Sally Simpson Literacy Facilitator & Coach July 2013
NZLA Conference July 2013
Teaching Writing with Text Models
Purpose: to build professional knowledge around the teaching of writing
Success criteria: as a group, be able to
 Identify features of effective writing
 Match a text model to a learning intention
 Use a text model to co-construct SC
 Plan a lesson using a text model
 Write a text model
 Make links to our reading programme
Sally Simpson Literacy Facilitator & Coach July 2013
WRITING
TERM 1 2013
ROOM: 21
YEAR LEVEL: Yr 5
GROUP STUDENTS WHAT CAN THEY DO
Refer to NZC, ELP, AsTTle reports &
indicators, LLP, Standards, ELLP
Wild
Darren
TEACHER:
WHERE TO NEXT
Refer to NZC, ELP, AsTTle reports & indicators, LLP,
Standards, ELLP
 use a mind map for planning
 support or elaborate main ideas with detail
Things Isac
 sequence events in time order
 select precise and descriptive words to create a
2P
 content is limited, but relevant
Sione
Nathan
Moana
Fifita
Katy
Tim
 some key content and high
frequency words
 simple and some compound
sentences
 most simple sentence indication
mental image
 use sentences with a variety of structures,
beginnings and lengths including some complex
sentences that are mostly correct grammatically
 use basic punctuation that is mostly correct
 use the conventions of dialogue
 organise related ideas into paragraphs
 independently revise and edit
Sally Simpson Literacy Facilitator & Coach July 2013
Knowledge of Literacy Learning across the Curriculum and
Engaging Learners with Texts
MOE – The Writing Hub
‘To lead students’ learning and accelerate their writing progress with confidence, you
need to be secure in your own knowledge of the English language and how it is put
together. You have to be able to recognise effective writing (and its features) in
published texts and in your students’ work. You also need to be able to identify the
characteristics, structure and features of the various text types that your students
need to write in order to meet the demands of the planned learning tasks.’
Improve your knowledge of language and text types
 Work collaboratively with other teachers to identify the writing opportunities and
challenges that students come across as they write in the context of a particular
inquiry or topic
 Collect and share text models
 Study your own personal reading
Sally Simpson Literacy Facilitator & Coach July 2013
Where do you find text models / exemplars?
 Write your own
 Novels, picture books, poems
 Student work
 School Journals http://journalsurf.learningmedia.co.nz
 Teacher texts e.g. I’ve Got Something to Say, Write Ways
 English Exemplars
 AsTTle what next www.tki.org.nz/r/asttle/whatnext
 English on line http://english.unitecnology.ac.nz
 ARBs http://arb.nzcer.org.nz
 Libraries
 Newspapers, magazines, billboards
Sally Simpson Literacy Facilitator & Coach July 2013
How do you recognise effective writing?
 By being a reader
 Get to know the well known authors, read reviews, note awards
 Build your knowledge – LLP, Reading and Writing Standards, Writing Hub,
Teacher Notes, professional texts e.g. I’ve Got Something to Say, writing
websites, workshops
 Brush up on your grammar
 Be familiar with writing assessment tools e.g. e-asTTle rubrics
 Engage in regular and on-going moderation
 Work collaboratively – share with others

Write yourself
Sally Simpson Literacy Facilitator & Coach July 2013
A GIANT STORY
A giant came to town. He was an angry giant. He stormed down the street. He
smashed everything in sight. Two police cars pulled up. The giant looked at
them. The giant picked them up. He put them in a tree.
Sally Simpson Literacy Facilitator & Coach July 2013
STORY NUMBER 1
A giant came to town.
He was an angry giant.
He stormed down the street.
He smashed everything in sight.
Two police cars pulled up.
The giant looked at them.
The giant picked them up.
He put them in a tree.
Sally Simpson Literacy Facilitator & Coach July 2013
STORY NUMBER 2
One morning, a giant came down from the hills.
He was angry.
He roared and he fumed.
He stormed down the street, swinging a tree trunk round his head and smashing everything in
sight.
Just as he’d finished smashing the empty bus that was parked outside our school, two police
cars pulled up with their red and blue lights flashing.
The giant looked scornfully at the police cars.
He picked them both up and stuck them in the highest branches of an oak tree.
The giant stepped over the playground fence.
He pulled up our climbing frame and twisted it like a corkscrew.
Then he sat down on the big concrete pipe.
Meanwhile, the school emergency bells were ringing, and all the children were crouching under
their desks and tables.
Sally Simpson Literacy Facilitator & Coach July 2013
References
 The Writing Hub – Teaching Writing in Yrs 1-3, 4-6, 7-8 Ministry of Education (2012)
http://literacyonline.tki.org.nz
 Literacy Learning Progressions (LLP) Ministry of Education (2010)
 Reading and Writing Standards Yrs 1-8 Ministry of Education (2009)
 Effective Literacy Practice Yrs 1-4, 5-8 Ministry of Education (2006)
 I’ve Got Something to Say by Gail Loane and Sally Muir. Aries (2010)
 Write Ways by Lesley Wing Jan. Oxford Uni Press (2011)
 Linking the Language Strands by Jill Eggleton and Jo Windsor. Heinemann (2004)
 A New Grammar Companion by Beverly Derewianka. PETAA (2012)
 Teacher support materials: http://literacyonline.tki.org.nz
 English on Line: http://english.unitecnology.ac.nz
Contact
sally.simpson.facilitator@gmail.com
www.sallysimpsonfacilitator.co.nz