Learning Intentions (goals):To raise the level of achievement with our

reluctant writers who are below their cohort level.

Marie Highley and Lyndal Lowans

Name(s): Marie Highley Lyndal Lowans

Audience for proposal (people who need to know about our project):Cluster Share – end of year Ulearn?

Rationale/Issue/Puzzle: The number of reluctant writers has increased across year levels. As part of our working on integration across the curriculum with ICT, it is an opportunity to see if we can engage these reluctant students.

Learning Intentions (goals):To raise the level of achievement with our reluctant writers who are below their cohort Level.

Timeframe: Terms 2 and 3 2010.

ACTION RESEARCH PROPOSAL 2010

Implementation (what we intend to do): Explicitly plan for those students Use the blog as a place to share. Use Astle (Term one writing sample) as base line data, and another

writing sample in middle of Term 3 Reflect on process on our teacher blogs Ethical considerations (any consents we require): Initalled work on blog (check permissions for everything ie video)

Resources (help or support we might need): Access to web2 tools, some release time to do data collection Flip minio, Camera Easispeak Mimio and data projector Kidpix

A small number of children had made little progress in their writing .

They found it difficult to write sentences. Had no idea of punctuation. Weren’t interested, as they felt they

couldn't do it. Lacked imagination Had poor motor skills Usually had poor reading skills as well

1. Originally 5 students were targeted from Year 5 as reluctant writers and 1 from Year 6.

2. This was based on their writing sample and classroom observations. 3. One Year 5 and the Year 6 moved overseas. They are not included in

this report.

Student February Writing Sample (Astle)

Female 2b

Male B 2p

Male J <2b

Male D (ESOL) 2b

Sample: Female

Sample: Male B

Sample: Male J

Sample: Male D

Modelling Strategy One

Students would have model in their book and highlight and write on their model

Using Mimio as my modelling book

Lots of teacher input required at the planning stage

Male J

In The Basement“Hi I am Tom I am 13 years old. I have black hair, blue eyes and I am very tall.”  “I am going Skydiving with my friend Jack because it is my birthday.” Today it is very cold .Jack is 10 years old he has brown hair, green eyes and he isn’t very smart. We are flying over the forest and we jump and we are having a great time until the wind picks up. We were struggling to hold on and we crash land in a clearing of a forest.

We walk around looking for something. We spot a house in the distance so we decided to check it out. We walk up to the house and knocked on the door ...

Male B: very keen and sent plan from home via email

Female•Good days and bad days

Male D

http://www.youtube.com/watch?v=1ZVKu4pRWqw&feature=related

Sample: Term 4 Male B

Female Sample: Term 4

Sample: Term 4

Male D

Sample: Term 4

Male J

Student February Writing Sample (Astle)

October Writing Sample (Astle)

Female 2b 2b

Male B 2p 2p

Male J <2b 2p

Male D (ESOL)

2b 2p

Reasons for no change.Female: Student is thought to have processing problem with language. Work throughout year extremely variable and even with strong teacher input, no changes to work would be made.Male B: OTJ would suggest 2A as evidence by paragraphing and increase in vocabulary.

Year 2 Writing samples graded against Astle All at Level 1 B

Girl KR Boy DN Girl TH

Year 2----Talking and learning about narratives using data projector

Showing less structure in planning sheet

Planning and drafting

Using the mimio to scaffold alternative word to “then.”

First sample End of study sample

Boy DN

End of study samples

First samples

Girl KR Girl KF

Most students have made good progress All have benefited in using the ICT tools in class Less reluctance is now seen Students more confident to write independently They have consolidated their learning at the

initial curriculum level but need further input to reach their cohort level of expectation.

Motivation did not always transfer when put back on paper

Content and structure had improved but proof reading skills had not improved.

Findings

The need for lots of “talk” to prepare children oral storytelling from pictures/picture dice/

internet sources modelling “how to..” set formats for support word walls and resources exciting ways to publish their work an audience to share work with (blog)

Storyboard template Writing modelling and planning sheets