Workshop 5
Supporting Students’
Literacy Development
(Writing)
Workshop 5
Supporting Student’s
Literacy learning
Slide 1
Reflection
Reflection on homework
tasks from last workshop
–Reading activity with a small
group of students
–Running record assessment
(if required)
Workshop 5
Session 1
Slide 2
Graffiti wall
Good Things, Challenges, Questions.
• Note down your thoughts about the
two tasks under the categories
above(one thought per post-it note).
• Display your post-it notes under the
appropriate headings.
• Move along the graffiti wall and
discuss what is written.
Workshop 5
Session 1
Slide 3
Brainstorm
• Write a list of all the different
writing you did yesterday or last
week
• Write a list of the different
writing your students did
yesterday or last week
Workshop 5
Session 2
Slide 4
What do writers need?
• A reason to write
• Someone to write to
• Knowledge of a variety of writing forms to
use eg letter, list, story, recount
• To know when correct spelling, neatness
and presentation are important.
Workshop 5
Session 2
Slide 5
Common Text types
•
•
•
•
•
•
•
•
•
Recount
Procedure
Information Report
Factual
Description
Explanation
Argument
Narrative
Discussion
Workshop 5
Session 2
Slide 6
Example text
Homework should be banned
Most little kids get far too much homework. Our class
believes homework should be banned in primary school.
Firstly, it’s well known that kids are not as fit as they
should be. Sitting around for hours doing homework is
dreadfully unhealthy. Secondly, kids work hard at school
all day so they need time to relax and refresh their brains.
Worrying about homework causes stress for kids and
frustration for parents. Thirdly, homework is hideously
difficult to complete for many kids. They sometimes need
help from the teacher and lots of resources which they
can’t get at home. In conclusion, we believe homework
(which is really just more schoolwork) should be done at
school or banned entirely.
www.writingfun.com
Workshop 5
Session 2
Slide 7
Which Text type?
• What is the text about?
• Why (do we think) the text was
written and what was the author
trying to achieve?
• How was the text set
out/structured?
Workshop 5
Session 2
Slide 8
Which Text type?
In your pairs or groups read the text
you have been given and discuss:
• What the text is about.
• Why you think the text was written
and what the author was trying to
achieve.
• How the text is set out/structured.
Workshop 5
Session 2
Slide 9
Language structures and
features
Each text type or genre has different language
features.
In the next slides we look at the features listed in the
Writing book from Learning English in Aboriginal
Schools (LEAS)
Argument and Persuasion
• Focuses on ideas, things and people in general not
individuals
• Uses present tense for arguments
• Uses past tense for some evidence
• Uses words like firstly, similarly, so, as a result, then
to link ideas. Persuasion uses words like wonderful,
amazing, terrible, attractive, frightening which
appeal to people’s emotions, feelings and needs
Workshop 5
Session 2
Slide 10
Language features
Argument and Persuasion
• Focuses on ideas, things and
people in general not individuals
Workshop 5
Session 2
Slide 11
Focus on ideas, things and people in general
not individuals
Homework should be banned
Most little kids get far too much homework. Our class
believes homework should be banned in primary school.
Firstly, it’s well known that kids are not as fit as they
should be. Sitting around for hours doing homework is
dreadfully unhealthy. Secondly, kids work hard at school
all day so they need time to relax and refresh their brains.
Worrying about homework causes stress for kids and
frustration for parents. Thirdly, homework is hideously
difficult to complete for many kids. They sometimes need
help from the teacher and lots of resources which they
can’t get at home. In conclusion, we believe homework
(which is really just more schoolwork) should be done at
school or banned entirely.
www.writingfun.com
Workshop 5
Session 2
Slide 12
Language features
Argument and Persuasion
• Uses present tense for
arguments
(DVDs are good because ...)
Workshop 5
Session 2
Slide 13
Use present tense
Homework should be banned
Most little kids get far too much homework. Our class
believes homework should be banned in primary school.
Firstly, it’s well known that kids are not as fit as they
should be. Sitting around for hours doing homework is
dreadfully unhealthy. Secondly, kids work hard at school
all day so they need time to relax and refresh their brains.
Worrying about homework causes stress for kids and
frustration for parents. Thirdly, homework is hideously
difficult to complete for many kids. They sometimes need
help from the teacher and lots of resources which they
can’t get at home. In conclusion, we believe homework
(which is really just more schoolwork) should be done at
school or banned entirely.
www.writingfun.com
Workshop 5
Session 2
Slide 14
Language features
Argument and Persuasion
• Uses past tense for some
evidence
(last year 200 people lost ...)
Workshop 5
Session 2
Slide 15
Use past tense for some evidence
Homework should be banned
Most little kids get far too much homework. Our class
believes homework should be banned in primary school.
Firstly, it’s well known that kids are not as fit as they
should be. Sitting around for hours doing homework is
dreadfully unhealthy. Secondly, kids work hard at school
all day so they need time to relax and refresh their brains.
Worrying about homework causes stress for kids and
frustration for parents. Thirdly, homework is hideously
difficult to complete for many kids. They sometimes need
help from the teacher and lots of resources which they
can’t get at home. In conclusion, we believe homework
(which is really just more schoolwork) should be done at
school or banned entirely.
www.writingfun.com
Workshop 5
Session 2
Slide 16
Language features
Argument and Persuasion
• Uses words like firstly, similarly,
so, as a result, then to link
ideas.
Workshop 5
Session 2
Slide 17
Uses words like firstly, so, as a result to link ideas
Homework should be banned
Most little kids get far too much homework. Our
class believes homework should be banned in
primary school. Firstly, it’s well known that kids
are not as fit as they should be. Sitting around
for hours doing homework is dreadfully
unhealthy. Secondly, kids work hard at school
all day so they need time to relax and refresh
their brains. Worrying about homework causes
stress for kids and frustration for parents.
Thirdly, homework is hideously difficult to
complete for many kids. They sometimes need
help from the teacher and lots of resources
which they can’t get at home. In conclusion, we
believe homework (which is really just more
schoolwork) should be done at school or
Workshop 5
Session 2
Slide 18
Language features
Argument and Persuasion
• Persuasion uses words like
wonderful, amazing, terrible,
attractive, frightening which
appeal to people’s emotions,
feelings and needs.
Workshop 5
Session 2
Slide 19
Persuasion uses words like wonderful, amazing, terrible to
appeal to feelings
Homework should be banned
Most little kids get far too much homework. Our
class believes homework should be banned in
primary school. Firstly, it’s well known that kids
are not as fit as they should be. Sitting around
for hours doing homework is dreadfully
unhealthy. Secondly, kids work hard at school
all day so they need time to relax and refresh
their brains. Worrying about homework causes
stress for kids and frustration for parents.
Thirdly, homework is hideously difficult to
complete for many kids. They sometimes need
help from the teacher and lots of resources
which they can’t get at home. In conclusion, we
believe homework (which is really just more
schoolwork) should be done at school or
Workshop 5
Session 2
Slide 20
Language structures from
www.writing.fun.com
• new paragraph for each point
• word focus:
– emotive words
– words that link arguments
• tense:
– simple present
• style:
– Persuasive
– logical.
Workshop 5
Session 2
Slide 21
Reflection
• Think about what you have just done and
whether you have ever thought about the
purpose of writing before (including the idea
that who we are writing to/for will form the
basis of what and how we write).
• What did you learn from this session?
• What skills/help/understandings did you need
to be able to participate in the activity?
• How did you feel while doing and after
completing the session?
• Could you use the understandings from this
session in your work with children?
Workshop 5
Session 2
Slide 22
The young writer
Level
What children do when writing independently
Transition – Year 2
Years 3-4
Years 5-6
Workshop 5
Session 3
Slide 23
Reflection
Think about what you have just done and
whether you have ever been involved in
assessment and/or levelling of student
writing.
• What did you learn from this session?
• What skills/help/understandings did you
need to be able to participate in the
activity?
• How did you feel while doing and / after
completing the session?
• Could you use the understandings from
this session in your work with children?
Workshop 5
Session 3
Slide 24
Scaffolded Writing
A.
B.
C.
D.
Getting ready (to write)
Show me how (to write)
Help me do it (the writing)
Let me do it (the writing)
myself
E. What did I learn (from the
writing)?
Workshop 5
Session 4
Slide 25
Describe your partner
Purpose: to go through the steps
involved in the writing process by
preparing and writing about another
person.
Materials
• Paper, pen/pencil, retrieval chart from
Workshop 1, Factual Description
genre handout.
Instructions
• You are going to write a description of
your partner.
Workshop 5
Session 4
Slide 26
Before writing a description
Before writing the writer may:
• Think about what you will need to write
about – jot down key words and questions.
• Ask your partner to talk about
themselves.
• Jot down notes or draw anything that will
help you remember what has been said eg
hobbies, interests etc.
• Look at the features of the text type/genre
‘factual description’ to see if you have
enough information
Workshop 5
Session 4
Slide 27
During writing a description
During writing the writer may:
• Write a brief description of your partner
using your notes on the things your partner
talked about to help. (first draft)
• Check your writing. Do you need to
include more information? Does it read
well? Make changes as necessary.
• Read what you have written to your
partner. (The person being described can
ask any questions or make suggestions.)
Workshop 5
Session 4
Slide 28
After writing description
After writing the writer may:
• Rewrite your text with any additional
information or changes. This will be
the final draft so is presented as well
as it can be (neat writing, addition
illustrations. diagrams etc)
• Read the description to the person
being described.
• Display completed texts on the wall
and allow time so others canread
them.
Workshop 5
Session 4
Slide 29
Before writing
What did you do?
What do the students do?
.
•Think
•Draw
•Write notes
•Talk
•listen
•Think
•Consider the audience
•Brainstorm
•Check ideas with others
•Talk
•Read
•Make notes
•Gather information
Workshop 5
Session 4
Slide 30
During writing
What did you do?
What do the students do?
•Write a first draft
•Share (conference)
•Think
•Check ideas
•Redraft
•Check grammar,
punctuation, spelling etc
•Write a first draft
•Share (conference)
•Think
•Make changes
•Conference with the
teacher
•Proofread or edit to check
spelling, grammar
Workshop 5
Session 4
Slide 31
After writing
What did you do?
What do the students do?
.
•Share the completed
piece
•Share the completed
piece
•Publish the piece (final
version)
Workshop 5
Session 4
Slide 32
Reflection
Think about what you have just done.
• Did you find it difficult to do the writing task
‘Describe yourself’? Why / why not?
• Have you ever seen similar writing
methodologies used before?
• What did you learn from this session?
• What skills/help/understandings did you need
to be able to participate in the activity?
• How did you feel while doing and / after
completing the session?
• Could you use the understandings from this
session in your work with children?
Workshop 5
Session 4
Slide 33
Supporting Students with
Writing
This session will focus on
ways to support the students
you work with in the writing
process.
Workshop 5
Session 5
Slide 34
Practice with the sequence
Scenario for using the ‘beginning and
emergent writer’ sequence:
– Go through the elements of the scaffolded
writing sequence with The Very Hungry
Caterpillar in mind.
– Imagine that the class has been reading this
book and all the students are now very
familiar with the story.
– The teacher has asked you to support three
students (who are reluctant writers)to retell
the story in written words and pictures.
Workshop 5
Session 5
Slide 35
Reflection
• What did you learn from this session?
• Have you ever seen similar writing
methodologies used before?
• What skills/help/understandings did
you need to be able to participate in
the activity?
• How did you feel while doing and /
after completing the session?
• Could you use the understandings
from this session in your work with
children?
Workshop 5
Session 5
Slide 36
Homework task
Option A
Work with a small group of students for one
week using the Scaffolded Writing program.
This will mean working with the small group
for 20-30 minutes each day.
OR
Option B
Plan and implement 3 writing lessons using a
lesson plan used in previous workshops or
one of your own choosing or, if you are
working towards a certificate, you can use one
provided by the registered training
organisation.
Workshop 5
Session 5
Slide 37
Glossary
• Words on the poster?
• Any words you want to note to find
out more about (Google, ask a
colleague)
• Add to the Glossary page at the end
of your workbook
Workshop 5
Session 5
Slide 38
Conclusion
Workshop 5
Supporting students writing development
The Strong Literacy and Numeracy in Communities Pilot was funded by the Australian
Government Department of Education, Employment and Workplace Relations as part of the
Education Revolution – Improving Our Schools – National Action Plan for Literacy and Numeracy
Summing Up and Evaluation
These workshops have been divided into
three main topics
– Oral Language
– Reading
– Writing
This is not all there is to know. But has
been a good beginning to what should be a
continuous process of learning for those of
us working to provide literacy support to
children in the primary school.
Workshop 5
Session 6
Slide 40
Literacy definition from
ACARA
Literacy is an integral part of the English curriculum.
Conventionally it refers to reading, writing, speaking,
viewing and listening effectively in a range of contexts.
In the 21st century, the definition of literacy has
expanded to refer to a flexible, sustainable command
of a set of capabilities in the use and production of
traditional texts and new communications technologies,
using spoken language, print and multimedia. In
English, students learn to read, write, listen, speak
accurately, flexibly and critically, and to view and create
increasingly complex texts for a variety of contexts.
http://www.australiancurriculum.edu.au/Learn/English/Organisation
Workshop 5
Session 6
Slide 41
Literacy definition from
ACARA
Literacy is an integral part of the English curriculum.
Conventionally it refers to reading, writing, speaking,
viewing and listening effectively in a range of contexts.
In the 21st century, the definition of literacy has
expanded to refer to a flexible, sustainable command
of a set of capabilities in the use and production of
traditional texts and new communications technologies,
using spoken language, print and multimedia. In
English, students learn to read, write, listen, speak
accurately, flexibly and critically, and to view and create
increasingly complex texts for a variety of contexts.
http://www.australiancurriculum.edu.au/Learn/English/Organisation
Workshop 5
Session 6
Slide 42
What the workshops aimed for
Big Ideas addressed in the workshop
• about children as learners?
• about supporting students’ oral
language development
• about supporting student’s reading
skills?
• about supporting students to develop
their writing skills?
• about educational language?
Workshop 1
Session 3
Slide 16
Student Profiles
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Name
Other names
Date of birth
Place of birth
Languages spoken at home
Mother’s country, language
Father’s country, language
Languages spoken by student
Languages understood by student
Who does the child live with (extended family)
Siblings / close family members at school
Places / communities the child travels to
Schools attended / Attendance history. Are any of these
schools bilingual?
Cultural / ancestral background
Workshop 1
Session 3
Slide 16
Scaffolded teaching learning
A sequence for planning
A
Getting Ready
B
Show me how (modelling)
C
Help me do it (guided practice)
D
Let me do it myself
(independent practice)
E
What did I learn?
Workshop 1
Session 4
Slide 22
Scaffolding
.
Workshop 1
Session 4
Slide 23
What we do to scaffold learning
Support children in the classroom by:• asking open-ended questions
• repeating new language
• rephrasing and modelling
• pause-prompt-praise
• extending
• being an active listener
Workshop 1
Session 4
Slide 29
Field, tenor and mode
• The field:
– What the communication is about - the field.
– What is the content matter or topic of the
communication?
• The tenor:
– Who you are communicating with - the tenor.
– Who are the people taking part in the communication?
• The mode:
– How you are communicating - The mode.
– Is it spoken or written communication and what media
are used?
Workshop 2
Session 2
Slide 3
Small group oral activity
E.g. One way information gap task
A
•• C
The one who has the
information
B
• Has no information
• Gives clear precise
information
• Listens carefully to A
for instruction /
information
• Answers clarifying
questions from B
• Asks clarifying
questions from A
C
Observes and discusses the activity with A and B
when it is finished.
Workshop 3
Session 2
Slide 4
Small group oral activity
E.g. Two way information gap task
. •A, B, C and D sit in a circle facing each other
•4 pictures in a sequence
•Must talk but now show
•Clear, precise information sharing
•Only look when confident
E – Records examples of the language used
Workshop 3
Session 2
Slide5
Small group oral activity
E.g.Describe and draw
Director
Other student
• C
• Draws a picture or • Listens attentively
series of shapes
• Draws pictures
• Gives clear, precise
and shapes after
instructions
instruction
• Uses positional
language
Observer - Records examples of language
used
Workshop 2
Workshop
2
Session
2
Session
2
Slide 6
Slide 6
The 3
cueing
systems
GRAPHO-PHONIC
KNOWLEDGE
Knowledge that sounds are
represented by letters & clusters
of letters
.
SYNTACTIC
KNOWLEDGE
Knowledge
about the system
SEMANTIC
Meaning
Making
KNOWLEDGE
Knowledge of topic
(field), cultural
of language e.g.
understandings &
word order, nouns,
links to life
pronouns,
experiences
tense,
Meaning making occurs when all three cueing systems work together
Workshop 4
Session 2
Slide 7
Read the following
Lambra goots fal trup rew
fal hepper. Ota namdo
bup quock sa terip wuta
gup sa flubbed jepo.
Workshop 4
Session 2
Slide 14
Divide your planning
1. What you will do with the students
before the reading
2. What you and the students will do
while the reading is going on
3. What you will do after the book
has been read
(Wallace in Gibbons, Scaffolding Language, Scaffolding Learning,
2002, p84)
Workshop 4
Session 3
Slide 40
Common Text types
•
•
•
•
•
•
•
•
•
Recount
Procedure
Information Report
Factual
Description
Explanation
Argument
Narrative
Discussion
Workshop 5
Session 2
Slide 6
Language features
Argument and Persuasion
Persuasion uses words like
wonderful, amazing, terrible,
attractive, frightening which
appeal to people’s emotions,
feelings and needs.
Workshop 5
Session 2
Slide 19
The young writer
Level
What children do when writing independently
Transition – Year 2
Years 3-4
Years 5-6
Workshop 5
Session 3
Slide 23
Scaffolded Writing
A.
B.
C.
D.
Getting ready (to write)
Show me how (to write)
Help me do it (the writing)
Let me do it (the writing)
myself
E. What did I learn (from the
writing)?
Workshop 5
Session 4
Slide 25
Before writing
What did you do?
What do the students do?
•Think
•Draw
•Write notes
•Talk
•listen
•Think
•Consider the audience
•Brainstorm
•Check ideas with others
•Talk
•Read
•Make notes
•Gather information
Workshop 5
Session 4
Slide 30
During writing
What did you do?
What do the students do?
•Write a first draft
•Share (conference)
•Think
•Check ideas
•Redraft
•Check grammar,
punctuation, spelling etc
•Write a first draft
•Share (conference)
•Think
•Make changes
•Conference with the
teacher
•Proofread or edit to check
spelling, grammar
Workshop 5
Session 4
Slide 31
After writing
What did you do?
What do the students do?
•Share the completed
piece
•Share the completed
piece
•Publish the piece (final
version)
Workshop 5
Session 4
Slide 32
Practice with the sequence
Scenario for using the ‘beginning and emergent
writer’ sequence:
• Go through the elements of the scaffolded
writing sequence with The Very Hungry
Caterpillar in mind.
• Imagine that the class has been reading this
book and all the students are now very
familiar with the story.
• The teacher has asked you to support three
students (who are reluctant writers)to retell
the story in written words and pictures.
Workshop 5
Session 5
Slide 35
Evaluation
Your chance to shape
professional learning for
paraprofessionals in
the future.
Workshop 5
Session 6
Slide 63
Conclusion
Summing Up Session
The Strong Literacy and Numeracy in Communities Pilot was funded by the Australian
Government Department of Education, Employment and Workplace Relations as part of the
Education Revolution – Improving Our Schools – National Action Plan for Literacy and Numeracy