WRITING CONVENTIONS P-12 Loddon Mallee Region - PowerPoint PPT Presentation

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WRITING CONVENTIONS P-12 Loddon Mallee Region

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  1. WRITING CONVENTIONSP-12Loddon Mallee Region Our purpose as teachers- to teach the writer not the writing Lucy McCormick Calkins

  2. Session Outline • What are Writing Conventions • Are they important? • Writing conventions in context of AusVels frameworks and standards • Delving deeper

  3. Two rows of chairs facing each other. Sitting opposite One person moves after each question

  4. What are writing conventions? Why are they important?

  5. What are some concerns about teaching grammar?

  6. What have you done with writing conventions since last time we met? • –staff • Students

  7. Writing provides spelling with its context: without writing spelling has no purpose and no audience (Talk about)

  8. Does texting impact on spelling?

  9. Which forms of punctuation are taught at each year level?

  10. Talk about the value of teaching efficient keyboarding skills instead of handwriting

  11. What explicit teaching happens in your school on layout?

  12. Talk about something that your school is doing really well with writing conventions.

  13. How can I use this activity with my staff?

  14. Teaching Writing Conventions

  15. Effective Writers Think about: • What to say and how to say it clearly • How to write so the reader is interested and engaged • Real life purposes for writing • The important role of conventions

  16. Need someone to talk to? • Using grid, network resource Scope and Sequence Resources being used for Writing Conventions in our Schools

  17. School Di Snowball Student book

  18. Literacy Frameworks

  19. Make informed decisions about learning needs of group and individuals Check data against VELS It is the teacher’s role to know what writing conventions the students have control over and what they need to learn through explicit teaching Writing conferences and guided writing groups personalise learning

  20. GRADUAL RELEASE OF RESPONSIBILITY Role of the teacher MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus DEGREE OF CONTROL Students work with help from the teacher and peers to practice the use of the literacy focus Students contribute ideas and begin to practice the use of the literacy focus in whole class situations 20 The student participates by actively attending to the demonstrations Pearson & Gallagher Role of the student

  21. LITERACY ELEMENTS SPEAKING & LISTENING OBSERVATION & ASSESSMENT • Read Aloud • Shared Reading • Guided Reading • Independent Reading • Write Aloud • Shared Writing • Guided Writing • Independent Writing

  22. Reading around Grammar • A systematic approach to Grammar Instruction Joan Berger • Integrated Word study: Spelling grammar and Meaning in the Language Arts Classroom Marcia Invernizzi et.al • To Grammar or not to Grammar: that is not the question Weaver et.al Part 1 • Putting conventions into perspective and helping students edit Weaver et.al Part 2

  23. Process for Readings • Form a group of 4 • Choose text • Expert group 20 minutes to read • What is the text mostly about? • How is Grammar taught in the article? • Implications for different year level teaching? (15 minutes) Home group Share a synthesis of your expert group discussion (20mins)

  24. Discussion to report back to home group • What is the text mostly about? • How is Grammar taught in the article? • Implications for different year level teaching?

  25. The big question… What aspects of grammar…enhance and improve student writing and when and how can we best teach them?

  26. Text to self – What will I take back to my school?

  27. How do you take information back to school? • Talk at table • Report back to whole group • Recordon chart What are the challenges? What could help?

  28. 2013 Time to Start Planning • There will be not external driver for Literacy development beyond 2012 • What will our schools need from a network Make a list • Have us for one term • What would you like us to do to support the transition

  29. 2013 and Beyond • History of network? • What could/should happen? • How can we get it to happen?

  30. The future • What do we have now as a collegiate group? • In moving forward what is our goal? • What method/approach will we use? • Resources available to us • How do you picture achieving dynamic equilibrium? (sustainability)?

  31. After School Sessions • 3/4 at Newham – 22ndAugust • P-2 at Riddell  - 29thAugust • 5/8 at Malmsbury – 5th Sept – probably need to be changed as pending strike! • FOCUS?????

  32. Grammar in Context

  33. As we work through these Think about yourself as a learner – what knowledge you need Think about a year level each activity could be used for Think about a text that you know that could be used at different level

  34. http://www.readwritethink.org/files/resources/interactives/word_mover/words.01.htmlhttp://www.readwritethink.org/files/resources/interactives/word_mover/words.01.html

  35. One way of publishing http://www.readwritethink.org/files/resources/interactives/multigenre-mapper/

  36. Activity 1. Think about yourself as a learner – what knowledge did you need? What year level this could be used for? Think about a text that you know that could be used at different level

  37. Activity 2. Think about yourself as a learner – what knowledge did you need? What year level this could be used for? Think about a text that you know that could be used at different level

  38. THE VANISHING GLASS