Writing PD with Dr Jannie

 Crafted writing - apprenticed writing

Proof-reading/editing

Sentences

Editing - Does it make sense (at the word group by word group, sentence by sentence level) - Not left until the very end. Ongoing, continuous right from the start. Need to model this and expect this.

Detailing: Expanded word groups; construction of sentences (detailed simple sentences; complex sentences). What does a sentence with more detail look like?

Vocabulary: 

Spelling: ‘sounding out’ doesn’t work as so few English words actually can be sounded out.

1. Starting a draft paper lesson. (sometimes)

2. Build-in small little components of phonological training - mostly blends and suffix’s/prefixes. Start off with a small amount of time “5 minutes maybe”. - Think of the number of sounds associated with ‘ou’ - about 13!!. Start creating word-groups e.g. all words with a ou sound as in ‘rough’ - for each, get children to describe the word. If the children come up with a different word with the same sound, e.g stuff, start a new word group - park it though otherwise, you will confuse the kids.

3. Dictation. Write the dictation by hand. Self-check. Sentence structure, sense, missing words, and spelling. Collate the mistakes and practice them as their “spelling words”

Knowing how the text works in quality texts

Noticing of the text to find the main ideas and why they are the main ideas

Great paragraph writers - we want this. Knowing that a paragraph and/or a long text are necessary - take it from this angle rather than the sentence angle (full stops/cap letters)

Topic (what am I writing about) /purpose (why am I writing about this)/ audience should be what we start with at the beginning of the year.

• We do this automatically as adults, more than we realise.

• We need to be more explicit at teaching this to our children

• Need to be multi-model (able to use print, visual, static, moving, and spoken).

• Need to be multi-generic (do a little bit of explaining, doesn’t need to be prose text, might have anecdotes, etc). - would be tricky to do this on our blogs

How can we push out the windows to writing for audiences other than just for our bloggers??

How do we make writing motivational for the kids?

• Write a whole bunch of different writing styles around a central motivational topic - fits well with our inquiry topics.

Maximise understanding/minimise confusion is an author’s main purpose. 

Lots of mileage of the ideas to include

I have a role as a writer to put these ideas into paragraphs.

1. Thinking

2. Gathering ideas/knowledge - need to be able to do this BEFORE they even consider crafting a piece of writing.

Important to have a high level of motivation for the topic of writing - this is really important.

Get kids to know their topic - if they don’t, get them to think more and get more information about what they need to know. Organise it - which parts are you going to write about, sequential or are they going to hone in on one part? 

Read aloud

Children that get words wrong and have other people in their group jump in and say the word for them

• Prepare the children. Give them practice time to go over what section you want them to read. If they still say it wrong, let the group have a go or let the child take ownership of their apprenticeship

• Could even read part of the text first and then get children to repeat - repetition is known to be good for comprehension.

Every piece of writing: Topic, Purpose, Audience - Even free writing.

• Topic: ?

• Purpose: ?

• Audience: ?