The document describes an accelerated literacy program called "Writing Warriors" for students struggling with writing. The program aimed to give students ownership over their writing, establish goals, and use visual prompts, modeling, and feedback to help students verbalize and write sentences. Data showed most students made progress in standardized writing assessments after completing the program. Key strategies that contributed to success included verbalizing sentences, using visuals, clear routines and goals, modeling by teachers, and consistency. Teachers met weekly to review student work and refine the program. Parents and other school staff were also engaged.

1. Accelerated
Literacy
Learning
Writing Warriors

2. Writing Warriors

3. Student Selection
! Students who were just below the
National Standard.
! Experienced very little progress.
! Struggled with verbalizing their ideas.
! Writing process was a struggle.

4. Writing Warriors
! Ownership was given to the children.
! Selected special names
! A warrior chant was established.
! Photos were taken of the children.
! Warrior Treaty.
! List of interests.
! Ready to start

5. The Programme
! The programme sessions were run at
the same time each day
! Visible Learning.
! Liiteracy needs were established.
! Shared group goals as well as
individual goals.
! Group and individual goals were
reviewed.
! Discussed orally before commencing.

6. The Programme (cont.)
! Visual prompts
! Discuss their reactions to these prompts.
! Verbalizing sentence/s first.
! Feedback and feedforward.
! Teacher modelling
! Reflect and discuss
! Post It notes

7. Data Analysis
Comparison of various e-asTTle data between start (time 1) and end (time
2)
Year 3 Students
Student e-asTTle
1
e-asTTle cut
score
1
e-asTTle
2
e-asTTle cut
score
2
Effect size
A - RC 1P 1259 2B 1372 0.96
B – JF 1P 1288 2B 1371 0.71
C – RhCh 1A 1315 1A 1320 0.05
D – NS 1B 1164 1P 1294 1.10
E – DM 1B 1128 1P 1294 1.41
F – GP 1B 1031 1B 1170 1.18
!

8. Successful Strategies
! Verbalising – sentence structure
! Questioning
! Visuals – posters/videos
! Routines were the same each day
! Clear achievable, visible goals
! Use of materials – books, pens, post its, big books
for the children to write in.
! Teacher modelling and think alouds
! Teachers planning together – sharing ideas
! Consistency – changing our plans to meet student
needs.

9. Parent/Whanau Involvement
! Initial consultation
! Observation dates
! 3-Way conferences
! Regular involvement
! Learning books

10. Inquiry team
! Teachers of target students were also part of the
Inquiry Team - immediate feedback of student
writing behaviour in own classroom setting was
discussed/analysed on regular basis.
! Met every week to review, reflect and plan for
future sessions.
! Practical ideas/strategies were shared and
discussed.
! Regular weekly meetings ensured impact of
teaching strategies were analysed and changed
according to desired outcomes of students.

11. Teaching staff
! Timetabled weekly updates given the teaching staff.
! Formal sessions were scheduled. The Inquiry Team
presented to staff more in-depth information as well as
ideas and strategies that were proving successful.
! The classroom teachers of students in the programme
also made time to come in and observe lessons.
! Feedback from staff was positive about the
programme.
! More knowledgeable about the inquiry cycle and how
we as teaching professionals need to constantly inquire
into the impact of our teaching practices.