Presentation on theme: "Developing written explanations"— Presentation transcript:
1 Developing written explanations MPP ProjectDeveloping written explanationsTHINK – TALK – WRITE!
2 Step 1 to Step 2 Vocabulary – keep going on this Small, structured group discussions – collaborative explanationsConnectives to link ideas – (‘How’ and ‘Why’ placemats, examples) to construct compound sentencesExplanations tablesGraphic organisers, activities for sequencingModel out loud how to sequence ideas
3 Step 2 to Step 3Model (by making your thinking explicit) how to improve an explanationAllow pupils to collaboratively identify features of good explanationsAllow practice in pairs – compose, rehearse, speak, draft, peer assess, improve and writeSet literacy learning objectives, with clear success criteriaPEE (Point Evidence Explanation)
4 Brainstorm: Key Ideas: Cells/Forces/Particles/Energy Question: Explain what happens to salt when you add it to waterBrainstorm: Key Ideas: Cells/Forces/Particles/EnergyDiagramBullet Points· ParagraphPoint:Evidence:Explanation:
5 Step 3 to Step 4 Construct complex sentences Coherence (logical and consistent) and cohesion (grammar / connectives)Audience and purpose
6 10 Steps to WritingPut the cards for the 10 steps into the correct order that you think you should teach it.
7 Sequence for teaching writing: 10 steps:Clear aimsProvide examplesExplore features of the textDefine the conventionsDemonstrate how it is writtenCompose togetherScaffold first attemptsDevelop independent writingDraw out the key learningReview
8 1. Establish clear aims: Task Genre eg. article, report, letter Audience informs the type of language usedPurpose Any of 8 non-fiction text typeseg. Describe, Explain, Discuss, Argue, Compare
9 Six Most important text types at KS3 are…. Explanation – howExplanation – whyArgumentConclusionEvaluationPlanThese types of writing have conventions that need to be taught – see handout
10 2. Provide two good examples Explore the similar features of the texteg. Similar vocabulary, layout of text, sentence construction etcTeacher may read out loud / get pupils to read out loud
11 3. Define the conventions and rules Teacher leads them through, using what they found in 3, to identify the success criteria for the taskThink out loud
12 7. ScaffoldTeacher may need to provide some scaffold here to get pupils to discuss/ understand the science content, before they will be confident enough to contribute towards the shared writing
13 5 + 6 Model and compose together This is teacher-led writing on the boardMay prefer to have ‘here’s one I made earlier’ to use as a model in the early stagesPupils offer suggestions for improvementRe-read and re-draft
14 7. ScaffoldTeacher may provide some support here eg. A sheet /placemat of connectives, or a grid to help pupils in their planning
15 8. Develop independent writing Pupils work in pairs to develop their own piece of writing
16 9. Draw out the key learning Scan /photo/ visualiser two examples of pupils’ workTogether discuss the key features, annotate, and add improvements
17 10. Review Refer back to TAP Review if they have met the success criteriaLink to other examples in science where they could /might have used similar writingLink to other subject areas
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