What worked well Term 1? Goal setting/Feedback in literacy. Standing back and handing more over to pupils.
Moving through slide show presentation:
Pedagogy – the how of learning.
Handing over to pupils -kids putting stuff on walls - write Learning Intentions
"Our Room"
P34-35 NZ Curriculum
What makes me interested, means something for me, I can use it, I can follow up with it -time to process it.
What does successful learning look like?
Talk -helpful/unhelpful talk - Diana Pardoe book
Learning Intention -what does this mean to kids?? Do they understand the why? Can they show how it is embedded in their work.
Do kids expect not understand -
Class discussion - do the pupils really know what is the focus?? They may look engaged -are they?
Talking Partners -means engaged -the partner/s are able to talk about what they think about...
Are we giving the right message? - too much focus on surface feedback
RESPOND TO THE MESSAGE -what they have written.
KIDS TO SEE WHERE THEY ARE SUCCESSFUL.
Don't write down -LI's do it orally.
THE IMPORTANT THING ABOUT WRITING IS THE MESSAGE!
At Years 5-8 the trick is for kids to learn how to manipulate texts for a variety of purposes and audiences
So what is the overall learning intention for writing?
To communicate a message effectively to a reader.
It will require effective and accurate use of the feature areas - both deeper and surface features - to create an effective message.
Determining the purpose and the audience is critical to achieving the overall learning intention.
• At Years 5-8 the trick is for kids to learn how to manipulate texts for a variety of purposes and audiences
• What are the students ‘getting better at’?
• Think about the genre as the text form or the type in which to practise the skill
• So what is the overall learning intention for writing?
• To communicate a message effectively to a reader.
• It will require effective and accurate use of the feature areas - both deeper and surface features -to create an effective message.
• Determining the purpose and the audience is critical to
• achieving the overall learning intention.
Audience and Purpose
• Who was the intended audience?
• Who was the writer aiming this piece at?
• Who was it written for?
• What was the author’s purpose?
• Why did the writer write this?
• What message did the writer want to communicate?
Writing learning intentions and success criteria
• Criteria need to be co-constructed with students based on looking at some models or exemplars
• Each one of the criteria may become a learning intention for explicit instruction e.g. ‘WALT put our ideas in order’ breaks down to:
• number my plan
• have a beginning, middle and end
• use paragraphs to develop each point
• start with the main information
• add detail to elaborate on the main points
• new paragraph when you have a new point to make
Assessment:
To communicate a message effectively to a reader.
It will require effective and accurate use of the feature areas - both deeper and surface features - to create an effective message.
Determining the purpose and the audience is critical to achieving the overall learning intention.
• At Years 5-8 the trick is for kids to learn how to manipulate texts for a variety of purposes and audiences
• What are the students ‘getting better at’?
• Think about the genre as the text form or the type in which to practise the skill
• So what is the overall learning intention for writing?
• To communicate a message effectively to a reader.
• It will require effective and accurate use of the feature areas - both deeper and surface features -to create an effective message.
• Determining the purpose and the audience is critical to
• achieving the overall learning intention.
Audience and Purpose
• Who was the intended audience?
• Who was the writer aiming this piece at?
• Who was it written for?
• What was the author’s purpose?
• Why did the writer write this?
• What message did the writer want to communicate?
Writing learning intentions and success criteria
• Criteria need to be co-constructed with students based on looking at some models or exemplars
• Each one of the criteria may become a learning intention for explicit instruction e.g. ‘WALT put our ideas in order’ breaks down to:
• number my plan
• have a beginning, middle and end
• use paragraphs to develop each point
• start with the main information
• add detail to elaborate on the main points
• new paragraph when you have a new point to make
Assessment:
Year Five and Six: Key Purpose Writing and AUDIENCE - write for two different audiences.of
Best Pets:
Text organisation vs quality features
We are learning to persuade
Framework:
- Persuasive language - may use emotive vocab - my own voice
- Ideas/reasons in paragraphs
- Use conjunctions like ‘because,’ ‘although’ and ‘however’ to justify
- May use exclamation marks to emphasise points
- Correct spelling and grammar
Quality Features:
- ideas in order
- voice
- different sentence/structures/ BUT !! = imperative! oral reading
- language features - vocab -adjectives (use of highlighters) correct punctuation , spelling grammar and layout.
- compound,complex sentences.
Get kids to look at other kid's work
Have a piece of writing to glue into their books -kids then highlight/annotate -I highlight/you highlight.
Give feedback around the way the writer has used -vocab or voice..
Reflecting on models/exemplars.
Text Organisation vs Quality Features
We are Learning to Persuade. Anne will send to us
Pupils need to see factual description and poetic writing -Y5 and Y6s especially need to be able to see the difference. Understanding of audience.
Feedback Prompts - Shirley Clark
Designed for distance marking
- Reminder
- Scaffolded prompt - the best kind
- An example Prompt
Do prompts with your worst writer for the first week and see what happens.. improvement !
Success improvement strategy:
Highlight 2 places where you think the writer has described the person particularly well.
Reminder prompt:
put arrow in margin and underline the part you want the pupil to improve
then put an arrow underneath where you want the improvement...-say more about his good attitude.
Scaffolded prompt.. (unfinished sentence is a good one.. one day I played.....) must have ......
He ....... which shows he has a good attitude. He showed he has a good attitude when.....
Two unfinished sentences is enough.
Or for a limited writer set up unfinished sentences.
On the weekend ........
We......
It was.....
pick on a special aspect
The kites were.....
Picture plans:
3 step picture plans with arrows in between -gives order,paragraphs sequence..write about one today one tomorrow and finish the last the next day.
Example Prompt
Gives the kids an actual choice of words or phrases:
He has a good attitude because he is always plays fair.
He is respectful and supportive to other when he
Children will often use something that they have revised - teach how to insert - use and arrow.
Kids highlight what they have done well and looking at their next step to do -comments on Post Its
have you used any smart verbs?
Self assessment -highlighting the elements of success e.g.:
Pink if you have used emotive vocab
Green -different sentence beginnings - highlight first two words of the sentences
Discussion - show me the smart verbs you have used.
Get parents to give feedback as well -give them scaffolds - I like the way .. has.....
Self assessment -highlighting the elements of success e.g.:
Pink if you have used emotive vocab
Green -different sentence beginnings - highlight first two words of the sentences
Discussion - show me the smart verbs you have used.
Get parents to give feedback as well -give them scaffolds - I like the way .. has.....
Ask kids what good learning looks like..
Get them to be learning detectives - times when there is good talk
This week ask the pupils:
How do we learn things???
Not just a school -tying shoelaces etc...
What does a successful learner do..
P6 of slide show sheets - conversations
Learner's need:..
to know what they are learning, the purposes for learning and how it 'fits' into the bigger picture
to know what is expected of them
to be fully involved on the learning process developing skills they need to identify how they are doing,what they need to do next and how to close the gap
time to reflect, to ask questions and to seek solutions, to talk to and to collaborate with peers and adults.
Puzzle pieces exercises -talking partners are SO important but give them good criteria, models, and scaffolding feedback comments.
Shirley Clarke -Active learning through formative assessment -talking buddies.
Get them to be learning detectives - times when there is good talk
This week ask the pupils:
How do we learn things???
Not just a school -tying shoelaces etc...
What does a successful learner do..
P6 of slide show sheets - conversations
Learner's need:..
to know what they are learning, the purposes for learning and how it 'fits' into the bigger picture
to know what is expected of them
to be fully involved on the learning process developing skills they need to identify how they are doing,what they need to do next and how to close the gap
time to reflect, to ask questions and to seek solutions, to talk to and to collaborate with peers and adults.
Puzzle pieces exercises -talking partners are SO important but give them good criteria, models, and scaffolding feedback comments.
Shirley Clarke -Active learning through formative assessment -talking buddies.
Kids can make up own codes for editing -paragraph spelling etc..
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