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  • After this slide, I need to present a sequenced unit of activities based on the learning profile of an ESL Case Study. In the learning profile, I need to present the goal (or position within the zone of proximal development) that the the activity will fit within and a rationale for each of the activities in the scaffolded unit. \n
  • After this slide, I need to present a sequenced unit of activities based on the learning profile of an ESL Case Study. In the learning profile, I need to present the goal (or position within the zone of proximal development) that the the activity will fit within and a rationale for each of the activities in the scaffolded unit. \n
  • After this slide, I need to present a sequenced unit of activities based on the learning profile of an ESL Case Study. In the learning profile, I need to present the goal (or position within the zone of proximal development) that the the activity will fit within and a rationale for each of the activities in the scaffolded unit. \n
  • After this slide, I need to present a sequenced unit of activities based on the learning profile of an ESL Case Study. In the learning profile, I need to present the goal (or position within the zone of proximal development) that the the activity will fit within and a rationale for each of the activities in the scaffolded unit. \n
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Transcript

  • 1. Supporting WritingRefugee Action Support Tutor Training27 February 2009
  • 2. Roles of the What occurs in each level? Writer developing a knowledge becoming aware of the As coder English sounds of words (vocab) and word forms conveying a purpose conveying literal meaningAs thinker in sentences and texts through suitable expression in text type being able to respond and ability to use text forms As user make statements in and features and add appropriate sentences them to repertoire employ writing and use pre-writing strategiesAs explorer reading strategies to to organise ideas and explore styles information
  • 3. Roles of the What occurs in each level? Writer developing a knowledge becoming aware of the As coder English sounds of words (vocab) and word forms conveying a purpose conveying literal meaningAs thinker in sentences and texts through suitable expression in text type being able to respond and ability to use text forms As user make statements in and features and add appropriate sentences them to repertoire employ writing and use pre-writing strategiesAs explorer reading strategies to to organise ideas and explore styles information
  • 4. Roles of the What occurs in each level? Writer developing a knowledge becoming aware of the As coder English sounds of words (vocab) and word forms conveying a purpose conveying literal meaningAs thinker in sentences and texts through suitable expression in text type being able to respond and ability to use text forms As user make statements in and features and add appropriate sentences them to repertoire employ writing and use pre-writing strategiesAs explorer reading strategies to to organise ideas and explore styles information
  • 5. Roles of the What occurs in each level? Writer developing a knowledge becoming aware of the As coder English sounds of words (vocab) and word forms conveying a purpose conveying literal meaningAs thinker in sentences and texts through suitable expression in text type being able to respond and ability to use text forms As user make statements in and features and add appropriate sentences them to repertoire employ writing and use pre-writing strategiesAs explorer reading strategies to to organise ideas and explore styles information
  • 6. Roles of the What occurs in each level? Writer developing a knowledge becoming aware of the As coder English sounds of words (vocab) and word forms conveying a purpose conveying literal meaningAs thinker in sentences and texts through suitable expression in text type being able to respond and ability to use text forms As user make statements in and features and add appropriate sentences them to repertoire employ writing and use pre-writing strategiesAs explorer reading strategies to to organise ideas and explore styles information
  • 7. GOALSGOAL #1: Comfortable with the physical mechanics of writingGOAL #2: Construct grammatical statements on familiar topicsGOAL #3: Revises and practices writing after discussionGOAL #4: Plans and completes text types using formulaeGOAL #5: Plans, composes and revises writing
  • 8. Communication:
  • 9. Communication:• LEVEL B1: Communicates messagesthrough symbols, drawings or attempts atwriting
  • 10. Communication:• LEVEL B1: Communicates messagesthrough symbols, drawings or attempts atwriting• LEVEL 2: Communicates ideas, eventsand experiences through simple texts basedon familiar spoken and written language
  • 11. Communication:• LEVEL B1: Communicates messagesthrough symbols, drawings or attempts atwriting• LEVEL 2: Communicates ideas, eventsand experiences through simple texts basedon familiar spoken and written language• LEVEL 3: Communicates on a number offamiliar topics through writing simplecreative and informational texts in responseto classroom demands
  • 12. Communication:• LEVEL B1: Communicates messagesthrough symbols, drawings or attempts atwriting• LEVEL 2: Communicates ideas, eventsand experiences through simple texts basedon familiar spoken and written language• LEVEL 3: Communicates on a number offamiliar topics through writing simplecreative and informational texts in responseto classroom demands• LEVEL 4: Communicates on a range offamiliar topics and incorporates languageand ideas drawn from different sources inthe varying demands of the classroom
  • 13. Communication:• LEVEL B1: Communicates messagesthrough symbols, drawings or attempts atwriting• LEVEL 2: Communicates ideas, eventsand experiences through simple texts basedon familiar spoken and written language• LEVEL 3: Communicates on a number offamiliar topics through writing simplecreative and informational texts in responseto classroom demands• LEVEL 4: Communicates on a range offamiliar topics and incorporates languageand ideas drawn from different sources inthe varying demands of the classroom• LEVEL 6: Communicates on a range oftopics by employing a variety of well-knowntext types
  • 14. Language structures and features:
  • 15. Language structures and features:• LEVEL 1: Writes and copies simpleshort texts, showing some knowledge ofbasic conventions of written English
  • 16. Language structures and features:• LEVEL 1: Writes and copies simpleshort texts, showing some knowledge ofbasic conventions of written English• LEVEL 2: Writes simple coherent textsusing basic sentence structures thatincorporate features of learned oral andwritten English
  • 17. Language structures and features:• LEVEL 1: Writes and copies simpleshort texts, showing some knowledge ofbasic conventions of written English• LEVEL 2: Writes simple coherent textsusing basic sentence structures thatincorporate features of learned oral andwritten English• LEVEL 4: Writes a variety of texts,demonstrating some overall cohesion andcoherence
  • 18. Language structures and features:• LEVEL 1: Writes and copies simpleshort texts, showing some knowledge ofbasic conventions of written English• LEVEL 2: Writes simple coherent textsusing basic sentence structures thatincorporate features of learned oral andwritten English• LEVEL 4: Writes a variety of texts,demonstrating some overall cohesion andcoherence• LEVEL 5: Writes a number of coherenttexts, demonstrating some flexibility andcontrol over key organisational andlanguage features
  • 19. Language structures and features:• LEVEL 1: Writes and copies simpleshort texts, showing some knowledge ofbasic conventions of written English• LEVEL 2: Writes simple coherent textsusing basic sentence structures thatincorporate features of learned oral andwritten English• LEVEL 4: Writes a variety of texts,demonstrating some overall cohesion andcoherence• LEVEL 5: Writes a number of coherenttexts, demonstrating some flexibility andcontrol over key organisational andlanguage features• LEVEL 7: Writes a number of complextexts characterised by a personal styleshowing consistent control over textualfeatures
  • 20. Strategies:
  • 21. • LEVEL 1: Use a range of basic strategies to compensate for a limitedStrategies: knowledge of English and of writing (e.g. using drawings or illustrations to communicate, lists useful words before writing, translate between first language and English using a suitable dictionary)
  • 22. • LEVEL 1: Use a range of basic strategies to compensate for a limitedStrategies: knowledge of English and of writing (e.g. using drawings or illustrations to communicate, lists useful words before writing, translate between first language and English using a suitable dictionary) • LEVEL 2: Use a variety of basic writing strategies to create a coherent text (e.g. use repeated formulae for text types, rewrite after conferencing with the teacher, continue writing on same topic and/or text type to practice expression)
  • 23. • LEVEL 1: Use a range of basic strategies to compensate for a limitedStrategies: knowledge of English and of writing (e.g. using drawings or illustrations to communicate, lists useful words before writing, translate between first language and English using a suitable dictionary) • LEVEL 2: Use a variety of basic writing strategies to create a coherent text (e.g. use repeated formulae for text types, rewrite after conferencing with the teacher, continue writing on same topic and/or text type to practice expression) • LEVEL 3: Draws on knowledge of the writing process to plan, write and redraft texts
  • 24. • LEVEL 1: Use a range of basic strategies to compensate for a limitedStrategies: knowledge of English and of writing (e.g. using drawings or illustrations to communicate, lists useful words before writing, translate between first language and English using a suitable dictionary) • LEVEL 2: Use a variety of basic writing strategies to create a coherent text (e.g. use repeated formulae for text types, rewrite after conferencing with the teacher, continue writing on same topic and/or text type to practice expression) • LEVEL 3: Draws on knowledge of the writing process to plan, write and redraft texts • LEVEL 4: Makes use of discussion and reflection to enhance the writing process
  • 25. • LEVEL 1: Use a range of basic strategies to compensate for a limitedStrategies: knowledge of English and of writing (e.g. using drawings or illustrations to communicate, lists useful words before writing, translate between first language and English using a suitable dictionary) • LEVEL 2: Use a variety of basic writing strategies to create a coherent text (e.g. use repeated formulae for text types, rewrite after conferencing with the teacher, continue writing on same topic and/or text type to practice expression) • LEVEL 3: Draws on knowledge of the writing process to plan, write and redraft texts • LEVEL 4: Makes use of discussion and reflection to enhance the writing process • LEVEL 5: Focuses on planning and editing writing to improve expression
  • 26. GOALS
  • 27. GOALSGOAL #1: Comfortable with the physical mechanics of writing
  • 28. GOALSGOAL #1: Comfortable with the physical mechanics of writingGOAL #2: Construct grammatical statements on familiar topics
  • 29. GOALSGOAL #1: Comfortable with the physical mechanics of writingGOAL #2: Construct grammatical statements on familiar topicsGOAL #3: Revises and practices writing after discussion
  • 30. GOALSGOAL #1: Comfortable with the physical mechanics of writingGOAL #2: Construct grammatical statements on familiar topicsGOAL #3: Revises and practices writing after discussionGOAL #4: Plans and completes text types using formulae
  • 31. GOALSGOAL #1: Comfortable with the physical mechanics of writingGOAL #2: Construct grammatical statements on familiar topicsGOAL #3: Revises and practices writing after discussionGOAL #4: Plans and completes text types using formulaeGOAL #5: Plans, composes and revises writing
  • 32. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writing
  • 33. How to achieve ... GOAL #1: Comfortable with the physical mechanics of writingYou may encounter a student in RAS or in your teaching career who:
  • 34. How to achieve ... GOAL #1: Comfortable with the physical mechanics of writingYou may encounter a student in RAS or in your teaching career who:• does not know how to hold a pencil (or finds holding a pencil difficult)
  • 35. How to achieve ... GOAL #1: Comfortable with the physical mechanics of writingYou may encounter a student in RAS or in your teaching career who:• does not know how to hold a pencil (or finds holding a pencil difficult)• finds it difficult to shape letters and, therefore, finds writing tedious
  • 36. How to achieve ... GOAL #1: Comfortable with the physical mechanics of writingYou may encounter a student in RAS or in your teaching career who:• does not know how to hold a pencil (or finds holding a pencil difficult)• finds it difficult to shape letters and, therefore, finds writing tedious• does not use a comfortable sitting position and writing posture
  • 37. How to achieve ... GOAL #1: Comfortable with the physical mechanics of writingYou may encounter a student in RAS or in your teaching career who:• does not know how to hold a pencil (or finds holding a pencil difficult)• finds it difficult to shape letters and, therefore, finds writing tedious• does not use a comfortable sitting position and writing posture• does not lay out the writing on the page with a regular system or routine
  • 38. How to achieve ... GOAL #1: Comfortable with the physical mechanics of writingYou may encounter a student in RAS or in your teaching career who:• does not know how to hold a pencil (or finds holding a pencil difficult)• finds it difficult to shape letters and, therefore, finds writing tedious• does not use a comfortable sitting position and writing posture• does not lay out the writing on the page with a regular system or routine• does not have a rhythm when writing which allows for rest and review
  • 39. How to achieve ... GOAL #1: Comfortable with the physical mechanics of writingYou may encounter a student in RAS or in your teaching career who:• does not know how to hold a pencil (or finds holding a pencil difficult)• finds it difficult to shape letters and, therefore, finds writing tedious• does not use a comfortable sitting position and writing posture• does not lay out the writing on the page with a regular system or routine• does not have a rhythm when writing which allows for rest and review
  • 40. How to achieve ... GOAL #1: Comfortable with the physical mechanics of writingYou may encounter a student in RAS or in your teaching career who:• does not know how to hold a pencil (or finds holding a pencil difficult)• finds it difficult to shape letters and, therefore, finds writing tedious• does not use a comfortable sitting position and writing posture• does not lay out the writing on the page with a regular system or routine• does not have a rhythm when writing which allows for rest and review
  • 41. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writing
  • 42. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writingPractice, practice, practice ... model, model, model ... encourage
  • 43. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writingPractice, practice, practice ... model, model, model ... encourage• explicit practice in shaping letters and, when writing, pronouncing
  • 44. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writingPractice, practice, practice ... model, model, model ... encourage• explicit practice in shaping letters and, when writing, pronouncing the letters, or numbers or words
  • 45. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writingPractice, practice, practice ... model, model, model ... encourage• explicit practice in shaping letters and, when writing, pronouncing the letters, or numbers or words• reinforce and model proper writing behaviors;
  • 46. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writingPractice, practice, practice ... model, model, model ... encourage• explicit practice in shaping letters and, when writing, pronouncing the letters, or numbers or words• reinforce and model proper writing behaviors; • how to sit; feet flat on the ground, shoulders square
  • 47. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writingPractice, practice, practice ... model, model, model ... encourage• explicit practice in shaping letters and, when writing, pronouncing the letters, or numbers or words• reinforce and model proper writing behaviors; • how to sit; feet flat on the ground, shoulders square • the student sets out the page and commences writing with care
  • 48. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writingPractice, practice, practice ... model, model, model ... encourage• explicit practice in shaping letters and, when writing, pronouncing the letters, or numbers or words• reinforce and model proper writing behaviors; • how to sit; feet flat on the ground, shoulders square • the student sets out the page and commences writing with care • the student pays attention to the structure of text on the page
  • 49. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writingPractice, practice, practice ... model, model, model ... encourage• explicit practice in shaping letters and, when writing, pronouncing the letters, or numbers or words• reinforce and model proper writing behaviors; • how to sit; feet flat on the ground, shoulders square • the student sets out the page and commences writing with care • the student pays attention to the structure of text on the page• reinforce the student’s resting and self-editing behaviors
  • 50. How to achieve ...GOAL #1: Comfortable with the physical mechanics of writing
  • 51. GOALSGOAL #1: Comfortable with the physical mechanics of writingGOAL #2: Construct grammatical statements on familiar topicsGOAL #3: Revises and practices writing after discussionGOAL #4: Plans and completes text types using formulaeGOAL #5: Plans, composes and revises writing
  • 52. How to achieve ...GOAL #2: Construct grammatical statements on familiar topics
  • 53. How to achieve ... GOAL #2: Construct grammatical statements on familiar topics• Use the Sentence Cycle in combination with other strategies
  • 54. How to achieve ... GOAL #2: Construct grammatical statements on familiar topics• Use the Sentence Cycle in combination with other strategies• Use storyboards or mindmaps as a basis of planning composition
  • 55. How to achieve ... GOAL #2: Construct grammatical statements on familiar topics• Use the Sentence Cycle in combination with other strategies• Use storyboards or mindmaps as a basis of planning composition• Use cloze exercises which require student to insert words, phrases and
  • 56. How to achieve ... GOAL #2: Construct grammatical statements on familiar topics• Use the Sentence Cycle in combination with other strategies• Use storyboards or mindmaps as a basis of planning composition• Use cloze exercises which require student to insert words, phrases and sentences
  • 57. How to achieve ... GOAL #2: Construct grammatical statements on familiar topics• Use the Sentence Cycle in combination with other strategies• Use storyboards or mindmaps as a basis of planning composition• Use cloze exercises which require student to insert words, phrases and sentences• Use sentence starters ... and transitional sentences
  • 58. How to achieve ... GOAL #2: Construct grammatical statements on familiar topics• Use the Sentence Cycle in combination with other strategies• Use storyboards or mindmaps as a basis of planning composition• Use cloze exercises which require student to insert words, phrases and sentences• Use sentence starters ... and transitional sentences• Use texts like Literacy Links to teach the patterns of the basic text types:
  • 59. How to achieve ... GOAL #2: Construct grammatical statements on familiar topics• Use the Sentence Cycle in combination with other strategies• Use storyboards or mindmaps as a basis of planning composition• Use cloze exercises which require student to insert words, phrases and sentences• Use sentence starters ... and transitional sentences• Use texts like Literacy Links to teach the patterns of the basic text types: •descriptions, explanations, reports, recounts, procedures, narratives
  • 60. How to achieve ... GOAL #2: Construct grammatical statements on familiar topics• Use the Sentence Cycle in combination with other strategies• Use storyboards or mindmaps as a basis of planning composition• Use cloze exercises which require student to insert words, phrases and sentences• Use sentence starters ... and transitional sentences• Use texts like Literacy Links to teach the patterns of the basic text types: •descriptions, explanations, reports, recounts, procedures, narratives• Use Guiding Scaffolds such as the Research Paper Scaffold
  • 61. How to achieve ...GOAL #2: Construct grammatical statements on familiar topics
  • 62. How to achieve ...GOAL #2: Construct grammatical statements on familiar topics
  • 63. How to achieve ...GOAL #2: Construct grammatical statements on familiar topics
  • 64. How to achieve ...GOAL #2: Construct grammatical statements on familiar topics
  • 65. How to achieve ...GOAL #2: Construct grammatical statements on familiar topics
  • 66. How to achieve ...GOAL #2: Construct grammatical statements on familiar topics
  • 67. GOALSGOAL #1: Comfortable with the physical mechanics of writingGOAL #2: Construct grammatical statements on familiar topicsGOAL #3: Revises and practices writing after discussionGOAL #4: Plans and completes text types using formulaeGOAL #5: Plans, composes and revises writing
  • 68. How to achieve ...GOAL #3: Revises and practices writing after discussion
  • 69. How to achieve ...GOAL #3: Revises and practices writing after discussion Revise with attention paid to:
  • 70. How to achieve ...GOAL #3: Revises and practices writing after discussion Revise with attention paid to: • vocabulary;
  • 71. How to achieve ...GOAL #3: Revises and practices writing after discussion Revise with attention paid to: • vocabulary; • sentence structure;
  • 72. How to achieve ...GOAL #3: Revises and practices writing after discussion Revise with attention paid to: • vocabulary; • sentence structure; • organisation
  • 73. How to achieve ...GOAL #3: Revises and practices writing after discussion Revise with attention paid to: • vocabulary; • sentence structure; • organisation • relevance
  • 74. How to achieve ...GOAL #3: Revises and practices writing after discussion Revise with attention paid to: • vocabulary; • sentence structure; • organisation • relevance •appropriateness
  • 75. How to achieve ...GOAL #3: Revises and practices writing after discussion Revise with attention paid to: • vocabulary; • sentence structure; • organisation • relevance •appropriateness •expanding on ideas
  • 76. GOALSGOAL #1: Comfortable with the physical mechanics of writingGOAL #2: Construct grammatical statements on familiar topicsGOAL #3: Revises and practices writing after discussionGOAL #4: Plans and completes text types using formulaeGOAL #5: Plans, composes and revises writing
  • 77. How to achieve ...GOAL #4: Plans and completes text types using formulae
  • 78. How to achieve ... GOAL #4: Plans and completes text types using formulae• Role play
  • 79. How to achieve ... GOAL #4: Plans and completes text types using formulae• Role play•Critically discuss the purpose of text types
  • 80. How to achieve ... GOAL #4: Plans and completes text types using formulae• Role play•Critically discuss the purpose of text types•Use cloze exercises which require student to insert words, phrases and
  • 81. How to achieve ... GOAL #4: Plans and completes text types using formulae• Role play•Critically discuss the purpose of text types•Use cloze exercises which require student to insert words, phrases and sentences
  • 82. How to achieve ... GOAL #4: Plans and completes text types using formulae• Role play•Critically discuss the purpose of text types•Use cloze exercises which require student to insert words, phrases and sentences• Use sentence starters ... and transitional sentences ... co-construct text
  • 83. How to achieve ... GOAL #4: Plans and completes text types using formulae• Role play•Critically discuss the purpose of text types•Use cloze exercises which require student to insert words, phrases and sentences• Use sentence starters ... and transitional sentences ... co-construct text• Use texts like Literacy Links to teach the patterns of the basic text types:
  • 84. How to achieve ... GOAL #4: Plans and completes text types using formulae• Role play•Critically discuss the purpose of text types•Use cloze exercises which require student to insert words, phrases and sentences• Use sentence starters ... and transitional sentences ... co-construct text• Use texts like Literacy Links to teach the patterns of the basic text types: •descriptions, explanations, reports, recounts, procedures, narratives
  • 85. How to achieve ... GOAL #4: Plans and completes text types using formulae• Role play•Critically discuss the purpose of text types•Use cloze exercises which require student to insert words, phrases and sentences• Use sentence starters ... and transitional sentences ... co-construct text• Use texts like Literacy Links to teach the patterns of the basic text types: •descriptions, explanations, reports, recounts, procedures, narratives• Use Guiding Scaffolds such as the Research Paper Scaffold
  • 86. How to achieve ...GOAL #4: Plans and completes text types using formulae
  • 87. How to achieve ...GOAL #4: Plans and completes text types using formulae
  • 88. How to achieve ...GOAL #4: Plans and completes text types using formulae
  • 89. How to achieve ...GOAL #4: Plans and completes text types using formulae
  • 90. How to achieve ...GOAL #4: Plans and completes text types using formulae
  • 91. How to achieve ...GOAL #4: Plans and completes text types using formulae
  • 92. GOALSGOAL #1: Comfortable with the physical mechanics of writingGOAL #2: Construct grammatical statements on familiar topicsGOAL #3: Revises and practices writing after discussionGOAL #4: Plans and completes text types using formulaeGOAL #5: Plans, composes and revises writing
  • 93. GOAL #5: Plans, composesand revises writing DRAFTING AN ESSAY SCAFFOLD FOR NOTES FROM MULTIPLE SOURCES MAP TO SUMMARISE CAUSE AND EFFECT COLUMNED SCAFFOLD TO GUIDE COMPOSITION THE FINAL PRODUCT
  • 94. GOAL #5: Plans, composes and revises writing Sample Fishbone Map DRAFTING AN ESSAY d foo SCAFFOLD FOR as ing high in protein rill kill for bush meat for as ch go s hunters infect gorillas rill oa lla ort go sp ori economical xp kill for trophies NOTES FROM government can’t lg ills se e protect gorillas rea kil k ns accidental killings sick gorillas while at war ola ea inc s more people while stealing infants infect other gorillas an Eb rop need more food r ric for zoos Wa Eu MULTIPLE SOURCES Af x z | ~ Root Directly and indirectly,Effect Cause humans kill gorillas.Gorillas may y { destroy habitat } MAP TO Mi Mi Af Af a tr Lo and food miners bring an increase inbecome extinct. comfort food ric s p rad rc p d nin g gg g bush meat hunting i g SUMMARISE CAUSE an ar iti ers or gi ns a t t o r ril se to n inc logging roads ind llas i d s cre homesick at f th tb t e help poachers ea ir ire se us eir ctl es sh r ty po AND EFFECT me kil oa il at ch ch t ing n COLUMNED SCAFFOLD TO GUIDE Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes. COMPOSITION THE FINAL PRODUCT
  • 95. GOAL #5: Plans, composesand revises writing DRAFTING AN ESSAY SCAFFOLD FOR NOTES FROM MULTIPLE SOURCES MAP TO SUMMARISE CAUSE AND EFFECT COLUMNED SCAFFOLD TO GUIDE COMPOSITION THE FINAL PRODUCT
  • 96. GOAL #5: Plans, composes Gorillas in Crisis By Kathleen Donovan-Snavely and revises writingWhat will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you toknow that these “gentle creatures of the jungle” regularly appear as the featured entrée atmany a meal served near the African rainforest. That isn’t the only problem that hauntsgorillas lately. The combined threats posed by hunters, loggers, and disease are eliminating DRAFTING AN ESSAYlarge numbers of gorillas in central and West Africa. The future of gorillas in the wild is atrisk.1.Gorilla meat is a dietary staple for nearly 12 million people who live near the rainforests of SCAFFOLD FOR NOTES FROMcentral and West Africa. Some Africans prefer bush meat, such as gorilla, because itprovides an economical source of daily protein. Poor families without the means topurchase food at the market travel a short distance to the rainforest to get bush meat. Their MULTIPLE SOURCESonly expense is the cost of ammunition and the fee to rent a gun. Some of these samefamilies raise chickens and goats, but do not eat them. Instead, they sell the animals for thecash they need for buying supplies. Africa’s population is increasing rapidly, along with itsdemand for bush meat. If nothing changes, primatologists fear that gorillas may becomeextinct in the next thirty years.2. MAP TOMoving away from one’s childhood home sometimes leaves us longing for familiar placesand traditions. Naturally, the African families who move away from their originalrainforest homes struggle with these feelings of sadness and displacement. Now living in SUMMARISE CAUSEvillages and cities, they eat bush meat to feel closer to the past and to their old way of life.For them, gorilla feeds the body and the soul as well. This custom brings little comfort toendangered gorillas, whose females produce only one offspring every five to seven years. Itis easy to see why gorillas are being killed faster than they can reproduce. AND EFFECT3.While Africans plunder the gorilla population, they are not the only ones. Over the years,their European neighbors have developed a taste for exotic bush meat as a status symbol. COLUMNEDTrophy hunters value gorillas for their collectable heads and hands. Finally, some hunterspersist in the decades-long practice of trapping young gorillas to sell to zoos and privatecitizens across the world. When mature members of the gorilla troop try to defend an SCAFFOLD TO GUIDEinfant, hunters shoot to preserve their prize. Entire troops of gorillas have perished thisway. The international gorilla trade continues even though it is illegal, since the laws arenearly impossible to enforce. Gorilla populations continue to decline. COMPOSITION THE FINAL PRODUCT
  • 97. GOALSGOAL #1: Comfortable with the physical mechanics of writingGOAL #2: Construct grammatical statements on familiar topicsGOAL #3: Revises and practices writing after discussionGOAL #4: Plans and completes text types using formulaeGOAL #5: Plans, composes and revises writing
  • 98. PREPARING TOWRITE A REVIEWAN ANNOTATED TEXTA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FOR GUIDEDEXPLORATIONCOLUMNED GUIDE TOWRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
  • 99. PREPARING TOWRITE A REVIEWAN ANNOTATED TEXTA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FOR GUIDEDEXPLORATIONCOLUMNED GUIDE TOWRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
  • 100. PREPARING TOWRITE A REVIEWAN ANNOTATED TEXTA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FOR GUIDEDEXPLORATIONCOLUMNED GUIDE TOWRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
  • 101. PREPARING TOWRITE A REVIEWAN ANNOTATED TEXTA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FOR GUIDEDEXPLORATIONCOLUMNED GUIDE TOWRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
  • 102. PREPARING TOWRITE A REVIEWAN ANNOTATED TEXTA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FOR GUIDEDEXPLORATIONCOLUMNED GUIDE TOWRITING A REVIEW COULD INCLUDE A CLOZE EXERCISE (IF REQUIRED)
  • 103. THE TASK Each group has be given a textthat a student must write and a brief profile of the student.
  • 104. THE TASKAs a group I would like you to: Each group has be given a text that a student must write and a brief profile of the student.
  • 105. THE TASKAs a group I would like you to: Each group has be given a text• identify the issues that you that a student must write and a may encounter in asking the brief profile of the student. student to complete the task
  • 106. THE TASKAs a group I would like you to: Each group has be given a text• identify the issues that you that a student must write and a may encounter in asking the brief profile of the student. student to complete the task•discuss tactics and strategies that you can use to guide and encourage the student to complete the task
  • 107. THE TASKAs a group I would like you to: Each group has be given a text• identify the issues that you that a student must write and a may encounter in asking the brief profile of the student. student to complete the task•discuss tactics and strategies that you can use to guide and encourage the student to complete the task•present your strategy on how to approach the task and how to approach the student