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Workshop 5 Supporting Students’ Literacy Development (Writing) Workshop 5 Supporting Student’s Literacy learning Slide 1

Workshop 5 Supporting Students’ Literacy Development (Writing) Workshop 5 Supporting Student’s Literacy learning Slide 1

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Workshop 5Supporting Students’ Literacy Development

(Writing)

Workshop 5 Supporting Student’s Literacy learningSlide 1

Reflection

Reflection on homework tasks from last workshop–Reading activity with a small

group of students

–Running record assessment (if required)

Workshop 5 Session 1Slide 2

Graffiti wall

Good Things, Challenges, Questions.

• Note down your thoughts about the two tasks under the categories above(one thought per post-it note).

• Display your post-it notes under the appropriate headings.

• Move along the graffiti wall and discuss what is written. Workshop 5

Session 1Slide 3

Brainstorm

• Write a list of all the different writing you did yesterday or last week

• Write a list of the different writing your students did yesterday or last week

Workshop 5 Session 2Slide 4

What do writers need?

• A reason to write

• Someone to write to

• Knowledge of a variety of writing forms to use eg letter, list, story, recount

• To know when correct spelling, neatness and presentation are important.

Workshop 5 Session 2Slide 5

Common Text types

• Recount• Procedure• Information Report• Factual • Description• Explanation• Argument • Narrative• Discussion Workshop 5

Session 2Slide 6

Example text

Homework should be banned

Most little kids get far too much homework. Our class believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.

 www.writingfun.com

 

Workshop 5 Session 2Slide 7

Which Text type?

• What is the text about?

• Why (do we think) the text was written and what was the author trying to achieve?

• How was the text set out/structured?

Workshop 5 Session 2Slide 8

Which Text type?

In your pairs or groups read the text you have been given and discuss:

• What the text is about.

• Why you think the text was written and what the author was trying to achieve.

• How the text is set out/structured. Workshop 5 Session 2Slide 9

Language structures and features

Each text type or genre has different language features.

In the next slides we look at the features listed in the Writing book from Learning English in Aboriginal Schools (LEAS)

Argument and Persuasion• Focuses on ideas, things and people in general not

individuals• Uses present tense for arguments• Uses past tense for some evidence• Uses words like firstly, similarly, so, as a result, then

to link ideas. Persuasion uses words like wonderful, amazing, terrible, attractive, frightening which appeal to people’s emotions, feelings and needs

Workshop 5 Session 2Slide 10

Language features

Argument and Persuasion

• Focuses on ideas, things and people in general not individuals

Workshop 5 Session 2Slide 11

Focus on ideas, things and people in general not individuals

Homework should be banned

Most little kids get far too much homework. Our class believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.

 www.writingfun.com

 

Workshop 5 Session 2Slide 12

Language features

Argument and Persuasion

• Uses present tense for arguments

(DVDs are good because ...)

Workshop 5 Session 2Slide 13

Use present tense

Homework should be banned Most little kids get far too much homework. Our class

believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.

 www.writingfun.com

 

Workshop 5 Session 2Slide 14

Language features

Argument and Persuasion

• Uses past tense for some evidence

(last year 200 people lost ...)

Workshop 5 Session 2Slide 15

Use past tense for some evidence

Homework should be banned Most little kids get far too much homework. Our class

believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.

 www.writingfun.com

 

Workshop 5 Session 2Slide 16

Language features

Argument and Persuasion

• Uses words like firstly, similarly, so, as a result, then to link ideas.

Workshop 5 Session 2Slide 17

Uses words like firstly, so, as a result to link ideas

Homework should be banned Most little kids get far too much homework. Our class

believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.

 www.writingfun.com

 

Workshop 5 Session 2Slide 18

Language features

Argument and Persuasion

• Persuasion uses words like wonderful, amazing, terrible, attractive, frightening which appeal to people’s emotions, feelings and needs.

Workshop 5 Session 2Slide 19

Persuasion uses words like wonderful, amazing, terrible to appeal to feelings

Homework should be banned Most little kids get far too much homework. Our class

believes homework should be banned in primary school. Firstly, it’s well known that kids are not as fit as they should be. Sitting around for hours doing homework is dreadfully unhealthy. Secondly, kids work hard at school all day so they need time to relax and refresh their brains. Worrying about homework causes stress for kids and frustration for parents. Thirdly, homework is hideously difficult to complete for many kids. They sometimes need help from the teacher and lots of resources which they can’t get at home. In conclusion, we believe homework (which is really just more schoolwork) should be done at school or banned entirely.

 www.writingfun.com

 

Workshop 5 Session 2Slide 20

Language structures from www.writing.fun.com

• new paragraph for each point • word focus:

– emotive words – words that link arguments

• tense:– simple present

• style:– Persuasive– logical. Workshop 5

Session 2Slide 21

Reflection

• Think about what you have just done and whether you have ever thought about the purpose of writing before (including the idea that who we are writing to/for will form the basis of what and how we write).

• What did you learn from this session?• What skills/help/understandings did you need

to be able to participate in the activity?• How did you feel while doing and after

completing the session?• Could you use the understandings from this

session in your work with children? Workshop 5 Session 2Slide 22

The young writerLevel What children do when writing independently

Transition – Year 2

Years 3-4

Years 5-6 Workshop 5

Session 3Slide 23

Reflection

Think about what you have just done and whether you have ever been involved in assessment and/or levelling of student writing.•What did you learn from this session?•What skills/help/understandings did you need to be able to participate in the activity?•How did you feel while doing and / after completing the session?•Could you use the understandings from this session in your work with children?

Workshop 5 Session 3Slide 24

Scaffolded Writing

A. Getting ready (to write)B. Show me how (to write)C. Help me do it (the writing)D. Let me do it (the writing)

myselfE. What did I learn (from the

writing)? Workshop 5 Session 4Slide 25

Describe your partner

Purpose: to go through the steps involved in the writing process by preparing and writing about another person.

Materials• Paper, pen/pencil, retrieval chart from

Workshop 1, Factual Description genre handout.

Instructions• You are going to write a description of

your partner. Workshop 5 Session 4Slide 26

Before writing a description

Before writing the writer may:• Think about what you will need to write

about – jot down key words and questions.• Ask your partner to talk about

themselves.• Jot down notes or draw anything that will

help you remember what has been said eg hobbies, interests etc.

• Look at the features of the text type/genre ‘factual description’ to see if you have enough information Workshop 5

Session 4Slide 27

During writing a description

During writing the writer may: • Write a brief description of your partner

using your notes on the things your partner talked about to help. (first draft)

• Check your writing. Do you need to include more information? Does it read well? Make changes as necessary.

• Read what you have written to your partner. (The person being described can ask any questions or make suggestions.)

Workshop 5 Session 4Slide 28

After writing description

After writing the writer may:• Rewrite your text with any additional

information or changes. This will be the final draft so is presented as well as it can be (neat writing, addition illustrations. diagrams etc)

• Read the description to the person being described.

• Display completed texts on the wall and allow time so others canread them. Workshop 5

Session 4Slide 29

Before writing

.What did you do?

•Think•Draw•Write notes•Talk•listen

Workshop 5 Session 4Slide 30

What do the students do?

•Think•Consider the audience•Brainstorm•Check ideas with others•Talk•Read•Make notes •Gather information

During writing

What did you do?

•Write a first draft•Share (conference)•Think•Check ideas•Redraft•Check grammar, punctuation, spelling etc

Workshop 5 Session 4Slide 31

What do the students do?

•Write a first draft•Share (conference)•Think•Make changes•Conference with the teacher•Proofread or edit to check spelling, grammar

After writing

.What did you do?

•Share the completed piece

Workshop 5 Session 4Slide 32

What do the students do?

•Share the completed piece•Publish the piece (final version)

Reflection

Think about what you have just done.• Did you find it difficult to do the writing task

‘Describe yourself’? Why / why not?• Have you ever seen similar writing

methodologies used before?• What did you learn from this session?• What skills/help/understandings did you need

to be able to participate in the activity?• How did you feel while doing and / after

completing the session?• Could you use the understandings from this

session in your work with children? Workshop 5 Session 4Slide 33

Supporting Students with Writing

This session will focus on ways to support the students you work with in the writing process.

Workshop 5 Session 5Slide 34

Practice with the sequence

Scenario for using the ‘beginning and emergent writer’ sequence:– Go through the elements of the scaffolded

writing sequence with The Very Hungry Caterpillar in mind.

– Imagine that the class has been reading this book and all the students are now very familiar with the story.

– The teacher has asked you to support three students (who are reluctant writers)to retell the story in written words and pictures. Workshop 5

Session 5Slide 35

Reflection

• What did you learn from this session?• Have you ever seen similar writing

methodologies used before?• What skills/help/understandings did

you need to be able to participate in the activity?

• How did you feel while doing and / after completing the session?

• Could you use the understandings from this session in your work with children? Workshop 5

Session 5Slide 36

Homework task

Option A Work with a small group of students for one

week using the Scaffolded Writing program. This will mean working with the small group for 20-30 minutes each day.

OROption B Plan and implement 3 writing lessons using a

lesson plan used in previous workshops or one of your own choosing or, if you are working towards a certificate, you can use one provided by the registered training organisation. Workshop 5

Session 5Slide 37

Glossary

• Words on the poster?

• Any words you want to note to find out more about (Google, ask a colleague)

• Add to the Glossary page at the end of your workbook Workshop 5

Session 5Slide 38

Conclusion Workshop 5

Supporting students writing development

The Strong Literacy and Numeracy in Communities Pilot was funded by the Australian Government Department of Education, Employment and Workplace Relations as part of the Education Revolution – Improving Our Schools – National Action Plan for Literacy and Numeracy

Summing Up and Evaluation

These workshops have been divided into three main topics

– Oral Language– Reading – Writing

This is not all there is to know. But has been a good beginning to what should be a continuous process of learning for those of us working to provide literacy support to children in the primary school. Workshop 5

Session 6Slide 40

Literacy definition from ACARA

Literacy is an integral part of the English curriculum. Conventionally it refers to reading, writing, speaking, viewing and listening effectively in a range of contexts. In the 21st century, the definition of literacy has expanded to refer to a flexible, sustainable command of a set of capabilities in the use and production of traditional texts and new communications technologies, using spoken language, print and multimedia. In English, students learn to read, write, listen, speak accurately, flexibly and critically, and to view and create increasingly complex texts for a variety of contexts.

http://www.australiancurriculum.edu.au/Learn/English/Organisation

 Workshop 5 Session 6Slide 41

Literacy definition from ACARA

Literacy is an integral part of the English curriculum. Conventionally it refers to reading, writing, speaking, viewing and listening effectively in a range of contexts. In the 21st century, the definition of literacy has expanded to refer to a flexible, sustainable command of a set of capabilities in the use and production of traditional texts and new communications technologies, using spoken language, print and multimedia. In English, students learn to read, write, listen, speak accurately, flexibly and critically, and to view and create increasingly complex texts for a variety of contexts.

http://www.australiancurriculum.edu.au/Learn/English/Organisation

 Workshop 5 Session 6Slide 42

What the workshops aimed for

Big Ideas addressed in the workshop• about children as learners?• about supporting students’ oral

language development• about supporting student’s reading

skills?• about supporting students to develop

their writing skills?• about educational language? Workshop 1

Session 3Slide 16

Student Profiles

• Name

• Other names

• Date of birth

• Place of birth

• Languages spoken at home

• Mother’s country, language

• Father’s country, language

• Languages spoken by student

• Languages understood by student

• Who does the child live with (extended family) 

• Siblings / close family members at school 

• Places / communities the child travels to  

• Schools attended / Attendance history. Are any of these schools bilingual?

• Cultural / ancestral background

Workshop 1 Session 3Slide 16

Scaffolded teaching learning

A sequence for planning

A Getting Ready

B Show me how (modelling)

C Help me do it (guided practice)

D Let me do it myself

(independent practice)

E What did I learn? Workshop 1 Session 4Slide 22

Scaffolding

.

Workshop 1 Session 4Slide 23

What we do to scaffold learning

Support children in the classroom by:-

• asking open-ended questions

• repeating new language

• rephrasing and modelling

• pause-prompt-praise

• extending

• being an active listener Workshop 1 Session 4Slide 29

Field, tenor and mode

• The field:– What the communication is about - the field.– What is the content matter or topic of the

communication?

• The tenor: – Who you are communicating with - the tenor.– Who are the people taking part in the communication?

• The mode: – How you are communicating - The mode. – Is it spoken or written communication and what media

are used?Workshop 2 Session 2Slide 3

Small group oral activityE.g. One way information gap task

• C A • The one who has the

information

• Gives clear precise information

• Answers clarifying questions from B

B • Has no information

• Listens carefully to A for instruction / information

• Asks clarifying questions from A

Workshop 3 Session 2Slide 4

C Observes and discusses the activity with A and B when it is finished.

Small group oral activityE.g. Two way information gap task

.

Workshop 3 Session 2Slide5

E – Records examples of the language used

•A, B, C and D sit in a circle facing each other

•4 pictures in a sequence

•Must talk but now show

•Clear, precise information sharing

•Only look when confident

Small group oral activity E.g.Describe and draw

• C Director• Draws a picture or

series of shapes • Gives clear, precise

instructions• Uses positional

language

Other student• Listens attentively• Draws pictures

and shapes after instruction

Observer - Records examples of language used Workshop 2

Session 2Slide 6

Workshop 2 Session 2Slide 6

The 3 cueing systems.

Workshop 4 Session 2Slide 7

SEMANTIC

KNOWLEDGE

Knowledge of topic

(field), cultural

understandings &

links to life

experiences

GRAPHO-PHONIC

KNOWLEDGE

Knowledge that sounds are

represented by letters & clusters

of letters

SYNTACTIC

KNOWLEDGE

Knowledge

about the system

of language e.g.

word order, nouns,

pronouns,

tense,

Meaning making occurs when all three cueing systems work togetherMeaning making occurs when all three cueing systems work together

Meaning

Making

Read the following

Lambra goots fal trup rew fal hepper. Ota namdo bup quock sa terip wuta gup sa flubbed jepo.

Workshop 4 Session 2Slide 14

Divide your planning

1. What you will do with the students before the reading

2. What you and the students will do while the reading is going on

3. What you will do after the book has been read

(Wallace in Gibbons, Scaffolding Language, Scaffolding Learning, 2002, p84) Workshop 4

Session 3Slide 40

Common Text types

• Recount• Procedure• Information Report• Factual • Description• Explanation• Argument • Narrative• Discussion Workshop 5

Session 2Slide 6

Language features

Argument and Persuasion

Persuasion uses words like wonderful, amazing, terrible, attractive, frightening which appeal to people’s emotions, feelings and needs.

Workshop 5 Session 2Slide 19

The young writerLevel What children do when writing independently

Transition – Year 2

Years 3-4

Years 5-6

Workshop 5 Session 3Slide 23

Scaffolded Writing

A. Getting ready (to write)B. Show me how (to write)C. Help me do it (the writing)D. Let me do it (the writing)

myselfE. What did I learn (from the

writing)? Workshop 5 Session 4Slide 25

Before writingWhat did you do?

•Think•Draw•Write notes•Talk•listen

Workshop 5 Session 4Slide 30

What do the students do?

•Think•Consider the audience•Brainstorm•Check ideas with others•Talk•Read•Make notes •Gather information

During writing

What did you do?

•Write a first draft•Share (conference)•Think•Check ideas•Redraft•Check grammar, punctuation, spelling etc

Workshop 5 Session 4Slide 31

What do the students do?

•Write a first draft•Share (conference)•Think•Make changes•Conference with the teacher•Proofread or edit to check spelling, grammar

After writingWhat did you do?

•Share the completed piece

Workshop 5 Session 4Slide 32

What do the students do?

•Share the completed piece•Publish the piece (final version)

Practice with the sequence

Scenario for using the ‘beginning and emergent writer’ sequence:

• Go through the elements of the scaffolded writing sequence with The Very Hungry Caterpillar in mind.

• Imagine that the class has been reading this book and all the students are now very familiar with the story.

• The teacher has asked you to support three students (who are reluctant writers)to retell the story in written words and pictures.

Workshop 5 Session 5Slide 35

Evaluation

Your chance to shape professional learning for

paraprofessionals in

the future.

Workshop 5 Session 6Slide 63

Conclusion Summing Up Session

The Strong Literacy and Numeracy in Communities Pilot was funded by the Australian Government Department of Education, Employment and Workplace Relations as part of the Education Revolution – Improving Our Schools – National Action Plan for Literacy and Numeracy