Practicing evaluating students writing using parameters- text organization and literacy richness

1. Practising evaluating students writing
using parameters- text organization
and literacy richness
P.Archana
19USDV002
II.B.ed.spl.edu.(vi)and maths

2. Practising
evaluating
Students
writing
Evaluating Students writing most
time done subjectively.
Therefore it is highly recommended
that teachers should set parameter
for evaluting writing .
That's would be scientific and more
effective.
Some of those parameter are
productivity, correctness, complexity,
text organization, literacy richness.

3. Text
organization
Text organization refers to how a text
is organized to help readers follow
and understand the information
presented.
There are a number of standard
forms that help text organization
when writing.
This text organization guide will help
you logically guide your readers
through your text.

4. Providing
Additional
Information
A number of forms are used to
provide additional information in text
organization.
These forms are used at the
beginning of a sentence to link text
to the previous sentence:

5. Contrasting
Information
There are a number of ways to
contrast information in text
organization.
In most cases, two clauses are used:
one with the most important
information, as well as a clause
introduced with a word or phrase
showing contrast.

6. Practising
students
writing – text
organization
Introduce the idea that expository
texts have different organizational
patterns.
Tell students it is powerful to
understand how writer’s organize
their ideas, by applying their
knowledge in text organization.
Introduce text patterns and explain
that text structure can sometimes be
identified by certain signal words.

7. • Models ways students can use clues to identify
text structures and share an example(especially
when signal words cannot be found)
• Introduce graphic organizers for the pattern and
help students make order out of the texts.
• Make use of the overhead projector or the
computer to involve the class in completing a
graphic organizer illustrating the text structure.

8. Further
practice
 Provide opportunities for students to
have guided and independent practice.
 Students can work in pairs or
individually to identify examples of the
structure in other texts.
 Let more able students model the
writing of a paragraph that follows a
specific text structure.
 This will reinforce student
understanding of the text structure.

9. Literacy
richness
The literacy-rich environment
emphasizes the importance of
speaking, reading, and writing in the
learning of all students. This involves
the selection of materials that will
facilitate language and literacy
opportunities; reflection and thought
regarding classroom design; and
intentional instruction and facilitation
by teachers and staff.

10. Practising
students
writing-
literacy
richness
Encourage your child to write using pens,
pencils, crayons and markers. She’ll probably
be excited to add a scribble or writing on
birthday cards or letters in a big swirl of
colour.
Encourage your child to try some letters or
write his name on all the artwork he creates.
You can write out letters in one colour and
ask your child to trace them in another
colour.

11. • Help your child use playdough to make the
letters of the alphabet or numbers.
• Give your child opportunities to use letters of
the alphabet in different forms – on blocks,
magnetic letters that stick on the fridge, and
puzzle pieces.
• Cut out or draw pictures of basic household
items – chair, table, TV, wall, door and so on –
then write the items’ names on separate
pieces of paper. Ask your child to match the
name of the item to the picture.

12. • Encourage your child to tell you about her drawings and
help your child write down the words she uses to
describe them.
• Select a few alphabet letters and move them around to
make new sounds – bat, tab, abt – and see which of
them are real words. Practise sounding them out letter
by letter, then saying the word – for example, ‘b-a-t
makes the word bat’.
• Start with lower-case letters, so you don’t confuse your
child with the two different letter shapes for each sound.

13. • Encourage your child to write his name and the names
of other family members in greeting cards or on
pictures. Once your child can use all the letters well,
he’ll be ready for upper case and lower case (capitals
and small letters)
• Encouragee your child to write shopping lists or
restaurant menus for pretend play.

14. • Point out different types
of print when you’re out
and about with your child
– for example, on shop
signs or movie posters.
• Ask your child to make
you a book, with a word
on one side of the page,
and a picture of that word
on the other side.

15. THANK YOU