Friday 26th October TPL presentation

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Friday 26th October TPL presentation

  1. 1. Teaching Writers at Grovedale West Primary School: 1hour x5 sessions M T W Th F Date: 28 / 3 / 11 29 / 3 / 11 30/3 / 11 31/3/11 1/4/11 Learning intent: to recognise why we use to rewrite research in own words to plan an information report on recognise a compound paragraphs wild weather. sentence Text Type: Recount Information Reports Teaching Writers at Grovedale West Primary School: 2 x 2hr Block Task: Write recount using paragraphs to put known text in to own Create a plan for an words independent report Date: Tuesday Thursday Materials required: example text Project books Whole Class Genre: Recount / News Report Recount / News Report Whole Class Focus look at my model text discuss Model how Hurricane Katrina introduce our first writing focus Handwriting (10 mins) events and link to use of paras Text could be rewritten in my Wild Weather Disasters remind Read + discuss and work Learning Intention: To recognise and include all the To recognise and include both facts - Modelled model write next para own words chn of/ model Mind Map through Compound Punctuate elements of a news report and opinions in writing. - Shared beginning for wild weather – making linking / growth of ideas sheet (Sentence level). What job is the comma doing? Success Criteria: Three paragraph news report with I can identify fact and opinion in my explicit. catchy headline, 5Ws and clear writing. Whole class Task: Work on weekend recounts Chn work with partners to from all chns knowledge / have constructing sentences orientation (40 mins) focussing on new para for new rewrite What is a tropical project research they create (Sentence level) up on board Independent Writing event cyclone text their own Mind Maps for Wild chn work to construct as many Materials Required: Fact or opinion slide show. Fact or Weather. properly punctuated sentences opinion task sheet ext write an introductory para as possible What Do We Mean By Whole class WildWeather Whole Class Focus 3 syllable words rapid fire share. Then Review work done on syllables. Small Group handwriting session 10 mins in books Quick test on 3 syllable words Focus Teaching Guided write with A– Sentence C Shared write based on whole D Shared linking of ideas in ways running records (30 mins) Group 1: (15 mins) structure and paragraphs class we can understand / use later SPELLING on some of these. Chn then work with Hand out conference sheets and - Shared partners use dictionaries 10 min hunt make new target wheels. - Interactive - Guided for as many 3 syllable words as Those with no targets / early finishers Individual Students possible (treat as competition) work on synonyms word search + Teacher Roving Jak, Sam, Emily, cohesive? Nathan N, David, Flinn, Jordan Cassidee, Tyler, Liam S, Liam Mc antonyms puzzle. (10 minutes) C, Rebecca, Zoe. Language explain your mind map how will -giving feedback choice / synonyms or do we it link to your text Whole Class Focus Review what we know about news Go through fact or opinion slide -questioning have to use similies? (20 mins) reports, look at posters chosen show (shared Texts). -noting observations Small Group - Modelled yesterday. Model write incident from Focus Teaching Guided write E Sentence B Shared write - based on B Shared linking of ideas in ways running records my life e.g. Lucky Escape After Bridge Group 2: (15 mins) structure and paragraphs whole class we can understand / use later Fall – Use Wilford railway pic shared - Shared - Interactive texts) - Guided Whole class Task: (40 Chn choose an event from their lives 1st work on fact or opinion task (news Whole class Reflection Time: Paired share then feed back to What is important when writing Share mindmaps. review work. Does every mins) to write a news report about – 1st plan paper file / text level) in books. (10min) class a read text in our own words. sentence have a comma. Clap Independent Writing to a deadline = must have headline, Reflect, articulate, Why is using synonyms where the comma should go. + 5 W’s covered (use News Article 2nd write a Fictional news report connect and sometimes dangerous? celebrate Framework text level) covering a dream event e.g. chn Assessment Strategy: 2nd complete final draft of text getting their own pony, kicking the Possibly laminate / put in to file for winning goal in a final, meeting a others to read during quiet reading hero etc must include both fact and Term 4 Week 3Teaching Writers at Grovedale West Primary School: 5 x 1hr Blocks Term 1 Writing time. Small Group opinion – identify this with different colour. Date: Monday Tuesday Wednesday Thursday Friday Genre: 24/10/11 Writers Workshop 25/10/11 Writers Workshop 26/10/11 Writers Workshop 27/10/11 Writers Workshop 28/10/11 Writers Workshop Focus Teaching 1st rapid rove to drive along planning Nathan R, Sam, Flinn, Grace, Cassie, Learning Intention: We are learning the writing We are learning the writing We are learning to understand We are learning the writing We are learning the writing Group 1: (15 mins) process. Rebecca process for writers’ workshop. process for writers’ workshop. what we mean by publishing. process for writers’ workshop. process for Naplan. - Shared Share write of examples of sentences Success Criteria: I can I can I can Editing Buddies can I can · revise the content of my edit my work for choose the best way to · explain my role as an · write a persuasive text - Interactive Guided with Jack, Nathan N, Corey, from prompt. Focus on construction work. punctuation, spelling and publish for each text type. editing buddy · plan for 5 mins - Guided% % Hannah, Chloe of compound and simple sentences · Does it make sense? grammar Writers can · write for 30 mins · Have I followed the · identify the process of · edit for 5 mins and how they are used structure of the graphic problem solving in their Individual organiser? writing. · Can I improve the Teacher Roving language in my writing? (10 minutes) SIF Chn – can you show me where Focus on no excuse words used and Materials Required: Sample text for revising. Use Tuesday’s text sample for Stimulus sheets from previous Red pencils for revising and editing. Naplan !giving feedback you are thinking about your targets in their spelling. editing. Editing symbols. “Reading books is better than your work. watching TV.” -questioningWhole Class Focus Model how to revise finished draft Model how to edit text. Review Brainstorm different ways to Agree on the actions of buddies Discuss importance of having(20 mins) focussed independent writing session. -noting observations (authorial). editing marks. (secretarial: publish, link to appropriate text and writers when met with a- Modelled (punctuation, spelling, grammar) types. problem. Focus Teaching Finish conferencing Courtney Possibly Zoe, Cassidee, Jacob, Corey, Liam Group 2: (15 mins) Madison C Mc, David – As AboveWhole class Task:(40 mins) Children complete draft if Children complete draft if needed. 1. Chln. identify the way they will publish their writing and give Independent writing Naplan practice Whole Group needed.Independent Writing Children edit own text. reasons. (10 mins) Reflection: (10min) Share some news articles. Once read What do you understand better now 2. Carry on with independent Children revise own text. writing. Reflect, articulate, ask chn if the article answered 5 Ws. than before the lesson? Is there Small Group connect and celebrate Did it use language well? anything you still find confusing?Focus TeachingGroup 1: (15 mins) Carol: workshop on mentoring Carol: Tracking Carol: Tracking Carol: Tracking Carol: Tracking Assessment Strategy:!! process with chln identified from Friday session. Alana: Tracking Alana: Tracking Alana: Tracking Alana: Tracking Alana: Tracking Barb: Small group support Barb: Small group support Shirley: Writing behaviourReflection Time: Before and after. Shirley: Writing behaviour Share good work models. Whole Group Chln with similar text types group Buddy talks about someone who Term 3 in depth 2 hour writing blocks(10min) Select children to read a before Children show examples of together, share their choices-share came up to them for help.Reflect, articulate, section of text, and then an after working towards their targets. main ones agrred on with theconnect and section and explain the class.celebrate changes/improvements they (Use these to make publishing made. resources for each text type.Assessment Tracking folders Tracking folders Tracking folders Tracking foldersStrategy: Term 4 writers workshop
  2. 2. TPL The impact of reading and strategies for Student responsibilityStudent reasoning Student vocabulary
  3. 3. Student Responsibility – The culture and mindset of learning.‘praising pupils’ intelligence harms their motivation and theirperformance. Children love to be praised for their intelligence andtalent, but if this is the norm, the minute they encounter an obstacletheir confidence drops. If success means they are clever, then failure canonly mean they are not. This hooks them neatly in to a fixed mindset.(Dweck 2006) The teacher refers to shared norms in their interactions ‘It’s great that you don’t know with students and shares how to do it and are finding it responsibility with them for difficult. If it was easy I’d have reinforcing protocols… wasted my time on the (e5 engage level 4) weekend planning and I should’ve stayed at home Hattie effect sizes today. Learning isn’t easy...” (Haslam sometime this term) Classroom behavioral 0.8
  4. 4. Student Vocabulary – The Language of Learning‘A word is not a crystal, transparent and unchanging, it is the skin of aliving thought and may vary greatly in colour and content according tothe circumstances and time in which it is used.”(Oliver Wendell Holmes Jr) The main words and phrases Between 40 and 50% of that make up a lesson are the student comprehension is due key concepts or “building to vocabulary. blocks” for the knowledge being John Munro developed. John Munro Hattie effect sizes Vocabulary Programs 0.67 Reciprocal Teaching 0.74
  5. 5. Reciprocal TeachingThe process allows teachers andstudents to jointly construct meaning Mmmm,from text for any Victorian Essential that’s clearer.Learning Standards (VELS) Leader: “ What parts of this section do you need to clarify?” (make clear)domain, fostering a collaborative Group Members: “I’d like to know what the word ! ! ....approach where students take means?” “Where is ! ! ! ! ! ! ! ! ..located?” “How is this word pronounced?”responsibility as ongoing learners.DEECD website The teacher supports students to use the language of the discipline What! ? Leader: “ In order to check if someone and to select the mode of language has fully understood this passage, what questions could you ask them? ” Why! ? When! ? Which! appropriate to the task. Group Members: ? Where... What! ? Why! ? When! ? ? They support students to meet the Which...? Where...? Who! ? How... ? Who! ? How! ? (Then the whole group answer the literacy demands of the task questions) e5 Explain level 4
  6. 6. Student ReasoningThey (the teacher) support They (the teacher) support studentsstudents to critique one to reflect on their learning outcomesanother’s ideas to increase the and evaluate strategies used. Theintellectual rigour of the teacher conferences with individualconversation. students using student reflection and(e5 elaborate level 4) teacher judgement to discuss progress. (e5 evaluate level 4)The dominance of constructive, pupil ‘dialogic’ talk in a classroom is akey identifier of a ‘formative assessment’ culture.Shirley Clarke 2008 Hattie effect sizes Formative evaluation 0.9 Self verbalization & self questioning 0.64
  7. 7. ! "# $% % &&&&&&&&&&&&&&&&&&&% Talk Partners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ome of the cognative developments Clarke argues Talk Partners help foster in 10 / 11 year old &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&% % B6 %* +% * ) % 3, %"/ 1"(2 - ) $3G +76 . 0% 3$(74% &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&% % % % &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&%students: &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&% % % &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&%Higher quality discussions in which students often rethink answers and realise there is often %more than one solution to a problemPupils become very skilled at assessing their own and their partners talk (e.g. Don’t be afraid tosay I’ve done something badly.”)The teacher’s role is more of a guide than a leader. More teaching and less controlling takesplace. Enabling teachers to make better assessments.‘No hands up’ leads to more contributions from girls.

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