Presentation on theme: "Coming in task On your tables you will find the answers (roughly 1 between 2) to the poetry comprehension task. Mark papers (this is for your own purposes)"— Presentation transcript:
Coming in task On your tables you will find the answers (roughly 1 between 2) to the poetry comprehension task. Mark papers (this is for your own purposes) and write questions on post-its for Louise to answer later. Stick post-its on board at front
Professional English Course – Day 3 Session 5: Supporting and developing children's writing
Things to do today... 1.Mark phonics tests and give marks to Louise for each section. 2.Go through comprehension paper 3.Mark poetry paper 4.QTS stuff- quick recap complex and compound sentences (Especially for Louise!!) Apostrophes
' Miss, you hold my hand and show me how to write.' Katrina, 5 years old.
Session 5 Objectives Examine examples of classroom practice in shared writing at KS1 and KS2. Distinguish between composition and transcription as parts of the writing process and as a structure for planning and assessing writing. Examine and identify the major features and processes of writing as set out in EYFS, NC, and NLS Identify the major genres of writing encountered in the Primary school Introduce the English presentations and suggestions list for these To develop subject knowledge in preparation for the skills test
Reading recap... You will (hopefully) make a mindmap on the interactive whiteboard.
Beyond Simple Comprehension 1.What do you understand by the term comprehension? 2.What are the different aspects of comprehension? 3.See Fig.1: How would ‘freeze-frame what if’ moments help in predicting or previewing? 4.See fig. 1.: How would 50 words or less challenges help with determining importance? 5.See fig 1. What strategies would you use to activate prior learning? 6. See fig 1. How would you encourage pupils to make predictions in a text? 7. How does teacher modelling support comprehension? 8. What is the role of fluency in comprehension?
Phonics audit marking We will go through these together. You will need to give the papers to Louise so she can record marks over lunch. Please ask her to return them after lunch!
Warm-up activity Write a sentence on a topic of your choice. Now write the following two sentences I will dictate to you... Think about and list the skills you used to do this. Discuss with a partner, then discuss with another pair write the skills you used on the post-it notes, one on each piece. Sort the post-its into two groups.
Vygotsky and writing Writing is very complex due to the high level of abstraction We replace words with the meanings of words in order to address an absent or imaginary person. This is without any real motivation, yet there is a need to be aware of the alphabetical symbols to put all this down on paper
Real life writing What different text types can you think of? Therefore, we need a varied writing curriculum to reflect this
What do the key documents have to say about writing? EYFS: Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Current Framework: 9. Creating and shaping texts 10. Text structure and organisation 11. Sentence structure and punctuation 12. Presentation
New National Curriculum The Programmes of Study for writing are constructed similarly to that for reading: Transcription (spelling and handwriting) Composition (articulating ideas and structuring them in speech and writing) In addition, pupils should be taught how to plan, revise and evaluate their writing.
Task You would like your class to write a diary entry. How would you go about this with a class? Consider the sequence of activities that would take place to arrive at the finished item.
The Tay Bridge Disaster T he Tay Bridge in Scotland was the longest bridge in Scotland. It carried a railway track across the wide Firth of Tay. Soon after its completion in 1878, Queen Victoria herself crossed the bridge on her royal train. Afterwards she knighted the bridge’s proud designer, Sir Thomas Bouch. However, the bridge’s future would not be as auspicious as its start. The following year, the evening of 28th December was stormy. Violent gales went roaring up the Firth. On the south side of the bridge, he noticed unusual sparks flying from the back wheels.
The Tay Bridge Disaster An hour later the next train arrived, and the gales were now so fierce that when Barclay had let the train pass he had to crawl back to his cabin on all fours. As the train steamed into the darkness, Barclay again noticed these same strange sparks. Suddenly a savage gust of wind shook the cabin. There was a flash of light, then darkness. Barclay’s instruments had gone dead. He and his companion went out onto the bridge to see what had happened.
The Tay Bridge Disaster The sheer force of the wind drove them back. They went down to the Firth and tried to again to see. This time, a shaft of moonlight broke through the clouds and they saw that the whole middle section of the bridge had gone down.
Observations of Chimpanzees One day I arrived on the Peak and found a small group of chimps just below me in the upper branches of a thick tree. As I watched I saw that one of them was holding a pink looking object from which he was from time to time pulling pieces with his teeth. There was a female and a youngster and they were both reaching out toward the male, their hands actually touching his mouth. Presently the female picked up a piece of the pink thing and put it to her mouth: it was at this moment that I realised that the chimps were eating meat.
Observations of Chimpanzees After each bite of meat the male picked off some leaves with his lips and chewed them with the flesh. Often, when he had chewed for several minutes on this leafy wad, he spat out the remains into the waiting hands of the female. Suddenly he dropped a small piece of meat, and like a flash the youngster swung after it to the ground. Even as he reached to pick it up, the undergrowth exploded and an adult bush pig charged towards him. Jane van Lawick-Goodall
Tsunami death toll rises Aid workers in Indonesia say the number of people killed by the huge tsunami there has risen to 311. The tsunami, which is a massive wave, hit the Mentawai islands, west of Sumatra on Monday. Rescuers have finally reached the remote areas where 13 villages were washed away, but have 11 more to get to It's thought that the early-warning system put in place after the 2004 tsunami wasn't working, so locals had no signs that the wave was on its way.
After shocks Bad weather and aftershocks have been making things difficult for rescuers but they're doing all they can to get emergency supplies to everyone who's been affected on the islands. Local disaster official Ade Edward said more than 400 people were still missing, and 16,000 refugees had been moved to higher ground from the coastal areas.
Volcanic eruptions The tsunami is one of three natural disasters to hit Indonesia over the past few days. In another part of the country, at least 32 people have died since Mount Merapi volcano started erupting, throwing ash and rocks into the air. Thousands of people have left their homes for safety, but officials fear the death toll may rise as lots of people have been refusing to go. Mount Merapi
Questions to answer When? Where? Who? What (did they do?) Why? How?
Good writers... Enjoy writing and find the process creative, enriching and fulfilling. Read widely, recognise good writing and understand what makes it good. Learn about the skills of writing from their reading and draw (consciously or unconsciously) upon its models in their own work. Have ‘something to say’ (purpose and audience); Know how to develop their ideas.
Good writers... Know how to plan and prepare for writing Make informed choices about what they are writing, as they write (for example, about vocabulary, grammar, text structure, etc.) Understand how to reflect upon, refine and improve their own work. Can respond to constructive criticism of others. (DCSF, 2008, Talk for writing, p3)
Continuum of Writing Development Analyse these examples in terms of transcriptional skills and composition skills. Now consider what you think the next steps should be.
During the class you will see four samples of children’s writing
Writing different genres/ text types If you were to plan which types of texts children should study across primary school, what would you choose to include? Why?
Summary Writing is closely connected to reading – good writers are also good readers (see Cork and Barrs, 2001). Writing is taught as part of a sequence which includes stimulus, familiarisation with text type, modelling, writing and editing Many different genres are examined in schools – it is important to be familiar with them
So, how does this fit with a concept/ skills builder teacher?