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Teaching Writing Are we having fun yet?

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Presentation on theme: "Teaching Writing Are we having fun yet?"— Presentation transcript:

1 Teaching Writing Are we having fun yet?
TLCP model; importance of audience, purpose and form/ motivation for writing/ products/planning is key

2 Personal Memoir/ Recount
Getting started Writing Bingo activity/ group share/for grades 3 and up/read aloud: “the relatives came/’ love it or loathe it; grade 1: shopping list; GRoR; adapt to grade/ grade 2:structural features of genre: 5 W’s with teacher writing

3 Beyond “My summer holiday”
Grade 5: a biographical sketch, based on research Grade 4: a timeline of significant events in the writer’s life, to accompany a biography for a class collection Grade 6: an “autobiography” in the role of a historical or contemporary person, based on research Language document: writing by grade

4 Pre-writing a biographical sketch
Mentor texts- immersion What might the biographical sketch template look like? What might research template look like? Group work; gallery walk

5 Pre-writing a timeline
Mentor texts- immersion What might a timeline template look like? (The Write Genre, p. 45) What might the biography template look like? What migth the class book look like?

6 Steps to Teaching the Writing Process
Immersion What’s Next? Activity with a partner to match the titles of categories with their definition ;writing process activity in table groups or pairs,trios/ group take-up and explanations/ link to language document, overall expectations

7 Planning R- Role of the writer A- Audience F- Form T- Topic
S- Strong verb: purpose for writing Different for each division: primary: for teacher planning and to set learning goals and success criteria

8 Why We Write Social purpose: to recount, to persuade, to entertain, to describe, to instruct, to explain FS handout

9 Learning goal- Grades 1-3
Recount Possibilities Write a scientific or mathematical investigation (grade 2) Write a personal recount of a past experience, including pictures, to share with family or friends (grade 1) Write a personal or factual recount of events or experiences that includes photographs or drawings and captions (grade 3) From RAFTS to learning goals and success criteria

10 Learning goal- Grades 4-5
Recount Possibilities Grade 5: a biographical sketch, based on research Grade 4: a timeline of significant events in the writer’s life, to accompany a biography for a class collection Grade 6: an “autobiography” in the role of a historical or contemporary person, based on research From RAFTS to learning goals and success criteria

11 Success Criteria- grade 2 and 3
Beginning I included the 5 W’s in my beginning Middle I have listed one or more events in order End I ended with a summary or personal reaction Distribute books

12 Success Criteria- grade 5
Beginning I included the 5 W’s in my beginning Middle I have listed one or more achievements that are important to that person’s life End I ended with a summary or personal reaction Distribute books

13 Success Criteria- grade 4
Beginning I included the 5 W’s in my beginning and my timeline Middle I have written details about two of the important events in my life End I ended with a summary or personal reaction and my timeline Distribute books

14 Marker Student Work With a partner, read marker student work and use the success criteria to find one praise point and one teaching point; remember to include the focus of instruction Handout blue conference sheet

15 Next time: December 2 Choose one form of writing that you’ve done
Bring in one anchor chart: either the learning goal, success criteria, exemplar, shared writing, Bring in two pieces of writing, one from each of your marker students

16 Meanwhile…. Wiki

17 Learning Goals-grade 1 I learning how to write about something that happened to me. OR I am learning how to write about something I did.

18 Success Criteria- grade 1
I know I did it well because: I can draw a picture about what happened. I can label my picture. I can write about what happened.

19 Success Criteria- grade 1- other possibility
My writing looks like : I can draw a pictures I can label. I can write a story.


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