Professional Documents
Culture Documents
Introduction To Writing
Introduction To Writing
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 1
WELCOME TO THE
Second Edition
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
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 3
GOAL
Created by Steps Professional Development Western Australian Minister for Education: 2005
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.
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 5
Created by Steps Professional Development Western Australian Minister for Education: 2005
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?
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 7
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 8
WRITING STRATEGIES
self questioning predicting paraphrasing / summarising connecting THREE CUEING SYSTEM
Syntactic Semantic
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 9
Planning
self questioning predicting
Drafting
chunking using spelling generalisations
Publishing
Conferring
Refining
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 10
Summons Rules Poems Instructions Diaries Menus Surveys Notes Messages Reports Directions Labels Interviews Memos
Cartoons Narratives
Descriptions
Competition Entries
Planning
self questioning predicting
Drafting
chunking using spelling generalisations
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
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 11
Purpose
Summons Rules Poems Instructions Diaries Menus Surveys Notes Messages Reports Directions Labels Interviews
Planning
self questioning predicting
Drafting
chunking using spelling generalisations
Publishing
Glossaries Comics Expositions Apologies Biographies Editorials Autobiographies Explanations Contents Pages
Conferring
Job Applications Jokes Meeting Minutes Headlines Invitations
Refining
Experiments Personal Correspondence
Questionnaires Reviews
Subject Matter
Created by Steps Professional Development Western Australian Minister for Education: 2005
Socio-cultural Influences
Situation
Session 1 Slide 12
ASPECTS
Use of Texts Contextual Understanding Conventions
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 13
Purpose
Summons Rules Poems Instructions Diaries Menus Surveys Notes Messages Reports Directions Labels Interviews
Planning
self questioning predicting
Drafting
chunking using spelling generalisations
Publishing
Glossaries Comics Expositions Messages Biographies Editorials Apologies Autobiographies Explanations
Conferring
Job Applications Invitations Meeting Minutes Headlines Jokes
Refining
Experiments
Questionnaires Reviews
Contents Pages
Personal Correspondence
Subject Matter
Created by Steps Professional Development Western Australian Minister for Education: 2005
Socio-cultural Influences
Situation
Session 1 Slide 14
____________ ____________
Teaching and Learning Experiences
____________ ____________
Teaching and Learning Experiences
____________ ____________
Teaching and Learning Experiences
____________ ____________
Teaching and Learning Experiences
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 15
Indicators
Indicators
Indicators
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 16
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.
Created by Steps Professional Development Western Australian Minister for Education: 2005
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.
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 18
LAYOUT OF A PHASE
Phase Name and Global Statement
Supporting Parents
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 19
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.
Created by Steps Professional Development Western Australian Minister for Education: 2005
Session 1
Slide 20