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Louise Dempsey's workshop notes from Mana Education Centre's Living Literacy conference 18-19 April, 2012.
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15/04/2012
1
Supporting
Children to Edit and Improve
their Writing
Cutting Edge Literacy
April 2012
I know what I am
learning and why
I can find examples
in my writing
I can improve my
writing
I can talk about my
successes and next
steps
A balanced writing programme
Model
Shared
Guided
Independent
Hook children in.
Share the purpose with
the students – check
they engage with the
LI / criteria
‘Think aloud’
Demonstrate what
the learning looks
like (linked to LI/SC) Involve the students
in the process.
Think – peer - share
White boards
Paired, group or
individual –
supported by the
teacher Clearly linked
Open ended
Achievable
Students reflect
on their learning
Purpose
15/04/2012
2
What are the stages in the writing process?
Forming intentions (genre)
Crafting and composing
Ideas sentences spelling
punctuation handwriting
sentence structure
Reflecting on, re-crafting and presenting
Effective Literacy Practice
Lots of ‘talk for
writing’
Skill teaching
mini-lessons
Analysing
examples of
literature
HOOK -Teacher modelling and shared writing
Plan
Write
Read Read to a
friend
Put book away -
Choose a literacy activity
LIs
Clear
criteria
Frameworks
Plenary: Celebrating and reviewing writing
Teacher
roves and
targets guided
groups
Images from google images
Teacher as the facilitator
Teacher
Think
Peer
Share
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3
Respond as a reader
Positives (linked to criteria)
One improvement
(linked to criteria)
Responding to writing
Surface features –
spelling and
punctuation record in the
margin.
(see editing
guidelines)
3 stars
One
wish
Self
Peer Teacher
Reviewing and improving writing
Teach it
• Observe children to identify next steps
Goals / checklists
• Engage children with goals/ checklists; model it – make links ; make time;
Reviewing and
sharing
• Checklists; codes; different colours
• Time and systems
Personal responses
I felt… I admired…
The way that you described…made me feel...... My favourite moment was…because.....It
made me feel/think about.....
I especially enjoyed… BECAUSE
I was excited to read…because...
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4
LI: to write a narrative
Who? Where? What? Ending
We know that sentences:
Sentences
Make sense
Capital letter at
the beginning
Full stop at the end
Finger spaces
between words
No and after the full stop
Stop your full
stop crying - use
a capital letter
H h
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5
The dad and the boy made a
fire they cooked the fish
they felt excited They liked cooking their fish this way
We are learning to:
Write an introduction paragraph which
describes the setting
Image from The Hunger
Games
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6
Image from The Hunger
Games
After our successful hunt, Gale and I take a minute to
rest and enjoy the stunning view. The morning mist
covers the distant hills like a white sheet. We
appreciate the thick, lush trees which reach as far as
the eye can see. Listening to the beautiful sounds of
the wildlife, we think about our own barren district with
no life except hungry people.
‘We could run away you know and live in the woods,’
Gale murmurs after a long silence.
‘They would catch us in a minute,’ I reply, with regret
in my voice.
Criteria (check list)
Important information
scenery
Sounds
Simile
Complex sentences ( ‘ing’ verbs)
Like as
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7
Three successes
Symbols
Highlighters
Stars
Circle
Checklists
Improvement Linked to criteria and/or targets
Reminder prompt or a scaffold prompt
What is missing from the checklist? Can you add it in?
What did she hear? (scaffolded)
Can you tell us more about the sounds in District 12?
Surface features
Reminders rather than corrections
Encourage self correction
Build confidence and accuracy
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8
Kaurilands School
15/04/2012
9
Kaurilands School
Research findings on self marking M Im Verdict
Marks own closed exercises. 10 5 Saves T time. Can be a prompt
for children to correct work.
Marks closed exercises while
teacher goes through
answers and process.
10 9 Do more of this!
Edits own work (secretarial
features).
9 8 Emphasis must be on checking
what you know rather than all
errors.
Identifies where personal
target has been met.
8 9 Do this
Identifies where SC have
been achieved and
improvements could be made.
10 10 Do this.
Shirley Clarke
Research findings on
response partners working together
Activities M Im Verdict
Swap books and mark
closed activities.
8 1 Saves T time but little impact on
learning.
Edit written work
(secretarial features).
8 4 Can be negative – need many
ground rules.
Identify positive aspects
only.
9 8 Do this first.
Identify successes and
improvements against LI.
9 9 Do this next.
Present paired marking
decisions to class or
group.
9 10 Aim for this.
Shirley Clarke
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10
Mt Roskill Primary
Mt Roskill Primary
Name: Room: Level 1B Student targets
I am learning to:
Yes! Yes! Yes! Achieved
Date:
Audience and
purpose
Write about interesting
events and experiences. ☺ ☺ ☺ 10th May 09
Content/ideas Think about the ideas for
my writing and then say
them in sentences
before I write.
Structure Including punctuation
and grammar
Write my ideas in a
sentence.
Put a full stop at the end
of my idea.
☺
Language
features
Describe what
happened using
interesting words.
☺
Spelling and
handwriting
Write the words I can
spell in my writing.
Write all the sounds I
can hear in words.
Editing Tell my friend or teacher
about my plan and
writing.
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11
Group/ individual targets – questions to consider
Where will I get the
targets from?
How will I ensure
they are
manageable in
number and focus?
How will I ensure the
children know their
targets and know
how they are
progressing towards
them?
When will be
focus on our
targets?
When you have finished:
Come to the mat and read your writing
Put a star by your full stops
Read your writing to a partner
‘I like.......’
A capital
letter
finger
spaces . Full stop
15/04/2012
12
Checklist
√ Have I remembered to?
Write a beginning, middle and end?
Use sentences? . A Try all the words in my writing?
Checklist – Persuasive writing
√ Have I remembered to?
1. Write 3 paragraphs (highlight the spaces)
2. Use persuasive sentence starters
3. PEE point – elaborate - example
4. Write an introduction and conclusion
Highlight one thing that you could do even better
in your writing. Now can you improve this in your writing?
Tips for setting up self and peer assessment
Model it first
Link it to the LI and SC – use a checklist
Begin with self assessment
Make it manageable, i.e. highlight all the adjectives; highlight all your
full stops and capital letters; put 2 stars by ……
Initially complete the assessment as a whole class so that you can
monitor the process and provide feedback
Model and teach starter phrases
Teach a code for indicating that self and or peered edited has been
completed (signing name; 1 figure or 2 figures etc)
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13
Talking frame – peer assessment
I like the way you have …… For example ……
I think your story would be even better if you …..
For example ….. As your reader I would like to know....
I am not sure that I understand this
sentence/section. What did you mean by …..
I know what I am
learning and why
I can find examples
in my writing
I can improve my
writing
I can talk about my
successes and next
steps