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new First Steps® in LiteracyCANADIAN EDITION
Writing
CourseBook
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
First Steps® Writing Course Book, Canadian Edition (2008)
Published in Canada by
Pearson Canada Inc.26 Prince Andrew Place
© Western Australian Minister for Education 2013
Canadian editions are adapted from resources originally developed by STEPS ProfessionalDevelopment and the Department of Education and Training, Western Australia.
Every attempt has been made to trace and acknowledge copyright. Where an attempt hasbeen unsuccessful, the publisher would be pleased to hear from the copyright owner soany omission or error can be rectified.
Vice-President, Publishing and Marketing, School Division: Mark CobhamVice-President, Marketing and Professional Field Services: Anne-Marie ScullionPublisher, Pearson Professional Learning: Debbie DavidsonResearch and Communications Manager: Chris AllenCanadian Edition Advisors: Noreene Decker, Norma MacFarlane, Mary Lou StirlingProject Co-ordinator, Pearson Professional Learning: Joanne CloseAssociate Editor: Jacquelyn BusbyDevelopmental Editor: Katherine RevingtonSenior Production Editor: Jennifer HandelProofreader: Martha Uniacke BreenProduction Coordinator: Zane KanepsComposition: Computer Composition of Canada, Inc.Permissions: Amanda McCormickCover Design: Alex LiCover Image: Joe Drivas/Photographer’s Choice/GettyImages
ISBN-13: 978-0-13-207281-6ISBN-10: 0-13-207281-5
Don Mills, ON M3C 2T8
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
Contents
iii
Getting StartedFirst Steps Writing, Canadian Edition: Overview
of Materials vClass Profile Sheet viShort-Term Classroom Plan: Writing viiSuggested Process for Using the Writing Map
of Development x
Session 1: Understanding theWriting Map of Development 1Listing Writing Tasks 2Planning Page 3Writing Activity 4Reflecting on Writing Activity 1 6Reflecting on Writing Activity: Three Cueing Systems 7A Multidimensional Model of Teaching Writing 8Professional Reading 1.1: The Evolution of
Teaching Writing 9Professional Reading 1.2: About the
Multidimensional Model of Teaching Writing 10Role-Play Writing Indicators 13Writing Map of Development—Phase Review 15Self-Reflection Notes: Understanding the
Writing Map of Development 16
Session 2: Assessing andSupporting Students’ WritingDevelopment 17Data Collection 18Class Profile Sheet 19Individual Student Profile Sheet—Key Indicators Only 20Individual Student Profile Sheet—All Indicators 21Class Profile Sheet—All Indicators 22Overview of Writing Map of Development—
Parent Version 23Short-Term Classroom Plan: Writing 24Self-Reflection Notes: Assessing and Supporting
Students’ Writing Development 26
Session 3: ContextualUnderstanding: Five KeyUnderstandings 27Rules for Teachers 28Contextual Understanding: What Students Need
to Know 29Key Understandings for Contextual Understanding 30Text: Contextual Understanding—Solomons
Dolphins Sold to Mexico 31Self-Reflection Notes: Contextual Understanding—
Five Key Understandings 32
Session 4: Use of Texts 33Suggested Pathway for Developing a Unit of Work
for a Selected Form 34Student Sample—Writing to Describe 35Multi-Text Model: Geographical Report 36Rank Samples 38Supporting Writers 39Self-Reflection Notes: Use of Texts 40
Session 5: Conventions 41Seven Approaches to Teaching Spelling 42Establish Routines 44Words to Learn 45My Personal List 46Recording My Results 46Words I Know 47Self-Reflection Notes: Conventions 48
Session 6: Processes andStrategies 49Survey 50Self-Reflection Notes: Processes and Strategies 51Where Do I Go From Here? 52
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
v
Getting StartedThis section contains pages that you will refer to throughout the duration of the course.
Linking Assessment,Teaching and Learning
Chapter 1First Steps, Canadian EditionChapter 2
Planning for the SuccessfulImplementation of First Steps
Chapter 3Understanding First Steps Beliefs
Chapter 4First Steps and Diversity
Chapter 5Establishing a Positive Teachingand Learning Environment
Chapter 6Assessment and Evaluation:Theory, Principles, and Practices
Chapter 7Effective Teaching and LearningPractices
Chapter 8Classroom Planning and Grouping
Chapter 9The Metacognitive Process:Reflecting, Representing, andReporting
Chapter 10Communicating with Parents
Writing Map ofDevelopment
Chapter 1About Writing
Chapter 2Understanding the Writing Map
Chapter 3Collecting Data on WritingDevelopment
Chapter 4Role Play Writing Phase
Chapter 5Experimental Writing Phase
Chapter 6Early Writing Phase
Chapter 7Transitional Writing Phase
Chapter 8Conventional Writing Phase
Chapter 9Proficient Writing Phase
Chapter 10Accomplished Writing Phase
Writing Resource Book
Chapter 1Use of TextsSection 1: InstructionalApproaches to Writing
Section 2: UnderstandingDifferent Forms of Writing
Chapter 2Contextual UnderstandingSection 1: Developing ContextualUnderstanding for Writing
Chapter 3ConventionsSection 1: Connecting SpellingInstruction to Writing
Section 2: Developing Grammar
Chapter 4Processes and StrategiesSection 1: Writing Processes andStrategies
First Steps Writing, Canadian EditionOverview of Materials
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Shor
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x
PREDICTING
• Read Global Statements.• Make a prediction of a
student’s phase.
ASSESSING
• Collect data.• Identify students on the
Map of Development.• Monitor student progress.
TEACHING/LEARNING
• Select Major Teaching Emphasesfrom the phase.
• Select Teaching and LearningExperiences.
LINK
Suggested Process for Using the Writing Map of Development
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
1
Session 1
Understanding the Writing Map of Development
SESSION OUTLINE• Explore the beliefs that underpin the
First Steps resource.
• Develop an understanding of a multidimensional model for teaching writing.
• Define and explain four substrands usedin the First Steps Writing resource.
• Explore the layout of the First StepsWriting Map of Development.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 1: First Steps, Canadian EditionChapter 3: Understanding First Steps BeliefsChapter 5: Establishing a Positive Teaching and Learning Environment
WRITING MAP OF DEVELOPMENTChapter 1: About WritingChapter 2: Understanding the Writing Map
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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List all the writing tasks undertaken in the past week.
List any other writing tasks you would like to do in the next few days.
Listing Writing TasksTo effectively teach writing, teachers need to experience the processes used for constructing text.
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Planning PageTeachers need to be metacognitive about writing in order to share the processes with their students.
Writing activity for today is ___________________________________________________________
Purpose: Why am I writing this text? ____________________________________________________
Audience: For whom am I writing? ______________________________________________________
Form: What form of text will I use?______________________________________________________
Planning
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Writing Activity
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FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Writing Activity
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FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Reflecting on Writing Activity 1
What I DidBeforeWriting
•
•
What I DidDuringWriting
•
•
What I DidAfter
Writing
•
•
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Reflecting on Writing Activity: Three Cueing Systems
Task: Reflect on your writing activity. What knowledge did you draw upon from the semantic, syntactic,and graphophonic cueing systems?
Semantic• Topic/Concept knowledge• Cultural/World knowledge• Vocabulary knowledge• Word structure knowledge
• Graphophonic knowledge• Orthographic knowledge
• Grammatical (word order)knowledge
• Word function knowledge• Text knowledge
Graphophonic Syntactic
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Summaries Blueprints Cartoons
Rules Memos Affidavits Policies Timetables Complaints
Narratives Poems Competition entries Fairy-tales Fables Myths
Interviews
Blurbs
Descriptions
Song lyrics
Instructions
Diaries
Menus
Surveys
Notes
Messages
Reports
Directions
Labels
Glossaries
Expositions
Editorials
Biographies
WRITING STRATEGIES
Self-questioning Paraphrasing/Summarizing Connecting Chunking
Predicting Using spelling generalizations
Creating imagesSounding out
Determining importance Using analogy
Consulting anauthority
ComparingUsing meaning
Rereading Using memory aids
Synthesizing Using visual memory
PRIOR KNOWLEDGE
CUEING SYSTEMS
Planning WRITING PROCESSES Drafting
Publishing Conferring Refining
RANGE OF TEXT FORMS
CONTEXT OF THE WRITING EVENT Roles and RelationshipsPurpose
SituationSubject Matter Socio-cultural Influences
Lists
Retellings
Recipes
Journals
Invoices
Word puzzles
Slogans
Indexes
Recount
Procedure
Job applications Headlines Questionnaires Explanations
Apologies Invitations Jokes Experiments Contents pages
Autobiographies Meeting minutes Reviews Personal correspondence Comics
A Multidimensional Model of Teaching Writing
Graphophonic Syntactic
Semantic
Note: There are also other cueing systems that writers can draw upon. For example, the pragmaticcueing system relates to knowledge of audience, purpose of writing, and situation. The knowledgewithin cueing systems makes up prior knowledge.
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Professional Reading 1.1
The Evolution of Teaching WritingOver the past four decades different approaches to teaching writing have been taken. Each newapproach has been informed by a growing understanding of the process of writing and the changingviews about the purposes of writing. Each subsequent approach has taken insights from the previous, aswell as incorporating new thinking. Harris, McKenzie, Fitzsimmons, and Turbill (2003) havesummarized some major shifts in thinking about writing instruction.
1. Writing as Production or Encoding—an emphasis on teaching spelling, handwriting, punctuation,and grammar in isolation, and all as prerequisites to the task of writing.
2. Writing as Creativity—a shift in emphasis to writing as a form of self-expression. Compositionbecame “creative writing.”
3. Writing as a Process—a shift in emphasis from the product to the ways texts are developed. Afocus on teaching the processes proficient writers use when creating text.
4. Writing as Genre—an emphasis on the systematic, explicit instruction in specific genres of writing.Modelling, joint construction, and independent writing were used to scaffold students’ control ofgenres.
Over time these approaches have contributed towards a comprehensive and balanced approach tosupport students’ writing development. Effective writing instruction has been a result of the emergenceof best practices across all of the above approaches.
5. Writing Within the Context of Setting and CultureThe latest refinement has been to give greater emphasis to the consideration of context, especiallysetting and culture (Harris, McKenzie, Fitzsimmons, and Turbill 2003). This approachacknowledges that all writing happens in a situational and socio-cultural context to fulfil a writer’spurpose. It is important that within the classroom, students are exposed to many “real-world”situations and purposes for using writing. The goal for students is to understand and use writing inreal-life settings to communicate their ideas, share information, stimulate thinking, formulatequestions, or influence policy and action.
Harris, P., B. McKenzie, P. Fitzsimmons, and J. Turbill. 2003. Writing in the Primary School Years.Tuggerah, AU: Social Science Press.
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
Professional Reading 1.2
About the Multidimensional Model of Teaching WritingThis resource provides a model of teaching writing that reflects a culmination of all the approachespreviously outlined. The changes in emphases across these approaches has led to cumulative refinementsof the way writing is taught. The First Steps materials support teachers to implement an approach thatacknowledges the need to build prior knowledge and learn the skills necessary for writing. It representswriting as a process, writing as genre, and is a multidimensional model that acknowledges theimportance of socio-cultural perspectives to the teaching of writing.
Building Prior Knowledge
The centre of the diagram represents major cueing systems. Just as effective readers draw upon a rangeof information sources when comprehending texts, effective writers also draw in a range of informationsources when composing texts. These sources are often referred to as semantic, syntactic, andgraphophonic cues. Each cueing system is equally important and used simultaneously before, during,and after composing texts. Collectively, these make up a writer’s prior knowledge, or schema.
It is critical that students from a very early age be provided with opportunities to build knowledge and skillswithin each cueing system. This is achieved by helping students to focus on elements such as buildingknowledge about concepts and topics; expanding cultural and world knowledge; building vocabulary;understanding words and word parts; building grammatical understandings; exploring graphophonicrelationships; and expanding text-form knowledge.
Using Writing Strategies
Another important element in supporting writing development is the explicit teaching of the strategiesrelated to crafting texts, including those used to spell unfamiliar words. Strategies are most effectivelyintroduced through teaching practices such as modelling, sharing, and guiding and through opportunitiesfor students to apply their use in meaningful contexts. Strategies can be introduced, used, and applied bystudents as they plan, draft, confer, refine, and publish texts for a range of social purposes. The controlof a wide range of strategies is imperative to successful writing.
10
Semantic• Topic/Concept knowledge• Cultural/World knowledge• Vocabulary knowledge• Word structure knowledge
• Graphophonic knowledge• Orthographic knowledge
• Grammatical (word order)knowledge
• Word function knowledge• Text knowledge
Graphophonic Syntactic
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Using Writing Processes
Writing processes are the how of writing. There is not, as is sometimes thought, one “process approach.”There are many useful writing processes that feed into a recursive process. The number of steps andstages that are documented may vary but usually reflect a similar outcome. Consciously or not, allwriters go through a series of stages or use predictable paths to create a text. Effective writersunderstand that writing is a process that occurs over time. This process may vary from person to person,or according to the purpose and audience of the writing event.
Teaching inexperienced writers the processes of writing provides them with a structure they can followto help them craft text from beginning to end. The important factor is to help students to understand thatthe stages are not fixed. Writers move back and forth between stages, making the process fluid anddynamic. Some writing may not go through all stages. This resource presents a process for writing usingthe following stages.
Writing strategies include the following:Self-Questioning Sounding OutPredicting ChunkingCreating Images Using Spelling GeneralizationsDetermining Importance Using AnalogyConnecting Consulting an AuthorityComparing Using MeaningRereading Using Memory AidsSynthesizing Using Visual MemoryParaphrasing/Summarizing
Planning• Gathering ideas • Brainstorming • Reading, discussing• Pre-writing in the
sense it comes beforedrafting
PublishingPreparing the writingfor presentation to anaudience
Drafting• Sustained writing to
produce a first version • Focus on ideas
RefiningRevising, Editing, andProofreadingTaking another look at thewriting and making correctionsand improvements
Conferring• Getting advice • Gathering feedback
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Crafting a Wide Range of Text Forms
Another section of the diagram represents a sample of the wide range of text forms that writers maycreate depending on the context of the writing event. The goal or desired outcome for students is thatthey can write for a range of purposes, using electronic and print media as well as using conventionsappropriate to the audience, purpose, and context. Many texts that writers create will be hybrid texts thatcombine features from a variety of modes, media, text forms, and text product types to convey theirmeanings.
It is becoming increasingly important that the texts students create are produced through pen and paperand through electronic media. Electronic texts have unique characteristics that make them different fromconventional printed texts. Becoming literate for electronic writing will involve writers becomingacquainted with and learning to compose nonlinear, non-sequential text and use organizational featuresthat are typical of electronic texts. The types of features that are typical characteristics of hypertextsinclude pop-up menus, hyperlinks, and sidebars. Electronic texts can also incorporate a wide range ofanimated, flashing, or moving visual displays, sound effects, or video. Writers need to learn theconventions of how to incorporate the use of these elements with prose to create effective multimediatexts.
Context of the Writing Event
Context refers to the immediate situational circumstances as well as the broader socio-culturalinfluences that have impact on a writing event. Writers do not operate as solitary individuals, but asmembers of a social-cultural group. This influences what and how they write and how their writing isperceived.
It is important for writers to understand that when they create texts, several factors will influence theirchoice of language and guide them to decide what is important:
• purpose of the communication• knowledge of the subject matter• roles and relationships between the writer and the audience• physical situation in which the writing takes place • socio-cultural beliefs, values, and assumptions
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Role-Play Writing IndicatorsThe indicators tell where the students are. Key Indicators signify a conceptual leap in criticalunderstandings and describe behaviours that are typical of a phase. Other Indicators describe behavioursthat provide further detail of the phase and can be used to document small gains.
Use of Texts◆ Assigns a message to own written and drawn symbols◆ Demonstrates awareness that writing and drawing are different◆ Knows that print carries a message, but may read writing differently each time• Writes, then asks others to assign meaning to what has been written• Dictates to an adult what they want written, e.g., This is my toy.• Talks about own writing and drawing• Attempts to write own name• Makes random marks on paper or screen• Makes horizontal or linear scribbles with some breaks• Produces circular scribble• Orally recounts own experiences• Begins to use the metalanguage associated with writing, e.g., word, letter, sound
Contextual Understanding◆ States purpose or audience for own writing, e.g., This is a card for Dad.◆ Identifies and talks about characters from literary texts◆ Identifies and talks about people and ideas in informational texts• Role-plays writing for a purpose, e.g., taking a lunch order in a restaurant• Makes links to own experience when creating texts• Talks about times when they have seen others writing• Reacts to written texts in their environment, e.g., signs• Imitates the act of writing when they see others write
Conventions◆ Begins to demonstrate an awareness of directionality, e.g., points to where print begins◆ Uses known letters or approximations of letters to represent writing• Draws symbols consisting of straight, curved, or intersecting lines that simulate letters• Knows that a word can be written down• Writes letters randomly or as strings on the page• Mixes letters, numerals, and invented letter shapes• Makes organizational decisions about writing, e.g., I’ll start here so it will fit.• Writes the first one or two letters of own name or word correctly and may finish with a random
string of letters• Recognizes own name or part of it in print
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Processes and Strategies◆ Relies upon personal experiences as a stimulus for writing• Uses texts viewed, read, or heard as a stimulus for writing• Copies print from the environment• Uses letters from own name to generate writing• Asks questions about printed words, signs, and messages• Tells others about what has been written or drawn• Voices thoughts before and during writing
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Role
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Glo
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Sta
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and
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to g
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n ov
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of t
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ecor
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What Students Do
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| Firs
t Ste
ps in
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racy
: Writ
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rse
Boo
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Aus
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2013
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Self-Reflection NotesUnderstanding the Writing Map of Development
Big Ideas:
My Thoughts:
Need Further Clarification:
My Goals:
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
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Session 2
Assessing and Supporting Students’ Writing Development
SESSION OUTLINE• Examine a suggested process for using
the Writing Map of Development.
• Discuss the most effective ways ofcollecting and recording informationabout writing development.
• Identify a student on the Writing Map ofDevelopment.
• Explore a suggested planning processthat links assessment, teaching, andlearning.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 6: Assessment and Evaluation: Theory, Principles, and PracticesChapter 8: Classroom Planning and Grouping
WRITING MAP OF DEVELOPMENT Chapter 2: Understanding the Writing MapChapter 3: Collecting Data on Writing Development
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
18
Key Indicator Data-Collection Tools
Data CollectionWork in groups of four to
• select a phase as a focus• allocate one substrand to each person
Use the Writing Overview and read the Key Indicators from the chosen phase and allocated substrand.
Identify two data-collection tools that would provide evidence of each of the Key Indicators.
Phase: ______________________________________________________________________________
Substrand: ___________________________________________________________________________
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
19
Grad
e:__
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__Te
ache
r:__
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Clas
s Pr
ofile
She
etS
AM
PLE
FSIL
015
| Firs
t Ste
ps in
Lite
racy
: Writ
ing
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
20
Indi
vidu
al S
tude
nt P
rofi
le S
heet
(Ke
y In
dica
tors
Onl
y)
Grad
e: _
____
____
_Te
ache
r: _
____
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____
____
____
____
___
Grad
e: _
____
____
_Te
ache
r: _
____
____
____
____
____
____
____
__Gr
ade:
___
____
___
Teac
her:
___
____
____
____
____
____
____
____
Stud
ent’s
Nam
e:__
____
____
____
____
____
____
____
____
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____
____
_Sc
hool
:__
____
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____
____
____
____
____
__
CON
VEN
TION
ALPR
OFIC
IEN
TAC
COM
PLIS
HED
USE
OF
TEXT
S
◆Cr
afts
a w
ide
rang
e of
tex
ts,
dem
onst
rati
ng c
ontr
ol o
ver
all
elem
ents
◆Co
mpo
ses
text
s by
ret
riev
ing,
rec
ordi
ng,
and
orga
nizi
ng i
nfor
mat
ion
appr
opri
ate
to p
urpo
se a
nd a
udie
nce
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
◆Ex
plai
ns w
hy a
par
ticu
lar
text
for
m m
ay b
e m
ore
appr
opri
ate
toac
hiev
e a
purp
ose
for
an i
nten
ded
audi
ence
◆Ad
just
s th
e la
ngua
ge a
nd i
deas
to
incl
ude
in o
wn
text
s to
sui
tpu
rpos
e an
d au
dien
ce
◆Se
lect
s w
ays
to r
epre
sent
cha
ract
ers
and
even
ts t
o cr
eate
spe
cifi
cef
fect
s in
lit
erar
y te
xts
◆Se
lect
s w
ays
to r
epre
sent
peo
ple
and
idea
s to
cre
ate
spec
ific
eff
ects
in
inf
orm
atio
nal
text
s
◆Us
es d
evic
es w
hen
atte
mpt
ing
to i
nflu
ence
the
rea
der,
e.g
., h
umou
r
CON
VEN
TION
S
◆Se
lect
s vo
cabu
lary
to
crea
te p
reci
se m
eani
ng
◆Sp
ells
and
use
s a
larg
e ba
nk o
f kn
own
wor
ds c
orre
ctly
◆Kn
ows
and
uses
les
s co
mm
on l
ette
r pa
tter
ns c
orre
ctly
, e.
g.,
aisl
e,re
ign
◆W
rite
s a
vari
ety
of s
impl
e, c
ompo
und,
and
com
plex
sen
tenc
es u
sing
appr
opri
ate
punc
tuat
ion
◆De
velo
ps a
par
agra
ph b
y w
riti
ng a
top
ic s
ente
nce
and
incl
udin
gsu
ppor
ting
inf
orm
atio
n
USE
OF
TEXT
S
◆Co
ntro
ls t
he c
raft
ing
of a
lar
ge r
eper
toir
e of
tex
ts
◆Cr
itiq
ues
own
text
s by
eva
luat
ing
the
info
rmat
ion
retr
ieve
d,re
cord
ed,
and
orga
nize
d
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
◆M
akes
cri
tica
l ch
oice
s ab
out
the
com
posi
tion
of
a te
xt t
o su
itdi
ffer
ent
purp
oses
and
to
infl
uenc
e au
dien
ces
◆Co
nsci
ousl
y pr
ovok
es p
osit
ive
or n
egat
ive
resp
onse
s th
roug
h th
ere
pres
enta
tion
of
char
acte
rs a
nd e
vent
s in
lit
erar
y te
xts
◆Co
nsci
ousl
y pr
ovok
es p
osit
ive
or n
egat
ive
resp
onse
s th
roug
h th
ere
pres
enta
tion
of
peop
le a
nd i
deas
in
info
rmat
iona
l te
xts
◆Se
lect
s de
vice
s de
sign
ed t
o de
epen
im
pact
or
to i
nflu
ence
apa
rtic
ular
aud
ienc
e
CON
VEN
TION
S
◆Se
lect
s vo
cabu
lary
for
its
sha
des
of m
eani
ng a
nd e
ffec
t
◆H
as a
ccum
ulat
ed a
n ex
tens
ive
bank
of
know
n w
ords
tha
t ar
e sp
elle
dan
d us
ed c
orre
ctly
◆Is
aw
are
of t
he m
any
lett
er p
atte
rns
that
are
cha
ract
eris
tic
of t
heEn
glis
h sp
ellin
g sy
stem
◆Us
es g
ram
mat
ical
ly c
ompl
ex s
ente
nces
app
ropr
iate
ly a
nd c
orre
ctly
◆Or
gani
zes
para
grap
hs l
ogic
ally
to
form
a c
ohes
ive
text
USE
OF
TEXT
S
◆Co
ntro
ls t
he c
raft
ing
of a
lar
ge r
eper
toir
e of
tex
ts
◆Cr
itiq
ues
own
text
s by
eva
luat
ing
the
info
rmat
ion
retr
ieve
d, r
ecor
ded,
and
orga
nize
d
◆Is
abl
e to
wri
te u
sing
a d
ispa
ssio
nate
sty
le t
hat
conc
eals
per
sona
l bia
s
◆Is
abl
e to
writ
e us
ing
an e
mot
ive
styl
e th
at m
akes
idea
s m
ore
appe
alin
g
◆W
rite
s w
ith
conv
icti
on,
usin
g a
stro
ng p
erso
nal
voic
e
◆Us
es t
he m
etal
angu
age
asso
ciat
ed w
ith
wri
ting
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
◆M
akes
cri
tica
l ch
oice
s ab
out
the
com
posi
tion
of
a te
xt b
ased
on
anan
alys
is o
f th
e pu
rpos
e an
d th
e in
tend
ed a
udie
nce
◆Co
nsci
ousl
y pr
ovok
es p
osit
ive
or n
egat
ive
resp
onse
s th
roug
h th
ere
pres
enta
tion
of
char
acte
rs a
nd e
vent
s in
lit
erar
y te
xts
◆Co
nsci
ousl
y pr
ovok
es p
osit
ive
or n
egat
ive
resp
onse
s th
roug
h th
ere
pres
enta
tion
of
peop
le a
nd i
deas
in
info
rmat
iona
l te
xts
◆Se
lect
s de
vice
s de
sign
ed t
o de
epen
im
pact
or
to i
nflu
ence
a
part
icul
ar a
udie
nce
◆Re
cogn
izes
how
one
’s v
alue
s, a
ttit
udes
, an
d be
liefs
hav
e im
pact
on
the
com
posi
tion
of
a te
xt
◆Ac
com
mod
ates
or
resi
sts
the
likel
y ex
pect
atio
ns o
f pa
rtic
ular
aud
ienc
es
CON
VEN
TION
S
◆De
liber
atel
y se
lect
s w
ords
to
conv
ey m
eani
ng e
cono
mic
ally
and
pre
cise
ly
◆Ac
cura
tely
spe
lls a
wid
e ra
nge
of w
ords
◆Co
nsci
ousl
y se
lect
s se
nten
ce s
truc
ture
and
ass
ocia
ted
punc
tuat
ion
toac
hiev
e im
pact
◆Or
gani
zes
idea
s an
d in
form
atio
n cl
earl
y, s
usta
inin
g co
here
nce
thro
ugho
ut t
exts
◆M
ay c
hoos
e to
dev
iate
fro
m t
he c
onve
ntio
ns o
f w
riti
ng t
o de
epen
impa
ct
SA
MP
LE
FSIL
015
| Firs
t Ste
ps in
Lite
racy
: Writ
ing
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
21
Indi
vidu
al S
tude
nt P
rofi
le S
heet
(Al
l In
dica
tors
)
Grad
e: _
____
____
_Te
ache
r: _
____
____
____
____
____
____
____
____
Grad
e: _
____
____
_Te
ache
r: _
____
____
____
____
____
____
____
____
Grad
e: _
____
____
_Te
ache
r: _
____
____
____
____
____
____
____
___
Stud
ent’s
Nam
e:__
____
____
____
____
____
____
____
____
____
____
____
____
_Sc
hool
:__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
EARL
YTR
ANSI
TION
AL
USE
OF
TEXT
S
◆At
tem
pts
a sm
all
rang
e of
fam
iliar
tex
ts,
eith
er t
each
er-d
irec
ted
or s
elf-
sele
cted
◆W
ith
assi
stan
ce,
find
s in
form
atio
n in
tex
ts a
nd r
ecor
ds t
hrou
gh d
raw
ing
or w
riti
ng k
ey w
ords
•Of
ten
wri
tes
a si
mpl
e re
coun
t of
per
sona
l eve
nts
•W
rite
s si
mpl
e fa
ctua
l acc
ount
s w
ith
littl
e el
abor
atio
n
•Re
wri
tes
know
n st
orie
s in
seq
uenc
e
•M
ay i
nclu
de i
rrel
evan
t de
tails
in
wri
tten
tex
ts
•In
nova
tes
on f
amili
ar s
ente
nce
and
text
pat
tern
s
•Ch
oose
s to
pics
tha
t ar
e pe
rson
ally
sig
nific
ant
•Us
es r
hym
e, r
hyth
m,
and
repe
titi
on i
n w
riti
ng
•At
tem
pts
to t
rans
fer
know
ledg
e of
tex
t or
gani
zati
on t
o w
riti
ng,
e.g.
, in
clud
es h
eadi
ngs,
dia
gram
s in
a r
epor
t
•Be
gins
to
show
evi
denc
e of
per
sona
l voi
ce
•Us
es t
he m
etal
angu
age
asso
ciat
ed w
ith
wri
ting
, e.
g.,
reco
unt,
edi
t, p
lan
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
◆Ex
plai
ns t
he p
urpo
se o
f a
smal
l ra
nge
of f
amili
ar t
ext
form
s, e
.g., jo
kes
are
to e
nter
tain
◆Ta
lks
abou
t th
e pu
rpos
e of
a p
iece
of
wri
ting
and
the
ide
as t
hat
need
to
be i
nclu
ded
◆Ex
plai
ns w
hy c
hara
cter
s or
eve
nts
are
repr
esen
ted
in a
par
ticu
lar
way
whe
n co
mpo
sing
lit
erar
y te
xts
◆Ex
plai
ns w
hy p
eopl
e or
ide
as a
re r
epre
sent
ed i
n a
part
icul
ar w
ay w
hen
com
posi
ng i
nfor
mat
iona
l te
xts
◆Im
itat
es t
he u
se o
f si
mpl
e de
vice
s us
ed i
n te
xts,
e.g
., p
rint
size
, co
lour
•At
tem
pts
to o
rient
or
crea
te a
con
text
for
the
rea
der,
but
may
ass
ume
a sh
ared
con
text
•Ex
plai
ns h
ow w
riti
ng e
nabl
es p
eopl
e to
com
mun
icat
e ov
er t
ime
and
dist
ance
•In
itia
tes
wri
ting
as
a so
cial
pra
ctic
e, e
.g., n
otes
, m
essa
ges
•Re
cogn
izes
sim
ple
devi
ces
that
aut
hors
and
illu
stra
tors
use
to
influ
ence
rea
ders
CON
VEN
TION
S
◆Ex
peri
men
ts w
ith
wor
ds d
raw
n fr
om a
var
iety
of
sour
ces,
e.g
., li
tera
ture
, m
edia
, or
al la
ngua
ge o
f pe
ers
◆Sp
ells
and
use
s a
smal
l ba
nk o
f kn
own
wor
ds c
orre
ctly
◆Kn
ows
all
lett
ers
by n
ame
and
thei
r co
mm
on s
ound
s
◆Kn
ows
sim
ple
lett
er p
atte
rns
and
the
soun
ds t
hey
repr
esen
t, e
.g., s
h, c
h, e
e
◆W
rite
s si
mpl
e se
nten
ces
usin
g ap
prop
riat
e pu
nctu
atio
n
•Di
scus
ses
wor
d fo
rmat
ions
and
mea
ning
, no
tici
ng s
imila
riti
es a
nd d
iffe
renc
es
USE
OF
TEXT
S
◆Co
mpo
ses
a ra
nge
of t
exts
, bu
t m
ay n
ot f
ully
con
trol
all
elem
ents
◆Co
mpo
ses
text
s by
fin
ding
, re
cord
ing,
and
org
aniz
ing
info
rmat
ion
appr
opri
ate
to p
urpo
se
•In
clud
es e
ssen
tial
inf
orm
atio
n an
d br
ief
elab
orat
ion
or d
escr
ipti
on
•Us
es r
hym
e, r
hyth
m,
and
repe
titi
on f
or e
ffec
t, w
here
app
ropr
iate
•De
mon
stra
tes
know
ledg
e of
diff
eren
ces
in o
rgan
izat
ion,
str
uctu
re,
and
lang
uage
fea
ture
s of
a r
ange
of
text
s w
hen
writ
ing
•W
rite
s si
mpl
e co
nclu
sion
s w
ith
som
e at
tem
pt t
o su
mm
ariz
e or
pro
vide
a r
esol
utio
n
•Es
tabl
ishe
s pl
ace,
tim
e, a
nd s
itua
tion
in
liter
ary
text
s
•Im
itat
es c
ompl
icat
ions
fro
m w
ell-
know
n st
orie
s
•Co
mpo
ses
text
s th
at m
ove
beyo
nd d
raw
ing
on p
erso
nal e
xper
ienc
es
•Sh
ows
evid
ence
of
pers
onal
voi
ce
•Us
es m
etal
angu
age
asso
ciat
ed w
ith
wri
ting
, e.
g.,
proc
edur
e, n
oun,
pun
ctua
tion
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
◆Ex
plai
ns t
he p
urpo
se a
nd a
udie
nce
of a
ran
ge o
f te
xt f
orm
s
◆Se
lect
s id
eas
to i
nclu
de i
n ow
n te
xt t
o su
it p
urpo
se a
nd a
udie
nce
◆Di
scus
ses
alte
rnat
ives
abo
ut h
ow t
o re
pres
ent
char
acte
rs a
nd e
vent
s w
hen
com
posi
ng l
iter
ary
text
s
◆Di
scus
ses
alte
rnat
ives
abo
ut h
ow t
o re
pres
ent
peop
le a
nd i
deas
whe
n co
mpo
sing
inf
orm
atio
nal
text
s
◆Ex
peri
men
ts w
ith
the
use
of d
evic
es,
e.g.
, re
petition
of
wor
ds o
r ph
rase
s
•So
met
imes
rep
rese
nts
char
acte
rs o
r pe
ople
in
ster
eoty
pica
l way
s, e
.g., t
he b
rave
prin
ce,
the
wic
ked
witch
•Co
nsid
ers
the
audi
ence
and
inc
lude
s so
me
back
grou
nd i
nfor
mat
ion
•Ca
n se
lect
an
appr
opria
te f
orm
of
wri
ting
fro
m a
sm
all r
ange
•Ch
oose
s to
pics
like
ly t
o ap
peal
to
a pa
rtic
ular
aud
ienc
e
CON
VEN
TION
S
◆Va
ries
voc
abul
ary
to a
dd i
nter
est
◆Sp
ells
and
use
s an
inc
reas
ing
bank
of
know
n w
ords
cor
rect
ly
◆Kn
ows
less
com
mon
let
ter
patt
erns
and
the
sou
nds
they
rep
rese
nt,
e.g.
, tion
, ph
◆W
rite
s a
vari
ety
of s
impl
e an
d co
mpo
und
sent
ence
s, u
sing
app
ropr
iate
pun
ctua
tion
◆Gr
oups
rel
ated
inf
orm
atio
n, s
omet
imes
wit
hout
reg
ard
for
para
grap
hing
con
vent
ions
•Us
es a
sm
all r
ange
of
appr
opria
te c
onju
ncti
ons,
e.g
., b
ut,
beca
use,
so,
if
SA
MP
LE
FSIL
015
| Firs
t Ste
ps in
Lite
racy
: Writ
ing
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
22
Clas
s Pr
ofile
She
et (
All
Indi
cato
rs)
PHAS
E: R
OLE
PLAY
USE
OF
TEXT
S
◆As
sign
s a
mes
sage
to
own
wri
tten
and
dra
wn
sym
bols
◆De
mon
stra
tes
awar
enes
s th
at w
riti
ng a
nd d
raw
ing
are
diff
eren
t
◆Kn
ows
that
pri
nt c
arri
es a
mes
sage
, bu
t m
ay r
ead
wri
ting
dif
fere
ntly
eac
h ti
me
•W
rite
s, t
hen
asks
oth
ers
to a
ssig
n m
eani
ng t
o w
hat
has
been
wri
tten
•Di
ctat
es t
o an
adu
lt t
ext
to b
e w
ritt
en,
e.g.
, Th
is is
my
toy.
•Ta
lks
abou
t ow
n w
riti
ng a
nd d
raw
ing
•At
tem
pts
to w
rite
ow
n na
me
•M
akes
ran
dom
mar
ks o
n pa
per
or s
cree
n
•M
akes
hor
izon
tal o
r lin
ear
scri
bble
s w
ith
som
e br
eaks
•Pr
oduc
es c
ircul
ar s
crib
ble
•Or
ally
rec
ount
s ow
n ex
perie
nces
•Be
gins
to
use
met
alan
guag
e as
soci
ated
wit
h w
riti
ng,
e.g.
, w
ord,
lett
er,
soun
d
CON
TEXT
UAL
UN
DERS
TAN
DIN
G
◆St
ates
pur
pose
or
audi
ence
for
ow
n w
riti
ng,
e.g.
, Th
is is
a c
ard
for
Dad.
◆Id
enti
fies
and
tal
ks a
bout
cha
ract
ers
from
lit
erar
y te
xts
◆Id
enti
fies
and
tal
ks a
bout
fam
iliar
peo
ple
and
idea
s in
inf
orm
atio
nal
text
s
•Ro
le-p
lays
wri
ting
for
a p
urpo
se,
e.g.
, ta
king
a lu
nch
orde
r in
a r
esta
uran
t
•M
akes
link
s to
ow
n ex
perie
nce
whe
n cr
eati
ng t
exts
•Ta
lks
abou
t ti
mes
whe
n ot
hers
hav
e be
en s
een
wri
ting
•Re
acts
to
wri
tten
tex
ts i
n hi
s or
her
env
ironm
ent,
e.g
., s
igns
•Im
itat
es t
he a
ct o
f w
riti
ng w
hen
othe
rs a
re s
een
wri
ting
In t
his
phas
e, w
rite
rs e
mul
ate
adul
t w
riti
ng b
y ex
peri
men
ting
wit
h m
arks
to
repr
esen
t w
ritt
en la
ngua
ge.
Role
Pla
y w
rite
rs a
re b
egin
ning
to
unde
rsta
ndth
at w
riti
ng i
s us
ed t
o co
nvey
mea
ning
or
mes
sage
s; h
owev
er,
asun
ders
tand
ings
abo
ut s
ound
–sym
bol r
elat
ions
hips
are
yet
to
deve
lop,
the
irm
essa
ges
are
not
read
able
by
othe
rs.
Role
Pla
y w
rite
rs r
ely
heav
ily o
n to
pic
know
ledg
e to
gen
erat
e te
xt.
Students’ Names
SA
MP
LE
FSIL
015
| Firs
t Ste
ps in
Lite
racy
: Writ
ing
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
23
Over
view
of
Wri
ting
Map
of
Deve
lopm
ent
(Par
ent
Vers
ion)
ROLE
PLA
YRo
le P
lay
wri
ters
rol
e-pl
ay t
he a
ct o
f w
riti
ng,
expe
rim
enti
ng w
ith
way
s to
rep
rese
nt w
ritt
en la
ngua
geei
ther
on
pape
r or
ele
ctro
nica
lly.
Role
Pla
y w
rite
rsex
peri
men
t by
for
min
g sc
ribb
les,
lett
er-l
ike
sym
bols
, or
rand
om s
trin
gs o
f le
tter
s, o
ften
usi
ng le
tter
s fr
om t
heir
own
nam
e. W
hile
Rol
e Pl
ay w
rite
rs m
ay r
ead
thei
r w
riti
ng,
othe
rs c
anno
t.
EXPE
RIM
ENTA
LEx
peri
men
tal w
rite
rs k
now
tha
t sp
eech
can
be
wri
tten
dow
n; h
owev
er,
they
may
not
rea
d th
eir
wri
ting
exa
ctly
the
sam
e w
ay e
very
tim
e. T
hey
try
to w
rite
tex
ts t
hey
are
fam
iliar
wit
h, s
uch
as le
tter
s, r
ecip
es,
and
lists
. Th
ese
wri
ters
may
rep
rese
nt w
ords
usi
ng o
ne,
two,
or
thre
ele
tter
s, e
.g., P
RT (
part
y).
Expe
rim
enta
l wri
ters
kno
w t
hat
ther
e is
a p
urpo
se f
or w
riti
ng a
nd c
an id
enti
fy t
heir
audi
ence
, e.
g.,
I am
writ
ing
a le
tter
to
Gran
dma
to s
ayth
ank
you
for…
EARL
YEa
rly w
rite
rs w
rite
a s
mal
l ran
ge o
f te
xts,
suc
h as
sto
ries,
gree
ting
car
ds,
and
repo
rts.
The
se s
tude
nts
begi
n to
sel
ect
info
rmat
ion
to i
nclu
de i
n th
eir
wri
ting
acc
ordi
ng t
o th
epu
rpos
e an
d th
e au
dien
ce.
They
wri
te s
impl
e se
nten
ces
usin
g co
rrec
t pu
nctu
atio
n an
d ca
n sp
ell s
ome
freq
uent
lyus
ed w
ords
aut
omat
ical
ly.
Whe
n w
riti
ng u
nkno
wn
wor
ds,
Early
wri
ters
oft
en s
elec
t le
tter
s on
the
bas
is o
f so
und,
e.g.
, be
cos
(bec
ause
).
The
Wri
ter
◆m
akes
ran
dom
mar
ks o
n pa
per
◆pr
oduc
es s
crib
ble,
str
aigh
t, o
r cu
rved
line
s th
at lo
ok li
kele
tter
s◆
wri
tes
know
n le
tter
s or
lett
er-l
ike
sym
bols
to
repr
esen
tw
riti
ng◆
know
s th
at w
riti
ng a
nd d
raw
ing
are
diff
eren
t◆
give
s ow
n w
riti
ng a
mes
sage
and
rea
ds i
t ba
ck◆
may
rea
d ow
n w
riti
ng d
iffe
rent
ly e
ach
tim
e◆
atte
mpt
s to
wri
te o
wn
nam
e◆
expl
ains
rea
sons
for
wri
ting
som
ethi
ng o
r w
ho i
t is
for
, e.
g.,
This
is a
car
d fo
r Da
d.◆
pret
ends
to
wri
te li
ke a
n ad
ult,
e.g
., t
akin
g a
phon
em
essa
ge,
draf
ting
sho
ppin
g lis
ts◆
wri
tes
to p
eopl
e an
d ab
out
thin
gs t
hat
are
pers
onal
lyim
port
ant
◆re
acts
to
prin
t in
the
env
ironm
ent,
e.g
., s
igns
, po
ster
s◆
asks
que
stio
ns a
bout
pri
nted
wor
ds,
sign
s, a
nd m
essa
ges
◆co
pies
wor
ds f
rom
the
env
ironm
ent
◆sh
ows
awar
enes
s th
at w
riti
ng g
oes
from
left
to
right
and
top
to b
otto
m o
n a
page
◆kn
ows
that
wor
ds c
an b
e w
ritt
en d
own
Supp
orting
Rol
e Pl
ay W
riter
s in
the
Hom
eSe
e Ro
le P
lay
Phas
e Pa
rent
Car
ds
The
Wri
ter
◆tr
ies
wri
ting
dif
fere
nt t
ypes
of
text
s, e
.g., li
sts,
lett
ers
◆kn
ows
that
a p
iece
of
wri
ting
has
a c
onst
ant
mes
sage
◆ca
n gi
ve r
easo
ns w
hy p
eopl
e w
rite
dif
fere
nt t
exts
, e.
g.,
a le
tter
to
say
than
k yo
u◆
expl
ains
why
he
or s
he i
s w
riti
ng s
omet
hing
and
who
m
it i
s fo
r◆
disc
usse
s th
e ch
arac
ters
and
eve
nts
in s
torie
s, e
.g., I
nth
is b
ook
the
wol
f is
sca
ry.
◆di
scus
ses
the
peop
le a
nd id
eas
in i
nfor
mat
iona
l tex
ts,
e.g.
, Nu
rses
wor
k in
hos
pita
ls.
◆w
rite
s si
mpl
e se
nten
ces,
e.g
., I
can
run
.◆
may
poi
nt t
o ea
ch w
ord
whe
n re
adin
g ba
ck w
riti
ng◆
begi
ns t
o un
ders
tand
the
dif
fere
nce
betw
een
a le
tter
, a
wor
d, a
nd a
sen
tenc
e◆
know
s th
e le
tter
s of
the
alp
habe
t by
nam
e or
com
mon
soun
d◆
uses
cap
ital
and
low
er-c
ase
lett
ers
in w
ords
◆co
pies
wor
ds f
rom
dif
fere
nt p
lace
s w
hen
wri
ting
◆ta
lks
slow
ly w
hen
an a
dult
is
wri
ting
for
him
or
her
Supp
orting
Exp
erim
enta
l Writ
ers
in t
he H
ome
See
Expe
rimen
tal P
hase
Par
ent
Card
s
The
Wri
ter
◆tr
ies
wri
ting
dif
fere
nt t
ypes
of
text
s, e
.g., e
-mai
ls,
stor
ies,
rec
ipes
◆w
ith
help
, ca
n fi
nd a
nd r
ecor
d in
form
atio
n ab
out
ato
pic,
e.g
., d
raw
ing
or w
ritin
g ke
y w
ords
◆ca
n ex
plai
n th
e pu
rpos
e of
som
e di
ffer
ent
type
s of
wri
ting
, e.
g.,
lists
as
rem
inde
rs◆
thin
ks a
bout
the
pur
pose
of
wri
ting
and
the
idea
s to
be
incl
uded
, e.
g.,
I w
ant
to t
ell p
eopl
e ab
out
frog
s so
I w
illin
clud
e…◆
talk
s ab
out
how
cha
ract
ers
and
even
ts h
ave
been
repr
esen
ted
in s
torie
s, e
.g., T
he p
irate
s in
my
stor
y ar
efu
nny.
◆ta
lks
abou
t ho
w p
eopl
e or
idea
s ha
ve b
een
repr
esen
ted
in i
nfor
mat
iona
l tex
ts,
e.g.
, As
tron
auts
are
bra
ve.
◆co
pies
dev
ices
tha
t ar
e us
ed i
n bo
oks
and
adve
rtis
emen
ts,
e.g.
, co
lour
, bo
ld w
ords
, la
rge
prin
t◆
uses
wor
ds f
rom
dif
fere
nt s
ourc
es,
e.g.
, st
orie
s, T
V, p
eers
◆sp
ells
and
use
s a
smal
l num
ber
of k
now
n w
ords
cor
rect
ly◆
know
s al
l let
ters
by
thei
r na
me
and
com
mon
sou
nds
◆w
rite
s si
mpl
e se
nten
ces
usin
g co
rrec
t pu
nctu
atio
n◆
soun
ds o
ut w
hen
tryi
ng t
o sp
ell u
nkno
wn
wor
ds◆
may
beg
in t
o m
ake
sim
ple
corr
ecti
ons,
e.g
., a
ddin
g w
ords
◆ch
oose
s ho
w t
o pu
blis
h ow
n w
riti
ng
Supp
orting
Ear
ly W
riter
s in
the
Hom
eSe
e Ea
rly P
hase
Par
ent
Card
s
Not
e:Si
mila
r ov
ervi
ews
are
avai
labl
e fo
r th
e pa
rent
s of
chi
ldre
n in
the
Tra
nsit
iona
l, Co
nven
tion
al,
Prof
icie
nt,
and
Acco
mpl
ishe
d ph
ases
.
FSIL
015
| Firs
t Ste
ps in
Lite
racy
: Writ
ing
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
24
Shor
t-Te
rm C
lass
room
Pla
n: W
riti
ng
Who
le-C
lass
Maj
orTe
achi
ng a
nd L
earn
ing
Reso
urce
sSm
all-
Grou
p M
ajor
Teac
hing
and
Lea
rnin
gRe
sour
ces
Teac
hing
Em
phas
esEx
peri
ence
sTe
achi
ng E
mph
ases
Expe
rien
ces
Ph
ase
:P
ha
se
:
Wee
ks:
____
____
____
Grad
e: _
____
____
___
Revi
ew y
our
prov
inci
al o
r te
rrit
oria
l cur
ricul
um.
Reco
rd a
n ou
tcom
e or
exp
ecta
tion
fro
m y
our
docu
men
t.5 5
Tran
siti
onal
Use
of T
exts
:
◆Pr
ovid
e op
port
unit
ies
for
stud
ents
to
craf
t a
rang
eof
tex
ts f
or a
uthe
ntic
purp
oses
and
aud
ienc
es—
To e
nter
tain
Cont
extu
al
Und
erst
andi
ng
◆Te
ach
stud
ents
how
to
repr
esen
t ch
arac
ters
and
even
ts t
o cr
eate
spe
cific
effe
cts
in li
tera
ry t
exts
Earl
y
Cont
extu
al U
nder
stan
ding
◆En
cour
age
stud
ents
to
mak
e ch
oice
s ab
out
how
to r
epre
sent
cha
ract
ers
and
even
ts w
hen
com
posi
ng t
exts
.
Conv
enti
ons
◆M
odel
how
to
grou
pto
geth
er s
ente
nces
wit
hsi
mila
r in
form
atio
n.
Act
# 1:
2C2
DAc
t #
7: A
utho
r’s A
ppre
ntic
eAc
t #
12:
Choo
se Y
our
Own
Adve
ntur
e
Act
# 8:
Onc
e up
on a
Tim
eAc
t #
10:
Who
Am
I?
The
BFG
byRo
ald
Dahl
Mat
ilda
byRo
ald
Dahl
Act
# 1:
Int
ervi
ewin
gAc
t #
4: T
ext
Inno
vati
on-
Gen
der
- T
rait
s Ac
t #
6: C
hara
cter
s Co
me
Aliv
e
Char
lie a
ndth
e Ch
ocol
ate
Fact
ory
byRo
ald
Dahl
Act
# 16
: W
hat
Is a
Top
icSe
nten
ce?
Act
# 17
: Th
is G
oes
wit
hTh
at
Inst
ruct
iona
lM
odel
led
Wri
ting
Guid
ed W
riti
ngTe
achi
ngFa
mili
ariz
ing
Anal
yzin
gPl
ayin
gSi
mul
atin
gAp
proa
ches
Lang
uage
Exp
erie
nce
Auth
or’s
Chai
rPr
acti
ces
Mod
ellin
gPr
acti
sing
Disc
ussi
ngRe
flect
ing
Shar
ed a
nd I
nter
acti
ve
Inde
pend
ent
Wri
ting
Shar
ing
Appl
ying
Inno
vati
ngW
riti
ngGu
idin
gIn
vest
igat
ing
Tran
sfor
min
g
FSIL
015
| Firs
t Ste
ps in
Lite
racy
: Writ
ing
Cou
rse
Boo
k ©
Wes
tern
Aus
tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
25
Who
le-C
lass
Maj
orTe
achi
ng a
nd L
earn
ing
Reso
urce
sSm
all-
Grou
p M
ajor
Teac
hing
and
Lea
rnin
gRe
sour
ces
Teac
hing
Em
phas
esEx
peri
ence
sTe
achi
ng E
mph
ases
Expe
rien
ces
Ph
ase
:P
ha
se
:Tr
ansi
tion
al
Conv
enti
ons
◆Te
ach
stud
ents
how
to
grou
p se
nten
ces
abou
tsi
mila
r in
form
atio
nto
geth
er t
o fo
rm a
para
grap
h
Proc
esse
s an
d St
rate
gies
◆Co
ntin
ue t
o te
ach
stud
ents
to
plan
for
wri
ting
in
a va
riety
of
way
s, e
.g., g
raph
icor
gani
zers
Conv
enti
onal
Conv
enti
ons
◆Te
ach
stud
ents
dif
fere
ntw
ays
to d
evel
op c
ohes
ive
para
grap
hs
Proc
esse
s an
d St
rate
gies
◆En
cour
age
stud
ents
to
disc
uss
the
effe
ctiv
enes
sof
var
ious
way
s th
ey p
lan
for
wri
ting
Act
# 15
: Sc
ram
bled
Para
grap
hAc
t #
16:
Wri
ting
aH
ambu
rger
Act
# 2:
Scr
ambl
ed T
exts
A M
agic
alPl
ace
byLy
nne
Good
en
Rain
fore
stRe
cycl
ing
byGi
ll Tu
rner
Rain
fore
sts
byRo
b M
orri
son
Act
# 8
(WRB
)-
Retr
ieva
l Cha
rts
- Ve
nn D
iagr
ams
Jean
nie
Bake
r’sRa
info
rest
byBa
rbar
a Bo
oth
Com
pare
Ven
n Di
agra
ms
&Re
trie
val C
hart
s as
eff
ecti
vew
ays
to p
lan
- St
reng
ths
and
Liab
iliti
esof
eac
h
Inst
ruct
iona
lM
odel
led
Wri
ting
Guid
ed W
riti
ngTe
achi
ngFa
mili
ariz
ing
Anal
yzin
gPl
ayin
gSi
mul
atin
gAp
proa
ches
Lang
uage
Exp
erie
nce
Auth
or’s
Chai
rPr
acti
ces
Mod
ellin
gPr
acti
sing
Disc
ussi
ngRe
flect
ing
Shar
ed a
nd I
nter
acti
ve
Inde
pend
ent
Wri
ting
Shar
ing
Appl
ying
Inno
vati
ngW
riti
ngGu
idin
gIn
vest
igat
ing
Tran
sfor
min
g
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015
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t Ste
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26
Self-Reflection NotesAssessing and Supporting Students’ Writing Development
Big Ideas:
My Thoughts:
Needs Further Clarification:
My Goals:
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
27
Session 3
Contextual Understanding:Five Key Understandings
SESSION OUTLINE• Define Contextual Understanding.
• Consider what students need to know todevelop Contextual Understanding.
• Explore elements of the ContextualUnderstanding substrand.
• Develop a plan for teaching theContextual Understanding substrand.
• Explore learning experiences that canhelp students develop ContextualUnderstanding.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 8: Classroom Planning and Grouping
WRITING MAP OF DEVELOPMENT Chapters 4–9: Contextual Understanding Substrand
WRITING RESOURCE BOOKChapter 2: Contextual Understanding
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
28
Rules for Teachers
• You will not marry during the term of your
contract.
• You may not dress in bright colours.
• You may under no circumstances dye your
hair.
• You may not loiter downtown in any of the
ice cream stores.
• You must be home between the hours of
8 p.m. and 6 a.m. unless at a school function.
• You must wear at least two petticoats.
• You must sweep the floor every day and
scrub the floor with hot soapy water once
a week.Source: Unknown
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
29
Contextual Understanding:What Students Need to Know
Read the Major Teaching Emphases for your chosen phase and look at how the following KeyUnderstandings are reflected.
Key Understandings
Writers
• make critical decisions when composing texts
• consciously choose to represent characters, people, events,and ideas in different ways in literary and informational texts
• consciously select and use linguistic and print devices toenhance impact or to influence particular audiences
• understand that their knowledge, experiences, andperspectives influence the creation of texts
• use writing to influence change about social issues thatconcern them
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
30
1. W
rite
rs m
ake
crit
ical
dec
isio
ns w
hen
com
posi
ng t
exts
.
2. W
rite
rs c
onsc
ious
ly c
hoos
e to
rep
rese
nt c
hara
cter
s, p
eopl
e,ev
ents
, an
d id
eas
in d
iffe
rent
way
s in
lite
rary
and
info
rmat
iona
l tex
ts.
3. W
rite
rs c
onsc
ious
ly s
elec
t an
d us
e lin
guis
tic
and
prin
tde
vice
s to
enh
ance
im
pact
or
to i
nflu
ence
par
ticu
lar
audi
ence
s.
4. W
rite
rs u
nder
stan
d th
at t
heir
kno
wle
dge,
exp
erie
nces
, an
dpe
rspe
ctiv
es i
nflu
ence
the
cre
atio
n of
tex
ts.
5. W
rite
rs u
se w
riti
ng t
o in
fluen
ce c
hang
e ab
out
soci
al i
ssue
s th
at c
once
rn t
hem
.
Wha
t cr
itic
al d
ecis
ions
did
thi
s au
thor
mak
e?
How
hav
e th
e pe
ople
and
ide
as b
een
repr
esen
ted?
Wha
t de
vice
s ha
ve b
een
used
to
enha
nce
impa
ct o
r in
flue
nce
the
audi
ence
?
How
do
you
thin
k th
is w
rite
r’s w
orld
vie
w i
nflu
ence
d th
ecr
eati
on o
f th
is t
ext?
How
is
the
wri
ter
tryi
ng t
o in
flue
nce
the
read
er
in t
his
text
?
Key
Und
erst
andi
ngs
for
Cont
extu
al U
nder
stan
ding
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015
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Text: Contextual Understanding
Solomons Dolphins Sold to Mexico
Source: Date written: 2003
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
http://www.greenpeace.org/new-zealand/en/ search “Solomons dolphins”
32
Self-Reflection NotesContextual Understanding—Five Key Understandings
Big Ideas:
My Thoughts:
Needs Further Clarification:
My Goals:
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
33
Session 4
Use of TextsSESSION OUTLINE• Use the Writing Map of Development to
link assessment, teaching, and learning.
• Explore the support provided for the Useof Texts substrand in the First StepsWriting Resource Book, CanadianEdition.
• Examine a suggested pathway to developa unit of work for a selected form.
• Develop a plan for teaching the Use ofTexts substrand.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 8: Classroom Planning and Grouping
WRITING MAP OF DEVELOPMENT Chapters 4–9: Use of Texts Substrand
WRITING RESOURCE BOOK Chapter 1: Use of Texts
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
34
Sugg
este
d Pa
thw
ay f
or D
evel
opin
g a
Uni
t of
Wor
k fo
r a
Sele
cted
For
m
Sele
ct a
purp
ose
for
the
unit
of
wor
k.
Iden
tify
poss
ible
form
sth
at w
illsu
it t
hepu
rpos
e.
Fam
iliar
izin
g
Fam
iliar
izin
gAn
alyz
ing
Mod
ellin
gSh
arin
gGu
idin
gAp
plyi
ng
See
“Tun
ing
In”
supp
ort
page
s in
ea
ch p
urpo
se.
Desc
ribe
Ente
rtai
nUs
e th
e gu
ide
prov
ided
to
asse
ssst
uden
ts’
cont
rol o
f th
ese
lect
ed f
orm
.
Dete
rmin
e a
stag
e.
See
Firs
t St
eps
Writ
ing
Reso
urce
Boo
kCD
-ROM
for
reco
rdin
glin
e m
aste
r:Cl
ass
Prof
ile r
eTe
xt F
orm
.
Not
yet
disp
layi
ng m
ost
beha
viou
rs a
t th
eBe
ginn
ing
Stag
e
Begi
nnin
gSt
age
Deve
lopi
ngSt
age
Cons
olid
atin
g St
age
Exte
ndin
g St
age
Expl
ain
Inqu
ire
Inst
ruct
Pers
uade
Reco
unt
Soci
aliz
e
See
Begi
nnin
g an
dDe
velo
ping
Sta
ges
supp
ort
page
s in
ea
ch p
urpo
se.
See
Cons
olid
atin
g an
d Ex
tend
ing
Stag
es s
uppo
rt
page
s in
eac
hpu
rpos
e.
FSIL
015
| Firs
t Ste
ps in
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racy
: Writ
ing
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rse
Boo
k ©
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tern
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35
Student Sample—Writing to Describe
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
36
Multi-Text Model: Geographical Report
SAMPLE 1 Banff National ParkOne of the most beautiful places in Canada is the country’s oldest National Park, Banff NationalPark in Alberta. It is set in the Canadian Rocky Mountains and is one of the most popular touristattractions in North America. There are three ski resorts in Banff National Park and people fromaround the world go to ski there. It can be challenging to ski here because of the high mountainsand the cold weather.
The biggest town near Banff National Park is the town of Banff. It is less than 4 km2 and about6700 people live there. But millions of people visit Banff National Park every year making thetown of Banff a busy place.
Banff National Park is also very famous for its hot springs. Many people go there in the summerto go hiking and enjoy the beautiful scenery of the Rocky Mountains.
SAMPLE 2 The Rocky MountainsThe Rocky Mountains extend 5000 km from Canada to New Mexico. It is really long and high sothere are not many people that have seen all of the Rocky Mountains.
When we went to Banff National Park in Alberta we hiked up a mountain but not all the way.
The higher you go up the mountain the colder it gets. There is snow at the top of the mountainseven on really hot summer days.
I really enjoyed visiting Banff National Park but I wish I could have been there when there wasenough snow to go skiing.
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
37
SAMPLE 3 Banff National Park – Important FactsThere are a few things one should know about Banff National Park. First, it is a part of theRocky Mountains, which go along the west of Canada and all the way into the United States. Thesecond thing to know is that it is not just a ski resort. There are a lot of things to do in thesummer like hiking and golfing at a 27-hole course.
The third interesting fact is that the National Park is one of the world’s most popular NationalParks to visit. Almost 4 million people visit every year. This is impressive because it is a smallplace and it can still have that many people stay there.
SAMPLE 4 BanffBanff is a small town in Alberta, Canada. Only 6700 people live there but it is always busybecause people come from all over the world came to see Banff National Park.
It is located within the Rocky Mountains and has the highest elevation of any town in CanadaThe town of Banff is 4.85 km2 in area. July is the warmest month with temperatures around 22°Cand January is the coldest month with temperatures around –15°C. But the windchill is highthere so it can feel like it is –30°C.
Banff National Park is famous for its ski resorts and hot springs. The three main ski resorts thereare Sunshine Village, Lake Louise Mountain Resort, and Mount Norquay ski resort.
In 1979 Parks Canada issued a new policy because there were so many tourists visiting the Parkand they wanted to conserve the environment.
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
38
Rank SamplesRank the samples from most effective to least effective. Be prepared to defend your choices.
Most Effective Least Effective
Reasons Why
Guidelines for Writing a Report• __________________________________________________________________________________
• __________________________________________________________________________________
• __________________________________________________________________________________
• __________________________________________________________________________________
• __________________________________________________________________________________
• __________________________________________________________________________________
• __________________________________________________________________________________
• __________________________________________________________________________________
Sample __________ Sample __________ Sample __________ Sample __________
Most Effective Least Effective
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
39
Supporting WritersWriting to Describe
Foci for Modelled, Shared, and Interactive Writing
•
•
•
•
Guided Practice Activities
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
40
Self-Reflection NotesUse of Texts
Big Ideas:
My Thoughts:
Needs Further Clarification:
My Goals:
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
41
Session 5
ConventionsSESSION OUTLINE• Discuss seven approaches to teaching
spelling.
• Explore the characteristics of effectivespellers.
• Examine a student-centred approach toteaching spelling.
• Plan for the teaching of the Conventionssubstrand.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 8: Classroom Planning and Grouping
WRITING MAP OF DEVELOPMENT Chapters 4–9: Conventions Substrand
WRITING RESOURCE BOOKChapter 3: Conventions
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
42
Seve
n Ap
proa
ches
to
Teac
hing
Spe
lling
Wor
k in
tab
le g
roup
s. R
ead
and
disc
uss
each
app
roac
h. R
ecor
d st
reng
ths
and
liab
ilit
ies.
Stre
ngth
sAp
proa
chLi
abili
ties
The
Scie
nce
of S
pelli
ngby
Ric
hard
Gen
try.
Cop
yrig
ht
©20
04 b
y Ri
char
d Ge
ntry
. Pu
blis
hed
by H
eine
man
n, P
orts
mou
th,
NH.
All r
ight
s re
serv
ed.
:
FSIL
015
| Firs
t Ste
ps in
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racy
: Writ
ing
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rse
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k ©
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tern
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tralia
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ada
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Sou
rce
43
Stre
ngth
sAp
proa
chLi
abili
ties
FSIL
015
| Firs
t Ste
ps in
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racy
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ing
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k ©
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tern
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tralia
n M
inis
ter f
or E
duca
tion
2013
. Pub
lishe
d by
Pea
rson
Can
ada
Inc.
The
Scie
nce
of S
pelli
ngby
Ric
hard
Gen
try.
Cop
yrig
ht
©20
04 b
y Ri
char
d Ge
ntry
. Pu
blis
hed
by H
eine
man
n, P
orts
mou
th,
NH.
All r
ight
s re
serv
ed.
: So
urc
e
44
Esta
blis
h Ro
utin
esB
ecom
e an
exp
ert
in a
n al
loca
ted
rout
ine.
Rec
ord
two
or t
hree
key
poi
nts
abou
t yo
ur r
outi
ne. S
hare
wit
h yo
ur g
roup
.
Rout
ines
Colle
ctin
g W
ords
to
Lear
n
Sele
ctin
g an
d Tr
ansf
erri
ng W
ords
Lear
ning
New
Wor
ds
Test
ing
Wor
ds
Reco
rdin
g Pr
ogre
ss
Key
Poin
ts
FSIL
015
| Firs
t Ste
ps in
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racy
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ing
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rse
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k ©
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tern
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tralia
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45
Words to Learn
Topic/Theme Words
sedimentary
latitude
longitude
continent
tourism
hemisphere
Class Words
probably
through
though
obvious
curious
serious
Interest Words
ballet
Don Quixote
sequins
pirouette
My Words
does
Tuesday
their
there
because
fear
surprise
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
46
My Personal List
Recording My Results
My New Word Critical Features
1 does does
2 because because
3 their their books
4
5
6
7
8
9
10 does
Word Test 1 Test 2 Test 3 Test 4 Test 5
does x x x - -
because ✔ ✔ ✔
their x x ✔
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
47
Words I KnowList the words you now know under the strategy you used to learn them.
Sounding Out
Using Spelling Generalizations
Consulting an Authority
Using Memory Aidsbecause
Chunking
Using Analogy
Using Meaning
Using Visual Memory
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
48
Self-Reflection NotesConventions
Big Ideas:
My Thoughts:
Needs Further Clarification:
My Goals:
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
49
Session 6
Processes and StrategiesSESSION OUTLINE• Examine writing strategies that effective
writers use.
• Explore the writing processes used tocraft texts.
• Explore techniques to support thewriting processes.
RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 8: Classroom Grouping and Planning
WRITING MAP OF DEVELOPMENT Chapter 1: About Writing
WRITING RESOURCE BOOKChapter 4: Processes and Strategies
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
50
SurveyAgree Disagree
PLANNING
Students need to plan before writing. ❏ ❏
Students don’t need to plan when writing informal letters to socialize. ❏ ❏
DRAFTING
Students need to complete at least two drafts when publishing a text. ❏ ❏
It is important that students always use correct grammar and spelling. ❏ ❏
Students who take risks in writing are more likely to become effective writers. ❏ ❏
CONFERRING
Providing time for students to talk will help them produce better final products. ❏ ❏
Students should be able to identify and discuss weaknesses of their own and others’ writing. ❏ ❏
REFINING
Students need to consider their purpose when making changes to their text. ❏ ❏
Students should proofread their own work. ❏ ❏
PUBLISHING
Only older students need to publish their own writing. ❏ ❏
Students should always publish using a range of media. ❏ ❏
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
51
Self-Reflection NotesProcesses and Strategies
Big Ideas:
My Thoughts:
Needs Further Clarification:
My Goals:
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.
52
Where Do I Go from Here?
Goals:
FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.