Using real experiences to engage with children
in writing: Louise Dempsey
Can we build in a bit
of choice into our writing?
A balanced writing
programme:
-
like
reading programme
-
20 min
session – questioning, discussion, think peer share
-
strategically
place kids that you know are going to drop off
What are the stages in
the writing process?
-
Forming
intentions: lots of talking, analyse examples of literature
-
Crafting
and composing: ideas, sentences, spelling, punctuation, etc, skill
mini-lessons, planning frames
-
Reflecting
on, re-crafting and presenting (formative practice)
Lesson plan:
-
Hook
(purpose – teacher modelling and shared writing)
-
plan
-
write
-
read
-
read to
buddy
-
literacy
activity
-
Wrap up –
celebrate and review writing
-
Roving is
really important (I’m ok/I need help cards)
Talk to Jen about ordering dictionaries
Give the audience a job
– listening for wow words, clap full-stops etc
Forming intentions:
-
bite-sized
chunks
-
relevant
and real, be spontaneous
-
stem from
language experience or a known topic
-
real
audience and purpose – why am I writing this?
Different experiences:
-
do
something (walk, make something, drama, topic activity, grow something)
-
viewing
something (photo, video, performance, picture, animal)
-
listening
to something (story, music, interview, message, letter writing)
-
finding
something (shells, leaves, flowers, something special, treasure box, something
that belongs in a story)
-
email
someone about topic – gives a purpose for writing
-
class
toy/own toy – recount: take photos of what they do during the weekend, what the
children like to do with the toy, write about it
-
funny
photos/comics – use for writing inspiration
Using real experiences
to support writing:
-
experience,
hook and purpose – not always at writing time
-
oral
language – talk for writing, model correct grammar
-
planning to
support, sequence ideas
-
modelling
and sharing
Can be an imaginary experience
When you have finished:
-
read my
writing (can you correct 2 mistakes? Is
my message clear?)
-
Partner
check (Read, find the words you like)
-
Use symbols
in margins – what they saw, the action, why they liked it
Experiences:
-
“Lost in
the jungle”
-
Sailing to
… Samoa, etc
-
paired
writing
View something:
-
look at
photo and talk about it
-
youtube
clips to give an experience, what it would be like
-
sentence
starters
Listening to something:
-
factual or
imaginary
Books you can use for
scaffolding narrative writing:
-
Down the
back of the chair
-
Taniwha –
write about other mystical creatures/different culture’s creatures
-
Talk about
the sentences you would use in your writing
-
in
modelling book, show planning etc
-
“Stop your
full stop crying – use a capital letter”
-
Highlight
full stops and capital letters
Finding something:
-
sentence
starters
-
talk about
their ……
-
model then
kids do it to their partner
Boys respond well to visuals.
Talking about the
experience is vitally important.
Year 2-3 talk like they
are writing.
Gail Loane – “I’ve got
something to say”: More senior based,
big about celebrating writing.
No comments:
Post a Comment