Terrm 4 Literacy Course: Sheena Cameron and Louise Dempsey
 30 secs to process and feedback feedback to your partner When ...then.... Criteria displayed is a good starting point before oral language begins eye contact, 30 secs, time to listen and talk positives before challenged Talk partner and learning /thinking buddy set up by teacher similar ability together high 5 switch in middle of talking time www.thewritingbook.com resources writing book grouping for writing plan keep group smalls work with one group for 20 minutes other kids to self check and partner check their writing roving and quick stops share example of sentence herd or task at hand set days for groups similar ability group for teacher mixed ability for independent use kids to help each other in a mixed ability group individual checking-do you use capital t or T do you know the difference? group kids around what they need grouped for a specific purpose at risk writers how to check in with them have check cards-what they need to work on-planning group, conjunction punctuation group, Motivate, criteria, discuss, sentence starter, text types: imagitive-recount, time, descriptive,poetry informative-factual writing,report, expalnation,instruction persuasive-persuasion, exposition So make your writing fall in to these catergories. Venn diagrammes to see what is important Poetry is great because it has language, descriptives, ideas etc. "Dancing with the pen"-rules, humour, "once upon a slime" andy griffths-try this..warm ups or one offs, Do you have varity as well.. Relevance and real gets the best writing; Having a real audience, get kids to read their stories to someone, chunk out the writing task...eg Monday =paln, tuesday introduction, wednesday middle an dconclusion., friday edit and publish. Motivation: do something view something listen to something coral pigmy seahorses- www.literaracy shed.com www.boredpanda.com GOpro writing resources aspect to write about. boys engaged use the right topic: rugby, player, favourite player, let kids write their own stories and their own choices to write.. Lots of time to do sharing.and celebarte what tyhey have done already. teacher should model descriptive writing first- Success Criteria: Use visuals for the key they will use in their books. : I can....Criteria> Look, do and action.2 wow words in their writing. Stamp for their challenge. Images are useful thru the levels. Eg eg images that they can use in their writing followed by the drama that goes with it. Paragarph as you go up the school. Talking frames are good to organise and help kids to have a sentence starter for their writing. They hear the sentences and get to see what they may look like. Build a presentation of talking also so kids have a structure as they are talking and speaking. 3 reasons for supporting something: First another reason, for example, picture plans what/where/ Pictures for story starting do 4 picture plan> T chart to group ideas-paragraph on one topic Y chart to separate into 3 catergories..look, act, characteristics adds a rich decription images as problem in the story resources for writing using devices collaborative planning year 4 watch video tech vocab stop play stop play stop play discuss and add one idea paragraphs 3 sentences in a paragraph. Details to plan: don't wait for kids that say they have nothing to write about share examples, listen to examples then move to modelling, plan sheet, story, introduction, model the 5 w's kitchen, afternoon, sunny, example early warm think aloud, cross out if not right Sentence..conjuction..Sentence Compound sentence: and , so, or but complex sentences-use while, since, because, until, through 15 minutes Hook, clear, example,just write ready to write..lesson wrap up..reflection time, shape, motivate: drama, image, experience, model the writing, pause often,unpack criteria for later, memorable, measureable too, so kids can start improving theri writing. Identify the sentence. The hook Book: using an exemplar...show the storyline: talk about it as go along.. action verb dialogue description Modelled shared writing..I show you now help me... 15 mins explanation, 5 minutes to get story across, a few things well...thats it. let them start. Model to them they really like it. Middle part as a cycle: -independence and confidence -complex sentence stuff what did you do to get the trophy stamp? Clever writers spot mistakes and fix them up. read writing in quiet voice spot 2 things to change Editing: Magnify glasses...to check spelling, whisper phones, trade me-99 cents does it make sense, underlining,editing fan, editing pencil--it poin ts at the words as the kids read it.Pens are more efficient, and save time, use highlighters to get them to check and celebrate their self checking. Get the kids to self check and add it to the projector so we can all se it. and use as demo for class. self check partner check read their writing and make sure other child listens as they read it aloud feedback needs to be targeted on the writing that they have been doing. what like and why circle 2 wow words Use interactive white board to show students work. Model on google docs! Highlight and feedback wow words and Superwriter.. cape! Quick Writes: warm ups, or lesson, specific writing skills and review at different levels, kids draw a map of where they went beach house, farm, etc A moment in Time: i heard I saw I felt I wondered Use the videos and pause it ask a question before continue Earn the trophy if you have a particular word in the story. A great day..lots of things to try and revisit in then classroom. Staring with quick writes.




 Term 2 2016 Catholic Schools Day This week we celebrated CSD with a mufti day, and a series of planned rotations for our middle team. I got to work with the kids making prayer spaces and reflecting on what it could look like. A theme Cloth and objects Reflection time The kids were really eager to try their prayer spaces and participated willingly. Their creations were so good and they could articulate what they had done and why. As the schools new DRS I was especially keen to find out how our kids recognise prayer and how they see themselves as designers of their own prayer spaces. I thought their insight and co-operation together was delightful. I do use prayer spaces in my classroom and each day i get different children to set up the prayer mat and now I will emphasise choosing a theme to go with it. Term 1 2016 SpellWrite online at Westbrook school. this was a workshop on the online resource spell write. Noeline Anderson included how to: the importance of the home/school partnership, personalise word groups, use spelling as a writing tool. The resource was partially useful. We felt at this time we had enough online apps for our middle school. One of the biggest difficulties was the fact there was no voice to speak the word to a child. This would be useful for our at risk kids. Term 4 2014 This term the class has really focused on moving appropriately about the room and knowing where to go for help and what to do next after they have finished an activity. They understand the visual rotation board and what groups they are in. They know where to put finished work. They are learning to understand there is a time to speak and a time to listen, a time to share and a time to try new learning. Most follow these guidelines really well. I am trying to promote independence in learning and to take responsibility for their own learning. I have visual aides to remind them on the IWB, on rotation boards, in the writing model book and photos hanging up of what we are supposed to be doing. Term 3 2015 I provided a graph for the BOT to show the progress to date of Reading Recovery StudentsReading Recovery Acceleration Chart I will add to this as children on reading recovery as discontinue the programme.