Developing an Effective Writing Programme: Sheena Cameron

Developing-an-Effective-Writing-Programme

Wednesday 30 January 2019
Session 1

Welcome from Sheena and Louise

Write one sentence. do not use letter 'e'. Lipogram
Slide 4. Discuss purpose and audience with students before writing. Why am I writing this? and who am I writing for?

The Hamburger Model

Supporting students to transfer their knowledge Toolkit to new writing purposes. pg 31

Grouping for writing

1. Set days for groups (mixed ability or same level)

Year 3 is a good time to introduce self-checking.

- really simplify things down eg. work on one sentence especially for Maaori and Pasifika students. Make feedback visible to them.

2. Students grouped for a specific purpose (check-in or longer session).

Setting goals - be specific 

3. Mini-lessons for students 

4. Writers' group share and enjoy their writing.

Text types are important. Be spontaneous use other writing forms. This is fun for students to explore different types of writing forms eg. diaries, blogs, letters, biographies

"Once upon a Slime": Andy Griffiths - other text types

Session 2

Writing Lessons - chapter 5

How to organise a writing lesson: pg 52

A suggested sequence for teaching writing.

1. Lesson introduction  15mins

2 Independent writing (guided) 20 mins

3. Lesson wrap-up  10 mins

This is a recommendation not set in concrete.

• Keep the introduction simple and not too long.
• One group a day is really achievable.
• You will achieve a lot more in a Review when you come together in a group. Be comfortable when students are not finished. Don't wait for students to finish.
• It's a good time to look at work during the wrap-up and feedback and set goals for the next writing lesson.

Chunk the task

One day and one piece of writing. 

Eg. 

Day 1.  Planning Sheet

Day 2.  

Generating Ideas

Resouces:

• FaceBook
• The Writing Book Resources
• GoPro website
• Video:  Pygmy Seahorse

Note taking and videos

Note taking is a really good thing to do with students. This helps them to capture ideas and useful language while viewing a video.

"Simple little pearlers from our note taking" - sharing ideas

Moment in time- setting description, character description Advice for the character, retelling, Innovation, Introduction/ conclusion.

eg. Setting T Chart pm14

Drama

• inputting rich oral language
• getting them to experience the learning
• gets everyone moving
• unlocks imagination
• acting out stories
• supports their understanding

Talk Topic

• would you rather questions from Oral language Book
• choose your own topic
• a picture every day

Clear criteria and challenge

• learning intention sets the scene
• success criteria- unpacking

Writing down learning intention or Succes criteria is not necessary.

The key idea: do students know what they are learning and why

Keep the criteria very Visual for students. Far more powerful than writing it down. Make it Memorable -not too many things.

Lots of oral language is important to set them up. eg.

Goals for emergent writers

Checklist for today's writers - yr3/4

Criteria-example-  Detailed icons

Disgusting dinner

Exemplars

One sentence exemplars-can co-construct

The Hook Book

Introducing an Exemplar

Independent Writing

Don't have students lining up with their books waiting to be seen have them put their books on the carpet when they have finished.

Establishing routines and expectations

Give student activities once they complete their writing eg.

• spelling
• writing a shopping lists

Self Checking

Lesson Wrap 

the wrap up could:

Model and teach the Self check (proofread)

or Model and teach the partner check

or review one Criteria from the lesson.