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

2. Reflection Reflection on homework tasks from last workshop –Reading activity with a small group of students –Running record assessment (if required) Workshop 5 Session 1 Slide 2

3. 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 1 Slide 3

4. 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 2 Slide 4

5. 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 2 Slide 5

6. Common Text types Recount Procedure Information Report Factual Description Explanation Argument Narrative Discussion Workshop 5 Session 2 Slide 6

7. 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 2 Slide 7

8. 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 2 Slide 8

9. 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 2 Slide 9

10. 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 2 Slide 10

11. Language features Argument and Persuasion Focuses on ideas, things and people in general not individuals Workshop 5 Session 2 Slide 11

12. 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 2 Slide 12

13. Language features Argument and Persuasion Uses present tense for arguments (DVDs are good because...) Workshop 5 Session 2 Slide 13

14. 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 2 Slide 14

15. Language features Argument and Persuasion Uses past tense for some evidence (last year 200 people lost...) Workshop 5 Session 2 Slide 15

16. 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 2 Slide 16

17. Language features Argument and Persuasion Uses words like firstly, similarly, so, as a result, then to link ideas. Workshop 5 Session 2 Slide 17

18. 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 2 Slide 18

19. 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 2 Slide 19

20. 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 2 Slide 20

21. 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 2 Slide 21

22. 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 2 Slide 22

23. The young writer LevelWhat children do when writing independently Transition – Year 2 Years 3-4 Years 5-6 Workshop 5 Session 3 Slide 23

24. 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 3 Slide 24

25. 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) myself E.What did I learn (from the writing)? Workshop 5 Session 4 Slide 25

26. 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 4 Slide 26

27. 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 4 Slide 27

28. 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 4 Slide 28

29. 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 4 Slide 29

30. Before writing. What did you do? Think Draw Write notes Talk listen Workshop 5 Session 4 Slide 30 What do the students do? Think Consider the audience Brainstorm Check ideas with others Talk Read Make notes Gather information

31. During writing What did you do? Write a first draft Share (conference) Think Check ideas Redraft Check grammar, punctuation, spelling etc Workshop 5 Session 4 Slide 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

32. After writing. What did you do? Share the completed piece Workshop 5 Session 4 Slide 32 What do the students do? Share the completed piece Publish the piece (final version)

33. 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 4 Slide 33

34. Supporting Students with Writing This session will focus on ways to support the students you work with in the writing process. Workshop 5 Session 5 Slide 34

35. 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 5 Slide 35

36. 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 5 Slide 36

37. 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. OR Option 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 5 Slide 37

38. 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 5 Slide 38

39. 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

40. 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 6 Slide 40

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 6 Slide 41

42. 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 6 Slide 42

43. 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 3 Slide 16

44. 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 3 Slide 16

45. Scaffolded teaching learning A sequence for planning AGetting Ready B Show me how (modelling) CHelp me do it (guided practice) DLet me do it myself (independent practice) EWhat did I learn? Workshop 1 Session 4 Slide 22

46. Scaffolding. Workshop 1 Session 4 Slide 23

47. 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 4 Slide 29

48. 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 2 Slide 3

49. Small group oral activity E.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 2 Slide 4 C Observes and discusses the activity with A and B when it is finished.

50. Small group oral activity E.g. Two way information gap task. Workshop 3 Session 2 Slide5 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

51. 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 2 Slide 6 Workshop 2 Session 2 Slide 6

52. The 3 cueing systems. Workshop 4 Session 2 Slide 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 together Meaning Making

53. Read the following Lambra goots fal trup rew fal hepper. Ota namdo bup quock sa terip wuta gup sa flubbed jepo. Workshop 4 Session 2 Slide 14

54. 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 3 Slide 40

55. Common Text types Recount Procedure Information Report Factual Description Explanation Argument Narrative Discussion Workshop 5 Session 2 Slide 6

56. 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 2 Slide 19

57. The young writer LevelWhat children do when writing independently Transition – Year 2 Years 3-4 Years 5-6 Workshop 5 Session 3 Slide 23

58. 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) myself E.What did I learn (from the writing)? Workshop 5 Session 4 Slide 25

59. Before writing What did you do? Think Draw Write notes Talk listen Workshop 5 Session 4 Slide 30 What do the students do? Think Consider the audience Brainstorm Check ideas with others Talk Read Make notes Gather information

60. During writing What did you do? Write a first draft Share (conference) Think Check ideas Redraft Check grammar, punctuation, spelling etc Workshop 5 Session 4 Slide 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

61. After writing What did you do? Share the completed piece Workshop 5 Session 4 Slide 32 What do the students do? Share the completed piece Publish the piece (final version)

62. 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 5 Slide 35

63. Evaluation Your chance to shape professional learning for paraprofessionals in the future. Workshop 5 Session 6 Slide 63

64. 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