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By Rebecca C Presentation Content Principles and processes underpinning the acquisition of writing skills Teacher assessments and evaluations of children's.

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Presentation on theme: "By Rebecca C Presentation Content Principles and processes underpinning the acquisition of writing skills Teacher assessments and evaluations of children's."— Presentation transcript:

1

2 By Rebecca C

3 Presentation Content Principles and processes underpinning the acquisition of writing skills Teacher assessments and evaluations of children's writing A glimpse into my future classroom

4 Theme One The Physical Nature of Writing

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6 Creative ways to learn to write Hold a paintbrush in the pincer grip, dip paintbrush into water and write on pavement. Coloured sand in a tray children can trace letters and write letters or words.

7 According to the NSW Department of Education and Training “the process approach taught students to go through a series of steps in order to refine and correct their writing, rather than rely on one draft”.

8 Five Stages of the Writing Process: 1.Prewriting 2.Drafting 3.Revising 4.Editing 5.Publishing

9 Pre writing Choose a theme: Princesses. Dragons. Fairies. Pets. Science fiction. Who are the characters? Understanding of genre and expectations.

10 Drafting Writing a first copy of a story, narrative, letter, recount or writing tasks of any nature, based on the prewriting work. Allowed to be: Messy. Spelling mistakes. Grammar mistakes.

11 Revising. Rereading of rough draft. Sharing rough drafts with peers. Corrections and changes. (Tompkins, Campbell & Green, 2012)

12 Editing “... Writers edit content as well as proofread to identify and correct spelling, capitalisation, punctuation and grammar errors” (Tompkins, Campbell & Green, 2012, p.434).

13 Publishing The final copy of the writing task, spelling and grammatical mistakes free. Typed or written free hand. Illustrations.

14 According to Tompkins, Campbell and Green there are eight principles of being an effective teacher.

15 PRINCIPLE ONE Effective Teachers Understand how Students Learn

16 Principle Two Effective Teachers Support Students Use of the Cueing Systems “Listening to phonic sounds is important for developing your child’s language and literacy skills. By listening & becoming familiar with them, your child will realize that letters stand for the sounds they hear in words” (A-Z Teacher Stuff, 2012).

17 Cueing Systems Phonological system Syntactic system Semantic system Pragmatic system Paralinguistic system

18 Meaning (Semantic)Structure (Syntactic)Visual (Graphophonic) What is it?Does it make sense? ­Making sense of text and relaying meaningful connections ­Context clues found in the text and/or background knowledge (comes from the students own experiences) Does it sound right? Making sense of the actual words in the sentences Structural cues come from the students knowledge of correct oral language structures ­ The way in which language is put together into sentences, phrases, paragraphs, etc. Does it look right? ­ Breaking words down into letters, sounds, syllables, prefixes, chunks, etc. ­ Visual cues come from students developing knowledge of letter/sound relationship and of how letters are formed ­what letters and words look like ­often identified as sounding out words (Bellwood, Denyes, Friar, Windsor & Mahoney, 2007, p.2) The Three Cueing Systems

19 Phonics Practice Videos ching/44/vowel-sounds- what-a-load-of-phonics/

20 PRINCIPLE THREE Effective Teaches Create a Community of Learners

21 How to create a classroom community Administer and adhere to classroom routines and expectations. Model literacy procedures; – book selection - feedback on work - conversations about work Model appropriate interactions with peers

22 PRINCIPLE FOUR Effective Teachers Adopt a Balanced Approach to Instruction explicit instruction guided practice collaborative learning Balanced independent reading and writing According to Thompkins, Campbell and Green (2012) the balanced approach to instruction is based on a comprehensive view of literacy that combines explicit instruction, guided practice, collaborative learning and independent reading and writing.

23 Teaching Strategies Modelled, guided and independent teaching are skills that need to be constantly revised to enable students to fully grasp how to apply these strategies to their work ( NSW Department of Education and Training,1999). Model sentence structure Understanding of topics Vocabulary

24 PRINCIPLE FIVE Effective Teachers Scaffold Student Reading, Writing, Viewing, Speaking and Listening Modelled reading and writing Shared reading and writing Interactive reading and writing Guided reading and writing Independent reading and writing

25 independent reading shared reading and writing modelled reading and writing guided reading and writing interactive writing

26 Connections in learning areas Primary School Years

27 PRINCIPLE SIX Effective Teachers Organise for Language, Literature and Literacy Instruction Language Strand Literature strand Literacy strand Australian Curriculum

28 PRINCIPLE SEVEN Teachers Link Instruction and Assessment To determine students reading levels. To monitor students progress. To diagnose students strengths and weaknesses. To document students learning.

29 PRINCIPLE EIGHT Effective Teachers Become Partners with Parents

30 Theme Two Assessment of Writing

31 Formal assessment Rubrics Essay tests Performance assessment methodology Selective response mode. Assessments speaking to students to gauge their knowledge of a topic.

32 4 Outstanding. 3 Good Work! 2 Could do better 1 Need to improve QualityEntries are detailed and show that you are regularly using strategies taught in the mini lessons. Most entries are detailed and some show that you are trying to use strategies taught in the mini lessons. Some entries are detailed and sometimes show that you use strategies taught in mini lessons. Your entries lack details and show little evidence of strategies taught during mini lessons. QuantityYou write more than a page everyday. You write at least a page on most days. You write less than a page but more than half a page most days. You write less than half a page most days. NeatnessYou always use your best handwriting. Your entries are usually written in your best handwriting. Some of the entries in your note book are written in your best handwriting. You do not use your best handwriting in your notebook. Spelling and Punctuation You almost always pay attention to spelling and punctuation. Someone else can easily read your entries. You usually pay attention to spelling and punctuation. Someone else can usually read your entries. You sometimes pay attention to spelling and punctuation. It’s often difficult for someone else to read your entries. You do not pay attention to spelling and punctuation. It’s very difficult for someone else to read your entries. Example Rubric

33 Informal observations Facial expression. Collaborate work with peers.

34 Portfolio of tasks for assessment

35 Purpose of Assessments

36 Assessing on the following writing skills: Structure of writing. Planning. Attempt at spelling (invented spelling). Incorporating phonics in writing. Time Markers ; before, then, after that, next. (Tompkins, Campbell & Green, 2014).

37 Theme Three What might my classroom look like...

38 Literature and writing is my passion. My classroom will be a literature and text rich environment. I will incorporate many forms of genre of literature for students to be exposed to including vocabulary, correct English and grammar, different writing styles, texts written many years ago and modern day texts.

39 Exposure to literature Enid Blyton The Magic School Bus series Roald Dahl Laura Ingalls Wilder Jules Verne Mary Pope Osborne

40 CreativityCreativity Extend beyond princess and fairy's. Students choosing their own themes. Encourage imagination. “For children to write well, their writing must be fed by copious and rich experiences of reading, and the study of whole texts” (UKLA, 2014, para.5).

41 Narrative Composition Orientation Character Setting Problem Resolution

42 Narrative Example

43 STORYSTORY

44 Create a students story book. First step: plan a story Second step: draft the story. Third step: revise the story. Fourth step: edit the story. Fifth step: publish the story by typing the final copy into a booklet. Sixth step: have students illustrate their books. Story Structure Students recreating an existing storyline in their own words is a valuable teaching tool how to create a story, requiring creativity. ( UKLA, 2014, para.3 ).

45 Journals

46 Recount

47 Letter of persuasion

48 Information Report

49 Poetry “In so-called developed contemporary society, school-aged children use both paper-based and digital technologies for writing” (UKLA, 2014)

50 Thank you and I hope you enjoyed todays presentation.


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