Introduction To Writing

SESSION ONE
UNDERSTANDING THE WRITING MAP OF DEVELOPMENT
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 1
WELCOME TO THE
Second Edition
WRITING PROFESSIONAL DEVELOPMENT

Please feel free to browse the Linking Assessment, Teaching and Learning Book on your table.
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 2
FIRST STEPS WRITING PROFESSIONAL DEVELOPMENT

TIME 2 hours DAY ONE DAY TWO
Understanding the Map of Development Assessing and Supporting Students Writing Development Contextual Understanding
Five Key Understandings
Use of Texts
Teaching Different Purposes and Forms of Text
2 hours
Conventions
A Student Centred Approach to Teaching Spelling
2 hours
Processes and Strategies

Supporting Students to use the Processes of Writing to Compose Texts
Session 1
Slide 3
GOAL
To become effective users of the First Steps Writing Resource.
Session 1
Slide 4
SESSION OUTLINE
Explore the beliefs that underpin the First Steps resource. Develop an understanding of a Multi Dimensional Model for Teaching Writing. Define and explain four aspects used in the First Steps Writing Resource. Explore the layout of the First Steps Writing Map of Development.
FIRST STEPS BELIEFS

Focused on Strategies
Investigative Reflective Scaffolded Tailored Supportive Tested Embedded Purposefully Practised Shared
Session 1
Slide 6
WRITING ACTIVITY
List all the writing tasks you have undertaken in the past week. List other writing tasks you would like to do but havent had time for. Choose a writing task and record: Why are you writing this text? Who are you writing for? What form of text will you use?
THREE CUEING SYSTEM

Syntactic Semantic
Graphophonic PRIOR KNOWLEDGE
Session 1
Slide 8
WRITING STRATEGIES
self questioning predicting paraphrasing / summarising connecting THREE CUEING SYSTEM
Syntactic Semantic
chunking using spelling generalisations
creating images determining importance

comparing re-reading synthesising
sounding out using analogy consulting an authority

using meaning using memory aids using visual memory
Session 1
Slide 9
Planning
self questioning predicting
WRITING PROCESSES WRITING STRATEGIES

paraphrasing / summarising connecting THREE CUEING SYSTEM
Syntactic Semantic
Drafting


Publishing
Conferring
Refining
Session 1
Slide 10
Summons Rules Poems Instructions Diaries Menus Surveys Notes Messages Reports Directions Labels Interviews Memos
RANGE OF TEXT FORMS

Affidavits Song Lyrics Blurbs Policies Timetables Fairy Tales
Blueprints Complaints Fables Myths
Cartoons Narratives
Descriptions
Competition Entries
Planning

Syntactic Semantic
Drafting
Lists Retells Recipes Journals Invoices Word Puzzles Indexes


Publishing
Glossaries Comics Expositions Apologies Biographies Editorials Autobiographies Explanations Contents Pages
Conferring
Job Applications Invitations Meeting Minutes Jokes Headlines
Refining
Experiments Personal Correspondence
Questionnaires Reviews
Session 1
Slide 11
Purpose
Summons Rules Poems Instructions Diaries Menus Surveys Notes Messages Reports Directions Labels Interviews
CONTEXT OF THE WRITING EVENT RANGE OF TEXT FORMS

Memos Affidavits Song Lyrics Blurbs Policies Timetables Fables Descriptions Fairy Tales
Roles and Relationships

Blueprints Complaints Myths Competition Entries Cartoons Narratives
Planning

Syntactic Semantic
Drafting


Publishing
Glossaries Comics Expositions Apologies Biographies Editorials Autobiographies Explanations Contents Pages
Conferring
Job Applications Jokes Meeting Minutes Headlines Invitations
Refining
Experiments Personal Correspondence
Subject Matter
Socio-cultural Influences
Situation
Session 1 Slide 12
ASPECTS
Use of Texts Contextual Understanding Conventions
Processes and Strategies
Session 1
Slide 13
Purpose
Summons Rules Poems Instructions Diaries Menus Surveys Notes Messages Reports Directions Labels Interviews
CONTEXT OF THE WRITING EVENT RANGE OF TEXT FORMS

Memos Affidavits Song Lyrics Blurbs Policies Timetables Fables Descriptions Fairy Tales
Roles and Relationships

Blueprints Complaints Myths Competition Entries Cartoons Narratives
Planning

Syntactic Semantic
Drafting


Publishing
Glossaries Comics Expositions Messages Biographies Editorials Apologies Autobiographies Explanations
Conferring
Job Applications Invitations Meeting Minutes Headlines Jokes
Refining
Experiments
Contents Pages
Personal Correspondence
Subject Matter
Socio-cultural Influences
Situation
Session 1 Slide 14
OUTCOMES / STANDARDS / BENCHMARKS / TARGETS

Level Level Level Level Level Level Level Level 1 2 3 4 5 6 7 8
First Steps Maps of Development

PHASE Global Statement
Indicators
_____________________ _____________________ _____________________

Indicators
_____________________ _____________________ _____________________

Indicators
_____________________ _____________________ _____________________

Indicators
_____________________ _____________________ _____________________
Major Teaching Emphases
____________ ____________
Teaching and Learning Experiences
____________ ____________
____________ ____________
____________ ____________
Session 1
Slide 15
OUTCOMES / STANDARDS / BENCHMARKS / TARGETS

Level Level Level Level Level Level 3 4 5 6 7 8
First Steps Maps of Development

PHASE PHASE PHASE
Indicators
Indicators
Indicators
WHERE STUDENTS ACTUALLY ARE

MTEs MTEs MTEs
PROVIDES TEACHERS WITH DIRECTIONS TO HELP STUDENTS REACH THEIR DESTINATIONS

Teaching and Learning Experiences Teaching and Learning Experiences Teaching and Learning Experiences
Session 1
Slide 16
ROLE PLAY WRITING INDICATORS

Use of Texts

Assigns a message to own written and drawn symbols. Demonstrates awareness that writing and drawing are different. Knows that print carries a message, but may read writing differently each time. Writes, then asks others to assign meaning to what has been written. Dictates to an adult what they want written, e.g. This is my toy. Talks about own writing and drawing. Attempts to write own name. Makes random marks on paper or screen. Makes horizontal or linear scribbles with some breaks. Produces circular scribble. Orally recounts own experiences. Begins to use the metalanguage associated with writing, e.g. word, letter, sound.
Contextual Understanding

States purpose or audience for own writing, e.g. This is a card for dad. Identifies and talks about characters from literary texts. Identifies and talks about people and ideas in informational texts. Role plays writing for a purpose, e.g. taking a lunch order in a restaurant. Makes links to own experience when creating texts. Talks about times when they have seen others writing. Reacts to written texts in their environment, e.g. signs. Imitates the act of writing when they see others write.
Session 1
Slide 17
PHASE REVIEW
Work in groups of seven and allocate a different phase to each group member. Read the Global Statement and Indicators to get a sense of your phase. Record key words that summarise students behaviour in your phase in the Course Book. Report back, in sequence, highlighting the differences between students in your phase and students in the previous phase.
LAYOUT OF A PHASE
Phase Name and Global Statement
Indicators Major Teaching Emphases Teaching and Learning Experiences

Environment and Attitude
Use of Texts Contextual Understanding Conventions Processes and Strategies
Teaching Notes Teaching Notes Teaching Notes Teaching Notes Teaching Notes Involving Students Involving Students Involving Students
Supporting Parents
PARENT CARD
DEVELOPING VOCABULARY Experimental Card 8
Children will use the vocabulary they know when they are writing. It is important to continually provide your child with opportunities to learn new words and encourage them to use then in their writing. Assist your child to develop a large vocabulary by: talking about and helping your child to recognise words that are meaningful to them, e.g. name of their street, town, school, pet, friends. pointing out key words in the text and explaining words your child may not know. reading aloud a variety of good literature. reciting poems together. saying rhymes together. singing songs together. encouraging your child to dress up and use the language of characters from stories read. talking about familiar things and ensuring your child has a wide range of things to talk about. talking about topics of mutual interest with the expectation that your child will listen and respond. encouraging your child to retell the days events at the dinner table or on the way home in the car. valuing what your child says and providing a model of how to communicate, e.g. initiating and monitoring conversations.
Session 1
Slide 20
RECAPPING THE SESSION

Explored the beliefs that underpin the First Steps resource. Developed an understanding of a Multi-Dimensional Model for Teaching Writing. Defined and explained four aspects used in First Steps Writing Resource. Explored the layout of the First Steps Writing Map of Development.

Introduction To Writing

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Introduction To Writing

Diunggah oleh

Hak Cipta:

Format Tersedia

SESSION ONE

UNDERSTANDING THE WRITING MAP OF DEVELOPMENT

WRITING PROFESSIONAL DEVELOPMENT

FIRST STEPS WRITING PROFESSIONAL DEVELOPMENT

Processes and Strategies

To become effective users of the First Steps Writing Resource.

FIRST STEPS BELIEFS

THREE CUEING SYSTEM

Graphophonic PRIOR KNOWLEDGE

chunking using spelling generalisations

creating images determining importance

sounding out using analogy consulting an authority

Graphophonic PRIOR KNOWLEDGE

WRITING PROCESSES WRITING STRATEGIES

creating images determining importance

sounding out using analogy consulting an authority

Graphophonic PRIOR KNOWLEDGE

RANGE OF TEXT FORMS

Blueprints Complaints Fables Myths

WRITING PROCESSES WRITING STRATEGIES

Lists Retells Recipes Journals Invoices Word Puzzles Indexes

creating images determining importance

sounding out using analogy consulting an authority

Graphophonic PRIOR KNOWLEDGE

CONTEXT OF THE WRITING EVENT RANGE OF TEXT FORMS

Roles and Relationships

WRITING PROCESSES WRITING STRATEGIES

Lists Retells Recipes Journals Invoices Word Puzzles Indexes

creating images determining importance

sounding out using analogy consulting an authority

Graphophonic PRIOR KNOWLEDGE

Processes and Strategies

CONTEXT OF THE WRITING EVENT RANGE OF TEXT FORMS

Roles and Relationships

WRITING PROCESSES WRITING STRATEGIES

Lists Retells Recipes Journals Invoices Word Puzzles Indexes

creating images determining importance

sounding out using analogy consulting an authority

Graphophonic PRIOR KNOWLEDGE

OUTCOMES / STANDARDS / BENCHMARKS / TARGETS

First Steps Maps of Development

PHASE Global Statement

PHASE Global Statement

PHASE Global Statement

Major Teaching Emphases

Major Teaching Emphases

Major Teaching Emphases

Major Teaching Emphases

OUTCOMES / STANDARDS / BENCHMARKS / TARGETS

First Steps Maps of Development

WHERE STUDENTS ACTUALLY ARE

PROVIDES TEACHERS WITH DIRECTIONS TO HELP STUDENTS REACH THEIR DESTINATIONS

ROLE PLAY WRITING INDICATORS

Indicators Major Teaching Emphases Teaching and Learning Experiences

RECAPPING THE SESSION

Anda mungkin juga menyukai