Early Career Teacher Support
Writing Resources
|Text Type changes |
| |
|The new NSW K-10 syllabus details a new way of working with text types. The new document (including Australian Curriculum content) details students working with |
|three different texts: |
| |
|Imaginative texts |
|Informative texts |
|Persuasive texts (not in ES1) |
| |
|In the new document there is no specific mention of narrative, information report, exposition etc as with the current document. With this new approach teachers |
|will be able to focus on the purpose, audience and context of writing more easily. For example if a class is working on a unit on eg. Space, Wonders of the World, |
|Friendship, Mem Fox and other author studies, students would be expected to write an imaginative text arising from the unit, informative texts and to consider |
|appropriate persuasive texts. |
| |
| |
|PLANNING and the connection between Talking & Listening, Reading and Writing |
| | |S 2 Example |
|Step 1 |Determine time frame for planning eg. 1, 2, 5 weeks |1 week |
| | | |
| |Consider the specific learning intentions eg. Audience, grammar, creativity, | |
|Step 2 |one aspect of structure. Use assessment for learning , syllabus, NAPLAN |Writing - Develop an imaginative character to engage the reader. |
| |writing marking criteria, Literacy Continuum, BOS English Modules |Grammar - understand that paragraphs are a key organisational feature |
| | |of written texts |
| | |- identify and use nouns, and adjectival phrases to express detail |
| | |Vocab - Identify and discuss how descriptive vocabulary establishes |
| | |setting and atmosphere. |
| | |T & L - Summarising and reporting back main ideas from a group |
| | |discussion |
| | | |
| |Determine what the final product/s might look like in order for you to be |Writing - Three descriptive paragraphs |
| |able to assess the identified learning intention eg. list of words, series of| |
| |sentences, paragraph/s, whole text |Talking & Listening Report a summary |
|Step 3 | | |
| |Identify the success criteria/explicit quality criteria in order to clarify | |
| |the expectations of the final product |various |
| | | |
| |Talking & Listening Design talking & listening activities around the | |
|Step 4 |features of the final product | |
| | |Content A – describe an angry character |
| |Reading Identify a text/s to use as the model for the writing. This text | |
| |shows students the final product or aspects of and features of the writing | |
|Step 5 |detailed by the success criteria | |
| | |Content B – read about a timid character |
| |Writing Determine content for guided writing. Content should vary between | |
| |modelled (reading), guided and the independent writing however the | |
|Step 6 |features/success criteria will be common and the focus of discussions. | |
| | | |
| |Plan content for independent writing |Content C – joint construction about a happy character |
| | | |
| | | |
|Step 7 | | |
| | | |
| | |Content D – indep writing about a scary character |
| | | |
| | | |
| | | |
|Step 8 | | |
| |
|LITERACY SESSION STRUCTURE |
| | | |
| |Talking & Listening | |
| | | |
|Step 1 |Learning intention |The ‘what’ |
| | | |
| |WALT – We are learning to ... | |
| | | |
|Step 2 |Why is the learning helpful/necessary? |The ‘why’ |
| | | |
|Step 3 |Model the learning - using the Think Aloud Strategy |The ‘how’ |
| | | |
| | | |
|Step 4 |Guided support – joint construction | |
| | | |
| | | |
|Step 5 |Independent practice - clarify the success criteria | |
| |- students complete task with differentiated support | |
| | | |
| |Reflection – return to the learning intention | |
|Step 6 | | |
| | | |
| |Writing | |
| | | |
|Step 1 |Learning intention |The ‘what’ |
| | | |
| |WALT – We are learning to ... | |
| | | |
|Step 2 |Why is the learning helpful/necessary? |The ‘why’ |
| | | |
|Step 3 |Model the learning – Read paragraphs of character description using the Think Aloud Strategy and |The ‘how’ |
| |noting the features (success criteria) | |
| | | |
| |Guided support – joint construction of character description noting the features (success criteria) | |
|Step 4 | | |
| |Independent - clarify the success criteria | |
| |- students complete task with differentiated support | |
|Step 5 | | |
| |Reflection – return to learning intention | |
| | | |
| | | |
|Step 6 | | |
|English syllabus K-6 – (Board of Studies BOS) | [pic] |
| | |
| | |
| | |
| | |
|New - Draft English K-10 document Version 2 | |
| | |
| | |
| | |
|English K-6 Modules (BOS) | [pic] |
| | |
|Literacy continuum (K-6) |[pic] |
|NB: This draft continuum will be revised and extended to Year 10. | |
|This continuum defines eight aspects of literacy found in the | |
|research to be critical to successful literacy acquisition. |[pic] |
|It describes the development typically expected of most students in |Figure 1- Interactive version |
|the eight aspects : | |
|Reading texts | |
|Comprehension | |
|Vocabulary knowledge | |
|Aspects of writing | |
|Aspects of speaking | |
|Phonics | |
|Phonemic awareness | |
|Concepts about print | |
|Interactive version further info in downloads for each cluster | |
|An introduction to quality literacy teaching pg. 23 K-12 (DET Best | [pic] |
|Start) | |
|Out of the Box 2009 A guide to interpreting the Writing skills | |
|demonstrated at each band level. | |
| | |
| |[pic] |
|ACARA – Australian Assessment and Reporting Authority | |
| | |
|Writing resources support the NAPLAN writing assessments in narrative| |
|and persuasive text. | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|ACARA Narrative Writing Guide and Rubric | |
| | |
|ACARA Persuasive Writing Marking Guide | [pic] |
| | |
| | |
| | |
| | |
| | |
| | |
|Teaching Strategies 2010 | [pic] |
|Lessons linked to writing criteria | |
|Storybird | [pic] |
| | |
|Storybirds are short, art-inspired stories you make to share, read, | |
|and print. | |
|A great Web 2.0 tool to motivate students to write. | |
|Audacity |[pic] |
|Audacity is a free, open source, easy-to-use audio editor and | |
|recorder. | |
|You can use Audacity to record audio in order to motivate students to| |
|write. | |
|Handwriting Information Sheet |[pic] |
|Handwriting: Teaching the Foundation Approach |[pic] |
-----------------------
[pic]
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- recommended resources for teaching english
- best practices in teaching writing learner
- guidelines and resources for teaching informative writing
- teaching elementary school students to be effective
- authentic materials for teaching writing a
- early career teacher support
- careers and transition writing winning resumes teachers
- workplace readiness skills worksheet
- teacher s guide template
- remote learning resources to help meet the needs of
Related searches
- early childhood teacher philosophy sample
- early childhood teacher evaluation forms
- early childhood teacher job description
- early intervention teacher job description
- early childhood teacher description
- early childhood teacher responsibilities
- early childhood teacher training topics
- nyc teacher support network
- early childhood teacher conferences
- best early career development programs
- early childhood teacher resume objective
- early childhood teacher resume