Slide 28
After writing description
After writing the writer may:• Rewrite your text with any additional
information or changes. This will be the final draft so is presented as well as it can be (neat writing, addition illustrations. diagrams etc)
• Read the description to the person being described.
• Display completed texts on the wall and allow time so others canread them. Workshop 5
Session 4Slide 29
Before writing
.What did you do?
•Think•Draw•Write notes•Talk•listen
Workshop 5 Session 4Slide 30
What do the students do?
•Think•Consider the audience•Brainstorm•Check ideas with others•Talk•Read•Make notes •Gather information
During writing
What did you do?
•Write a first draft•Share (conference)•Think•Check ideas•Redraft•Check grammar, punctuation, spelling etc
Workshop 5 Session 4Slide 31
What do the students do?
•Write a first draft•Share (conference)•Think•Make changes•Conference with the teacher•Proofread or edit to check spelling, grammar
After writing
.What did you do?
•Share the completed piece
Workshop 5 Session 4Slide 32
What do the students do?
•Share the completed piece•Publish the piece (final version)
Reflection
Think about what you have just done.• Did you find it difficult to do the writing task
‘Describe yourself’? Why / why not?• Have you ever seen similar writing
methodologies used before?• What did you learn from this session?• What skills/help/understandings did you need
to be able to participate in the activity?• How did you feel while doing and / after
completing the session?• Could you use the understandings from this
session in your work with children? Workshop 5 Session 4Slide 33
Supporting Students with Writing
This session will focus on ways to support the students you work with in the writing process.
Workshop 5 Session 5Slide 34
Practice with the sequence
Scenario for using the ‘beginning and emergent writer’ sequence:– Go through the elements of the scaffolded
writing sequence with The Very Hungry Caterpillar in mind.
– Imagine that the class has been reading this book and all the students are now very familiar with the story.
– The teacher has asked you to support three students (who are reluctant writers)to retell the story in written words and pictures. Workshop 5
Session 5Slide 35
Reflection
• What did you learn from this session?• Have you ever seen similar writing
methodologies used before?• What skills/help/understandings did
you need to be able to participate in the activity?
• How did you feel while doing and / after completing the session?
• Could you use the understandings from this session in your work with children? Workshop 5
Session 5Slide 36
Homework task
Option A Work with a small group of students for one
week using the Scaffolded Writing program. This will mean working with the small group for 20-30 minutes each day.
OROption B Plan and implement 3 writing lessons using a
lesson plan used in previous workshops or one of your own choosing or, if you are working towards a certificate, you can use one provided by the registered training organisation. Workshop 5
Session 5Slide 37
Glossary
• Words on the poster?
• Any words you want to note to find out more about (Google, ask a colleague)
• Add to the Glossary page at the end of your workbook Workshop 5
Session 5Slide 38
Conclusion Workshop 5
Supporting students writing development
The Strong Literacy and Numeracy in Communities Pilot was funded by the Australian Government Department of Education, Employment and Workplace Relations as part of the Education Revolution – Improving Our Schools – National Action Plan for Literacy and Numeracy
Summing Up and Evaluation
These workshops have been divided into three main topics
– Oral Language– Reading – Writing
This is not all there is to know. But has been a good beginning to what should be a continuous process of learning for those of us working to provide literacy support to children in the primary school. Workshop 5
Session 6Slide 40
Literacy definition from ACARA
Literacy is an integral part of the English curriculum. Conventionally it refers to reading, writing, speaking, viewing and listening effectively in a range of contexts. In the 21st century, the definition of literacy has expanded to refer to a flexible, sustainable command of a set of capabilities in the use and production of traditional texts and new communications technologies, using spoken language, print and multimedia. In English, students learn to read, write, listen, speak accurately, flexibly and critically, and to view and create increasingly complex texts for a variety of contexts.
http://www.australiancurriculum.edu.au/Learn/English/Organisation
Workshop 5 Session 6Slide 41
Literacy definition from ACARA
Literacy is an integral part of the English curriculum. Conventionally it refers to reading, writing, speaking, viewing and listening effectively in a range of contexts. In the 21st century, the definition of literacy has expanded to refer to a flexible, sustainable command of a set of capabilities in the use and production of traditional texts and new communications technologies, using spoken language, print and multimedia. In English, students learn to read, write, listen, speak accurately, flexibly and critically, and to view and create increasingly complex texts for a variety of contexts.
http://www.australiancurriculum.edu.au/Learn/English/Organisation
Workshop 5 Session 6Slide 42
What the workshops aimed for
Big Ideas addressed in the workshop• about children as learners?• about supporting students’ oral
language development• about supporting student’s reading
skills?• about supporting students to develop
their writing skills?• about educational language? Workshop 1
Session 3Slide 16
Student Profiles
• Name
• Other names
• Date of birth
• Place of birth
• Languages spoken at home
• Mother’s country, language
• Father’s country, language
• Languages spoken by student
• Languages understood by student
• Who does the child live with (extended family)
• Siblings / close family members at school
• Places / communities the child travels to
• Schools attended / Attendance history. Are any of these schools bilingual?
• Cultural / ancestral background
Workshop 1 Session 3Slide 16
Scaffolded teaching learning
A sequence for planning
A Getting Ready
B Show me how (modelling)
C Help me do it (guided practice)
D Let me do it myself
(independent practice)
E What did I learn? Workshop 1 Session 4Slide 22
What we do to scaffold learning
Support children in the classroom by:-
• asking open-ended questions
• repeating new language
• rephrasing and modelling
• pause-prompt-praise
• extending
• being an active listener Workshop 1 Session 4Slide 29
Field, tenor and mode
• The field:– What the communication is about - the field.– What is the content matter or topic of the
communication?
• The tenor: – Who you are communicating with - the tenor.– Who are the people taking part in the communication?
• The mode: – How you are communicating - The mode. – Is it spoken or written communication and what media
are used?Workshop 2 Session 2Slide 3
Small group oral activityE.g. One way information gap task
• C A • The one who has the
information
• Gives clear precise information
• Answers clarifying questions from B
B • Has no information
• Listens carefully to A for instruction / information
• Asks clarifying questions from A
Workshop 3 Session 2Slide 4
C Observes and discusses the activity with A and B when it is finished.
Small group oral activityE.g. Two way information gap task
.
Workshop 3 Session 2Slide5
E – Records examples of the language used
•A, B, C and D sit in a circle facing each other
•4 pictures in a sequence
•Must talk but now show
•Clear, precise information sharing
•Only look when confident
Small group oral activity E.g.Describe and draw
• C Director• Draws a picture or
series of shapes • Gives clear, precise
instructions• Uses positional
language
Other student• Listens attentively• Draws pictures
and shapes after instruction
Observer - Records examples of language used Workshop 2
Session 2Slide 6
Workshop 2 Session 2Slide 6
The 3 cueing systems.
Workshop 4 Session 2Slide 7
SEMANTIC
KNOWLEDGE
Knowledge of topic
(field), cultural
understandings &
links to life
experiences
GRAPHO-PHONIC
KNOWLEDGE
Knowledge that sounds are
represented by letters & clusters
of letters
SYNTACTIC
KNOWLEDGE
Knowledge
about the system
of language e.g.
word order, nouns,
pronouns,
tense,
Meaning making occurs when all three cueing systems work togetherMeaning making occurs when all three cueing systems work together
Meaning
Making
Read the following
Lambra goots fal trup rew fal hepper. Ota namdo bup quock sa terip wuta gup sa flubbed jepo.
Workshop 4 Session 2Slide 14
Divide your planning
1. What you will do with the students before the reading
2. What you and the students will do while the reading is going on
3. What you will do after the book has been read
(Wallace in Gibbons, Scaffolding Language, Scaffolding Learning, 2002, p84) Workshop 4
Session 3Slide 40
Common Text types
• Recount• Procedure• Information Report• Factual • Description• Explanation• Argument • Narrative• Discussion Workshop 5
Session 2Slide 6
Language features
Argument and Persuasion
Persuasion uses words like wonderful, amazing, terrible, attractive, frightening which appeal to people’s emotions, feelings and needs.
Workshop 5 Session 2Slide 19
The young writerLevel What children do when writing independently
Transition – Year 2
Years 3-4
Years 5-6
Workshop 5 Session 3Slide 23
Scaffolded Writing
A. Getting ready (to write)B. Show me how (to write)C. Help me do it (the writing)D. Let me do it (the writing)
myselfE. What did I learn (from the
writing)? Workshop 5 Session 4Slide 25
Before writingWhat did you do?
•Think•Draw•Write notes•Talk•listen
Workshop 5 Session 4Slide 30
What do the students do?
•Think•Consider the audience•Brainstorm•Check ideas with others•Talk•Read•Make notes •Gather information
During writing
What did you do?
•Write a first draft•Share (conference)•Think•Check ideas•Redraft•Check grammar, punctuation, spelling etc
Workshop 5 Session 4Slide 31
What do the students do?
•Write a first draft•Share (conference)•Think•Make changes•Conference with the teacher•Proofread or edit to check spelling, grammar
After writingWhat did you do?
•Share the completed piece
Workshop 5 Session 4Slide 32
What do the students do?
•Share the completed piece•Publish the piece (final version)
Practice with the sequence
Scenario for using the ‘beginning and emergent writer’ sequence:
• Go through the elements of the scaffolded writing sequence with The Very Hungry Caterpillar in mind.
• Imagine that the class has been reading this book and all the students are now very familiar with the story.
• The teacher has asked you to support three students (who are reluctant writers)to retell the story in written words and pictures.
Workshop 5 Session 5Slide 35
Evaluation
Your chance to shape professional learning for
paraprofessionals in
the future.
Workshop 5 Session 6Slide 63