Appendix M : Timeline (Previous draft) : Early Writing Sessions

*changes are noted in red texts

Cycle

Date/
Duration

26/4/16

24/4/1 27/4/16
6 till (2 hours)
6/5/16

Key Events

Observe: Analyse students writing foundations linking with their oral

language, reading, spelling skills and their ability to use technologies to support
and enhance their writing. Seek classroom teachers approval to look into
childrens writing report on their achievements

Reflection phase

Note down
capabilities,
strengths
weaknesses

Data Collection
Activities

students Writing report

interest, Literacy
capabilities
and summary for Term 1
document
(Classroom
Teacher)

Plan: Conduct an informal introduction activity. Encourage students to draw an Journal article
image of themselves and their family members. Prompt them to describe about - Reflect
upon
the
their drawings through writing.
outcome of the activity
based on their writing
skills. Understand the
needs of the group
- Plan a sequence of
writing activities through
mirrored,
modelled,
shared,
guided
and
independent process.
28/4/16

Plan: Mirrored writing

(2 hours)

Act: Craft the writing on the whiteboard and prompt students to mirror the Analyse writing goals :
writing as the teacher is demonstrating. An image Students previous drawing Surface
features
of family portrait will be used as a prompt. Students will be observing their (Conventions)
drawing to formulate a sentence.
- Layout
(direction,
When mirroring writing:
spaces, letters grouped as
- Sound out each letter which makes up the word
words)
- Emphasise to leave a space after each word is written by placing their
finger next o the word

Journal

Conversations
with
critical friend (Mentor
teacher)
Work
samples
(Childrens drawing)

Work samples
Photographs

Re-read the sentence if it make sense after each word

Place a full-stop to signify the end of the sentence

29/4/16

Act: Modelled writing

3/5/16

Using Modelled Writing Cards Resource (Eggleton, 2011) (appendix A),

support and demonstrate writing process and use think-aloud strategies (as from
previous session). Differentiate instructions prior to students needs and
learning level.

(2 hours)

Observe: Writing stage and writing convention (layout)

3/5/16
4/5/16
(2 hours)

Act: Recount on a personal experience (Getting ready for school- What did you
do?). Model drafting by drawing, labelling and writing the sentences. Prompt
children to contribute what they are thinking by drawing and labelling as a plan
to craft their writing. can see and continue on the created story (What happened
to My Muffin in the Oven?).

Punctuation (capital letters

and full stops, lower and
upper case letters)
Spelling (initial letters,
sight
words,
some
consonants, some short
vowels,
simple
word
families using onset and
rime
Grammar
(simple
sentences that make sense
Checklist (Writing goals)

Work samples
Photographs

Work samples
Photographs

Differentiate
verbal
instructions when necessary

Observe: Writing stage and writing convention (layout)

6/5/16
5/5/16
(2 hours)

Students interest, strengths,

Act: Shared Writing. Children will be continuing their planning and writing needs and points for further
from the previous session. Craft the writing together, provide strip of sentences learning
to aid the structure of sentences (appendix). Children would then be referring to
their plan as the main elements for their writing. by drawing and labelling the
image (My Muffin).

Work samples
Photographs
Conversations
critical friend

with

Observe: Writing stage and writing conventions

Reflect: Effectiveness of the activity (layout and punctuation)
2

24/5/16

23/5/1 (2 hours)
6 till
3/6/16

Plan: Shared writing. Work together with other students to craft a piece of Questioning strategies
writing drawing upon an observation a common experience (Baking in the differentiate learning
Kitchen). (Science-Weather)
Observe: Writing conventions (layout, punctuation)

to

Draft of students ideas

(whiteboard)
Work samples

25/5/16
(2 hours)

27/5/16
(2 hours)

Act: Guided writing. Model the writing using the Alphabet and Blends chart Students
who
needs Work samples
(Eggleton, 2011) as a resource. Plan the writing by drawing and labelling. differentiated learning (verbal
Prompt children to plan their writing by drawing up their plan.
instructions and area for
guidance)
Observe : Writing conventions (layout, punctuation, grammar)

Act: Guided writing. Work individually with students to observe, prompt, Students
who
needs Work samples
encourage, give feedback, suggest and establish goals. Prompt children to differentiated learning (verbal Photographs
explain or share their draft (Baking in the Kitchen) to their friends.
instructions and area for
guidance)
Observe : Writing conventions (layout, punctuation, grammar, spelling)
Handwriting

31/5/16
(2 hours)

Act: Guided writing. Prompt students to draft their writing in a comic strip
format (Appendix J) Encourage students to draw and identify words to be used
by referring to their drawing. Bridge towards independent writing by allowing
students more time to discuss at home before they return to school (reflect on
experience, imagination or senses).

Students
who
needs Work samples
differentiated learning (verbal Photographs
instructions and area for
guidance)

Observe : Writing conventions (layout, punctuation, grammar, spelling)

Hand writing
Spelling

2/6/16
(2 hours)

Act: Independent writing. Allow time for children to discuss and complete Students
who
needs Work samples
writing their comic strip. Use questioning strategies to prompt children on their differentiated learning (verbal Photographs
writing. Encourage students to present their comic strip orally.
instructions and area for
Conversations with
Observe: Writing conventions (layout, punctuation, grammar, spelling) and guidance)
critical friend
oral language
Handwriting
Reflect: Questioning strategies , verbal instructions, students competence in Reading
writing
Oral language

Appendix N: Timeline Cycle 2 (Revised)

Cycle

Date/
Duration

Writing topic

31/5/16

Session 1:
Creating a
shopping list
(Pizza for
dinner)

(1 hour)

Key Events

Plan: Discuss with mentor teacher on previous cycle.

Note down suggested writing strategies appropriate for
students level of writing.
Act : Modelled writing a shopping list (listing
ingredients to make a pizza). Students are prompted to
mirror the writing.
Observe: layout of writing a list (directionality from
top to bottom) and spaces in between words

1/6/16
(2 hours)

Focused
strategies/Instructions

Reflection phase

- Modelling
- Drafting by drawing
ideas and labelling my
plan
- Repetition of
instructions
- Sounding out the
words while
attempting to write

Notice students
engagement in the
topic choice and
ability to contribute
to ideas when
writing. Are
students
contributing
relevant ideas and
writing on topic?

Act : Modelled and Shared writing. Model creating a draft and the convections used when writing a sentence.
Descriptive
Work with students to craft a piece of writing on the
writing:
topic What is your favourite food. Students are
What is your encouraged to draw and label as their draft.
favourite
Observe: While students are mirroring writing, food?
observe if students are Write on topic
Session 2

Write some whole words

Write one sentence that make sense
Labelling their plan
Leave spaces
Use capital letter at the beginning of their
sentence
Place a full stop to end their sentence

Connect to previous
experience
of
Shopping ingredients
to make pizza for
dinner)
Model writing
During shared writing,
engage students to
contribute ideas
Encourage students to
mirror writing
Outline
at
the
beginning
of
the
session, I am looking
for (convections of
writing- capital letter at
the
beginning
of
sentence, spaces in

(Reflection
journal)

Data Collection
Activities

Photographs of
students attempt
on writing

Are
students Work samples
engaged
and
perform according
to
the
writing
instructions given?
Seek
mentor/education
assistant advice on
the
presentation
when
modelled
writing is modelled.
Review observation
if resourced used
(conventions
of
writing
flashcard
and alphabet blend

2/6/16

Session 3:

(1 hour)

Letter writing

Plan: The session targets to create writing experience

relevant and engaging for students. Students will be
reinforced using capital letters, full stops and spaces in
between words. They will also be introduced to the
another way of writing through a letter format.
Act: To guide students to who the letter is addressed to
and to remember to note their name at the bottom.
Students will be partnered and encouraged to write to
one another around the topic of friendship. They will
also be reminded on the convections while writing their
piece.
Observe: I will be looking out for the use of capital
letters, full stops and spaces in between words. Most
importantly, students sentences should be meaningful
as well as their attitudes or engagement in writing a
letter.

3/6/16
(2 hours)

Session
4 Plan: Discuss with mentor on their current learning
experiences during the week. Organise writing activity
Descriptive
centralising around current learning or experience.
writing:
Science
Act: Guided writing. Model the writing describing
observation
about the parts of the plant using the Alphabet and
on parts of a Blends chart (Eggleton, 2011) as a resource as well as
plant
emphasising on the use of senses (sigh). Make

between words and full chards

guided
students writing)
stop)
Engage in teacherstudent
writing
conference as students
assumes independent
writing
Provide
sentence
starter I like.

students
- Students engagement - Does
engage
better
as
the
writing
through
the
experience is in a letter
writing
letter
format
format?
- Reflect
students
attitude/engagement in - Can students apply
their
prior
writing as the activity
knowledge
on
involved meaningful
using the capital
writing to their friend
letters, full stops
and spaces in
between
their
words
when
writing?

- Starting
out
by
modelling
- Outline what I am
looking for in students
writing
- Using senses while
writing

Mentors
feedback
lesson

on

Work samples

Does learning needs Work samples

to be differentiated? Photographs (on
Are
students students
applying their prior observation for
knowledge
of inquiry)
writing in their
template?

observations and plan the draft by drawing and

labelling. Prompt children to plan their writing by
drawing up the diagram of the plant and label the parts
to start off their writing on what do you see?

- Repetition by drafting
by
drawing
and
labelling

Observe : Students engagement in the writing topic

and responds to the activity. Ability to apply writing
conventions (punctuation/whole words), re-reading to
ensure sentence make sense and ability to describe the
plant in a sentence.

27/5/16

Session 5

(2 hours)

Descriptive
writing:
My pet animal

Act: Guided writing. Work individually with students

to observe, prompt, encourage, give feedback, suggest
and establish goals. Prompt children to explain or share
their draft to their friends.
Observe : Writing conventions
-

31/5/16
(2 hours)

Write some whole words

Write one sentence that make sense
Use joining words
Labelling their plan
Leave spaces
Use capital letter at the beginning of their
sentence
Place a full stop to end their sentence

Act: Guided writing. Prompt students to draft their

writing in a narrative format (who,where, what, why
Narrative
and how). Encourage students to draw and identify
writing:
words to be used by drafting. Allow students to work
On
the independently and provide assistance when needed
weekend
Session 6

Model the writing

Prompt students for
ideas
Provide
reinforcements
Revise the writing
convections

Students who needs Work samples

differentiated
Photographs
learning
(verbal
instructions and area
for guidance)
Journal entry to
review
research
aims and questions
Handwriting

Students who needs Work samples

differentiated
Photographs
learning
(verbal
instructions and area
for guidance)

Observe : Writing conventions, attempts of spelling

own words, refer to their draft and write based on their
plan
2/6/16
(2 hours)

Session 7:
Writing
Selfassessment
(I can.)

Hand writing
Spelling

Act: Seek students feelings about the activity and their Summative assessment : Students who needs Conversations
confidence in writing
Writing Checklist Level differentiated
with mentor
`1(i/ii)
teacher
learning
(verbal
Observe: students response on their views of writing
instructions and area
and what they have learnt throughout the phases of
for guidance)
activities
Reflect: Confront with mentor and reflect on the
project on my teaching practices and strategies
implemented for early writing. Questioning strategies ,
verbal instructions, students competence in writing

Do I think I achieved
my research aims
and questions? How
did I feel? What
would I change if I
was to implement
another cycle of
research?