Early Career Teacher Support



Writing Resources

|Text Type changes |

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|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: |

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|Imaginative texts |

|Informative texts |

|Persuasive texts (not in ES1) |

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|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. |

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|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 |

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| |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 |

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| |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 |

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| |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. | |

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| |Plan content for independent writing |Content C – joint construction about a happy character |

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|Step 7 | | |

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| | |Content D – indep writing about a scary character |

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|Step 8 | | |

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|LITERACY SESSION STRUCTURE |

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| |Talking & Listening | |

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|Step 1 |Learning intention |The ‘what’ |

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| |WALT – We are learning to ... | |

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|Step 2 |Why is the learning helpful/necessary? |The ‘why’ |

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|Step 3 |Model the learning - using the Think Aloud Strategy |The ‘how’ |

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|Step 4 |Guided support – joint construction | |

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|Step 5 |Independent practice - clarify the success criteria | |

| |- students complete task with differentiated support | |

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| |Reflection – return to the learning intention | |

|Step 6 | | |

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| |Writing | |

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|Step 1 |Learning intention |The ‘what’ |

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| |WALT – We are learning to ... | |

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|Step 2 |Why is the learning helpful/necessary? |The ‘why’ |

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|Step 3 |Model the learning – Read paragraphs of character description using the Think Aloud Strategy and |The ‘how’ |

| |noting the features (success criteria) | |

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| |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 | |

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|Step 6 | | |

|English syllabus K-6 – (Board of Studies BOS) | [pic] |

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|New - Draft English K-10 document Version 2 | |

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|English K-6 Modules (BOS) | [pic] |

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|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. | |

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|ACARA – Australian Assessment and Reporting Authority | |

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|Writing resources support the NAPLAN writing assessments in narrative| |

|and persuasive text. | |

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|ACARA Narrative Writing Guide and Rubric | |

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|ACARA Persuasive Writing Marking Guide | [pic] |

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|Teaching Strategies 2010 | [pic] |

|Lessons linked to writing criteria | |

|Storybird | [pic] |

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|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] |

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