ALL Writing Programme

8/10/2019 ALL Writing Programme

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ALL Writing Intervention

A background and where to now?


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AKO learning together.

The concept of akodescribes a teaching and learning

relationship, where the educator is also learning from the

student and where educators practices are informed by the

latest research and are both deliberate and reflective. Akois

grounded in the principle of reciprocity and also recognises that

the learner and whnaucannot be separated.

Ka Hikitia, 2008, p.20
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What have we done in the past?

At Kuranui School over the last 6 years we have adopted and

followed a writing programme that has seen many thrive butwe still have not found a way to raise achievement for somereluctant writers.

These children, through no fault of their own, have difficulty

with the alphabetic system, using language and words.

We have explicitly taught writing and writing tools, spelling,punctuation, editing and planning using different styles orgenre.

We need to try something different to help this group ofstudents to raise their levels of achievement.


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Time for change!The MOE granted us funds to

provide an intervention designed

to raise achievement for this

group of learners in the attempt

to assist them to learn strategies

that can be used to promote

acceleration in writing.


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What are we attempting to achieveand how?

We want to try different ways to help your child build amemory for essential words for fluent writing.

We want to help build your childs memory in order to helpthem retain these words to use every time they write.

We want to provide your child with strategies to take back intothe classroom to sustain and build on the gains made in theprogramme.

We want to determine the best way to help your child andothers to strive to be the best they can!


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What we want to achieve with theALL

Writing interventionAt Kuranui School:

We want all children to write fluently and without struggle.

We want all children to be able to access and use language andlanguage tools to express their ideas, opinions and knowledge.

We want all children to see themselves as authors, valued fortheir contributions to literacy.

We want all children to enjoy writing.


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Your child will have a word list from their teacher to take home everynight as usual. At writing time we will have Word Rumble based on theessential word lists that link to the spelling requirements of the writingstandards. We test these every day and add exercises to build shortterm memory, alphabetic knowledge, knowledge of parts of speech

and letter sequences.

We will explicitly teach writing strategies such as planning, editing,punctuation skills and spelling skills. Some of these will be taughtwithin the classroom programme in both classes.

We will explicitly teach the different writing structures, identifying thedifferent or similar features of each structure as well as their purpose (how and why they are used).

We will explore examples of these structures that we use everyday.

What are we attempting to achieveand how?


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The results!The growth in spelling achievement based on the Essential Word Lists

Yr 2-3

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0.2

0.4

0.6

0.8

1

1.2

Series1

Series2

Series3

Series4

Series5

Series6


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The results!

The growth in spelling achievement based on the Essential Word Lists

Yr 4-5

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0.2

0.4

0.6

0.8

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1.2

Beg

Data

List 1 List 2 List 3 List 4 List 5 List 6 End

data

List 1 List2 List3 List4 List 5 List 6

Series1

Series2

Series3

Series4

Series5

Series6


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Spelling strategies taught during ALL

Fold, write. Fold write.

Finding the little words in the bigger ones

Shape it- playdough, biscuit dough, pipe cleaners

Write and walk away! Memory trainer

Shape it visualise the word in your head- playtime

Chunking it into smaller words

Word building if you can spell take, then make, bake, shake,flake, cake.


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Thank you for being part of the ALL writingintervention

Any

Questions?

Working together for children to

succeed.


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Handouts


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So why do some children struggle?

Limited oral language structures and vocabulary.

Poor speech patterns or delayed speech patterns leading toineffective spelling.

Low self esteem from suffering from hearing deficits, speechdeficits or undetected eyesight difficulties.

Lack of rich personal experiences to write about.

Lack of knowledge about spelling patterns and rhyme, writingstructures and the tools to enrich their writing.


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What we know about these childrenand how we know this?

Years of observation show that in preschool and junior classesthese reluctant children often go unidentified but difficultiesoften arise suddenly at about 6.5 when they move into Year 3 .

Parents often blame a particular teacher, an event or a change in

in teacher for their childs performance when it is often morelikely the result of the change in teaching style or the change inemphasis in the curriculum as a child moves into a more academicorientated, higher level class where most recording of learning isin a written format.

Often their classroom performance is not consistent from day today .they forget what they could do easily the day before.

From Reaching Reluctant Learners Laughton King Psychologist NZ


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Unbeknown to the child, parent or teacher a number of factors can affectthe childs ability to perform in class.

Some teachers may use a lot of structure and be very predictablethis allows the child to feel secure.

Some teachers may use pictorial language which conveys meaningfor the child, while another does not.

Some teachers use reinforcement techniques that suit these children( practical / visual), while others dont.

Some children will perform under pressure for a short time then beunable to sustain or retain the performance or learning.

Some or all of these and other pressures may be operating in the classor at home and lead to unpredictable performance.

What we know about these childrenand how we know this?



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What you can do at home to helpyour child to succeed?

Maintain predictable routines and procedures. When they go to bed,how and when they do homework tasks, have a shower, pack up their

gear etc.. Have a weekly timetable hanging in their room. see

handout! Feed their pictorial brain.

Encourage your child to follow routines and have the same structure

around their lives.

When addressing your child use his / her name at the beginning of a

short uncomplicated sentence that includes one idea.

Use words that paint a picture in your childs head like Shut the door.

Ask your child to close their eyes while you give them an instructionspeak slowly. .pause between each sentence so they can process

what you have said. Then say.. Tell me what you are going to do and

get them to start with I am going to.



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Use visual charts and cues to remind them to do chores orjobssuch as brush your teeth, wash your hands ... researchershave found this helps to eliminate constant repetition ofinstructions and keeps things calm.

Read picture books with your child and help them link the ideas in

it to their own experiences. We have a list of recommended booksto help you, that are available in our library.

Encourage them to make notes and jot down ideas for writingnow or in the future.

Play memory games in the car with your child we have a list ofideas for you. Some are quite ridiculous but fun!

Tell us what is working for your childand whats not!

What you can do at home to helpyour child to succeed?



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Suggestions from Sharyn and Lyn

The following slides are suggestions form Sharyn Merry RTLB(Lit) in our Matamata Cluster. We also welcome Lyn Pascoe fromWaikato University , our ALL mentor.

Sharyn has generously supported the ALL Writing Interventionin the school providing resources of interests , readings and

critiquing the work done.

Now she shares her words of wisdom many of these ideasyou will of heard before but their importance is as relevant nowas then

I have added my own ideas in some places but we share manyof the same philosophies about writing!

The teachers behind the teacher!


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The Role of Oral Language

Build a climate of words at home.

Tell stories.

Go places.

Provide experiences.

Talk about what you have seen/ heard, smelled/ tasted/ felt

experienced.

If children cant say it, they cant write about it.


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Let Your Child See You Write

By doing so they will realise that writing happens everywherenot just at school.

Actions speak louder than words. What you do is as importantas what you say.

Let them see you write notes/ emails to friends & businesses.

Encourage them to be involved in writing. E.g. Grocery list,birthday cards, invitations, taking phone messages etc.


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What Happens When You Let themHelp Write the Grocery List


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Provide a Place for Your Child toWrite

Could be a quiet corner or at a desk.

Ensure there is good lighting & a comfortable chair.

Provide pens, pencils, paper, a dictionary (appropriate to thechilds level), they make great christmas and birthday gifts.

Use I pads apps and technology to hook them in !

The Gift of Writing.


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Key Ideas

Encourage writing for real purposes.

Encourage and allow your child to draw and talk beforewriting.

Good writing usually features the ordinary looked at in an

extraordinary way.Everyone has something worthwhile to write about. Everyonehas experiences.

Writing develops best in a community of writers write in frontof your child.

Writing helps reading and reading helps writing Keep up thedaily reading and record this in the Read It books.

Display writing at home and make sure visitors see it.


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Key Ideas

Writing ability is like strength training.

Writing needs to be done daily, just as muscles grow stronger

with exercise, writing skills improve with writing practice


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Helping Developing Writers!

Encourage them to regularly write the words they know in a

variety of ways. E.g. With felts, chalk, paint, in sand. Use a varietyof mediums paper, whiteboard, blackboard, concrete etc.

Encourage them to say unfamiliar words slowly and record thesounds that they can hear.

Value their attempts and display their writing around the home onthe fridge, notice board etc.

Start a family diary/blog/facebook page to record special days,

weekend activities and holidays. Take turns to write in the diary.Include pictures, photos, cards etc. Read the diary to relatives andvisitors or invite others to respond to the blog or facebook.


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Have fun writing messages to each other. Try writing reminders,secret messages and riddles.

Get your child to help write a roster or jobs.

Play word games like Scrabble & Upwords.

Do simple crosswords & wordfinds.

Encourage them to have-a-go at spelling rather than askingyou.


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When your child has finished a piece of writing encourage themto read it aloud. Ask questions about what they have written tohelp them make the message clearer.

Encourage them to write on areas of specific interest/ expertise.

Teach your child how to use the Spell- Check on the computerand explore the classroom blog for helpful sites such as Typingtutor, Studyladder and Oxford Owl.

If you own an i-Pad or tablet, see the classroom teacher forapps that support writing, spelling and reading fun. Turn thelearning into fun with the help of modern technology


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That little , big thing spelling

Ideas are more important than spelling

In Shakespeares time spelling was optional.

ALL children report that they are more confident to write when they can spell the word


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That little , big thing spelling

Learning to spell is a gradual & complex process.

Keep positive, notice the good bits and dont try to correctevery mistake.

Respond to the content in a big way. Let them down gently withthe spelling.

Encourage them to take risks.


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The Evolution of the EnglishLanguage

Anglo-Saxon: (Common everyday words) e.g. dog, cook, rabbit.

Latin/French: (Technical formal words) e.g. nation, boutique,doctor.

Greek: (Specialised scientific words) e.g. television,circumference, physician.

Therefore

phonics is usually an extremely unreliable guide.


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However

Accuracy is expected in published formats.

ALTHOUGH

Text messages/ facebook etc are having an impact on ourwritten language and text language is becoming more accepted.


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In conclusion:All children acquire language in a specific order, first speech thenreading then written expression of their thoughts, ideas and opinions.Therefore writing takes more effort and a longer time for some toacquire.

English is a difficult language to acquire as it has borrowed and usesmany words from other languages that dont follow the same spellingrules and patterns.

The basis of good writing is good talk and good use of precise andenriching vocabulary. Books are a great source of enrichingvocabulary read together and share ideas.

Ideas are more important then spelling.

Encourage your child to write for a purpose and respond to otherswriting.

Have FUN !


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Believe

See your child as an author and celebrate their attempts .

Encourage the author within

Our writing comes from who we are.

Every single thing weve ever seen, felt, heard, known or

tasted lives inside of us.


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How you can help at school.Come in and share your talents for Language Experience

daysAs a cook, as a farmer, as a builder, as a gardener, as ahandyman, a knitter or a parent.

Sit in class and share your childs writing experience- noappointment necessary!! You might like to check where we will

be though.

Helping by publishing work and presenting it.

Attending workshops on reading and writing- they both are

linked to each other, the more children notice in one helps to linkit to the other.

Sharing pets, experiences , visitors, treasures to write about!


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What the school and staff can do foryou!

Share their experience, knowledge and tools with you tosupport your child.

Assist your child to access further help if required.

Find new ways to support you and your child to succeed. Bestpractice based on current research.

Education is constantly changing and evolving to meet the

challenges our learners present to us.

Future Focused!

Documents

ALL Writing Programme