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SESSION ONE

UNDERSTANDING THE WRITING MAP OF DEVELOPMENT

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 1

WELCOME TO THE

Second Edition

WRITING PROFESSIONAL DEVELOPMENT


Please feel free to browse the Linking Assessment, Teaching and Learning Book on your table.
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 2

FIRST STEPS WRITING PROFESSIONAL DEVELOPMENT


TIME 2 hours DAY ONE DAY TWO

Understanding the Map of Development Assessing and Supporting Students Writing Development Contextual Understanding
Five Key Understandings

Use of Texts
Teaching Different Purposes and Forms of Text

2 hours

Conventions
A Student Centred Approach to Teaching Spelling

2 hours

Processes and Strategies


Supporting Students to use the Processes of Writing to Compose Texts

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 3

GOAL

To become effective users of the First Steps Writing Resource.

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 4

SESSION OUTLINE
Explore the beliefs that underpin the First Steps resource. Develop an understanding of a Multi Dimensional Model for Teaching Writing. Define and explain four aspects used in the First Steps Writing Resource. Explore the layout of the First Steps Writing Map of Development.
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 5

FIRST STEPS BELIEFS


Focused on Strategies
Investigative Reflective Scaffolded Tailored Supportive Tested Embedded Purposefully Practised Shared

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 6

WRITING ACTIVITY
List all the writing tasks you have undertaken in the past week. List other writing tasks you would like to do but havent had time for. Choose a writing task and record: Why are you writing this text? Who are you writing for? What form of text will you use?
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 7

THREE CUEING SYSTEM


Syntactic Semantic

Graphophonic PRIOR KNOWLEDGE

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 8

WRITING STRATEGIES
self questioning predicting paraphrasing / summarising connecting THREE CUEING SYSTEM
Syntactic Semantic

chunking using spelling generalisations

creating images determining importance


comparing re-reading synthesising

sounding out using analogy consulting an authority


using meaning using memory aids using visual memory

Graphophonic PRIOR KNOWLEDGE

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 9

Planning
self questioning predicting

WRITING PROCESSES WRITING STRATEGIES


paraphrasing / summarising connecting THREE CUEING SYSTEM
Syntactic Semantic

Drafting
chunking using spelling generalisations

creating images determining importance


comparing re-reading synthesising

sounding out using analogy consulting an authority


using meaning using memory aids using visual memory

Graphophonic PRIOR KNOWLEDGE

Publishing

Conferring

Refining

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 10

Summons Rules Poems Instructions Diaries Menus Surveys Notes Messages Reports Directions Labels Interviews Memos

RANGE OF TEXT FORMS


Affidavits Song Lyrics Blurbs Policies Timetables Fairy Tales

Blueprints Complaints Fables Myths

Cartoons Narratives

Descriptions

Competition Entries

Planning
self questioning predicting

WRITING PROCESSES WRITING STRATEGIES


paraphrasing / summarising connecting THREE CUEING SYSTEM
Syntactic Semantic

Drafting
chunking using spelling generalisations

Lists Retells Recipes Journals Invoices Word Puzzles Indexes

creating images determining importance


comparing re-reading synthesising

sounding out using analogy consulting an authority


using meaning using memory aids using visual memory

Graphophonic PRIOR KNOWLEDGE

Publishing
Glossaries Comics Expositions Apologies Biographies Editorials Autobiographies Explanations Contents Pages

Conferring
Job Applications Invitations Meeting Minutes Jokes Headlines

Refining
Experiments Personal Correspondence

Questionnaires Reviews

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 11

Purpose
Summons Rules Poems Instructions Diaries Menus Surveys Notes Messages Reports Directions Labels Interviews

CONTEXT OF THE WRITING EVENT RANGE OF TEXT FORMS


Memos Affidavits Song Lyrics Blurbs Policies Timetables Fables Descriptions Fairy Tales

Roles and Relationships


Blueprints Complaints Myths Competition Entries Cartoons Narratives

Planning
self questioning predicting

WRITING PROCESSES WRITING STRATEGIES


paraphrasing / summarising connecting THREE CUEING SYSTEM
Syntactic Semantic

Drafting
chunking using spelling generalisations

Lists Retells Recipes Journals Invoices Word Puzzles Indexes

creating images determining importance


comparing re-reading synthesising

sounding out using analogy consulting an authority


using meaning using memory aids using visual memory

Graphophonic PRIOR KNOWLEDGE

Publishing
Glossaries Comics Expositions Apologies Biographies Editorials Autobiographies Explanations Contents Pages

Conferring
Job Applications Jokes Meeting Minutes Headlines Invitations

Refining
Experiments Personal Correspondence

Questionnaires Reviews

Subject Matter
Created by Steps Professional Development Western Australian Minister for Education: 2005

Socio-cultural Influences

Situation
Session 1 Slide 12

ASPECTS
Use of Texts Contextual Understanding Conventions

Processes and Strategies

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 13

Purpose
Summons Rules Poems Instructions Diaries Menus Surveys Notes Messages Reports Directions Labels Interviews

CONTEXT OF THE WRITING EVENT RANGE OF TEXT FORMS


Memos Affidavits Song Lyrics Blurbs Policies Timetables Fables Descriptions Fairy Tales

Roles and Relationships


Blueprints Complaints Myths Competition Entries Cartoons Narratives

Planning
self questioning predicting

WRITING PROCESSES WRITING STRATEGIES


paraphrasing / summarising connecting THREE CUEING SYSTEM
Syntactic Semantic

Drafting
chunking using spelling generalisations

Lists Retells Recipes Journals Invoices Word Puzzles Indexes

creating images determining importance


comparing re-reading synthesising

sounding out using analogy consulting an authority


using meaning using memory aids using visual memory

Graphophonic PRIOR KNOWLEDGE

Publishing
Glossaries Comics Expositions Messages Biographies Editorials Apologies Autobiographies Explanations

Conferring
Job Applications Invitations Meeting Minutes Headlines Jokes

Refining
Experiments

Questionnaires Reviews

Contents Pages

Personal Correspondence

Subject Matter
Created by Steps Professional Development Western Australian Minister for Education: 2005

Socio-cultural Influences

Situation
Session 1 Slide 14

OUTCOMES / STANDARDS / BENCHMARKS / TARGETS


Level Level Level Level Level Level Level Level 1 2 3 4 5 6 7 8

First Steps Maps of Development


PHASE Global Statement
Indicators
_____________________ _____________________ _____________________

PHASE Global Statement


Indicators
_____________________ _____________________ _____________________

PHASE Global Statement


Indicators
_____________________ _____________________ _____________________

PHASE Global Statement


Indicators
_____________________ _____________________ _____________________

Major Teaching Emphases

Major Teaching Emphases

Major Teaching Emphases

Major Teaching Emphases

____________ ____________
Teaching and Learning Experiences

____________ ____________
Teaching and Learning Experiences

____________ ____________
Teaching and Learning Experiences

____________ ____________
Teaching and Learning Experiences

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 15

OUTCOMES / STANDARDS / BENCHMARKS / TARGETS


Level Level Level Level Level Level 3 4 5 6 7 8

First Steps Maps of Development


PHASE PHASE PHASE

Indicators

Indicators

Indicators

WHERE STUDENTS ACTUALLY ARE


MTEs MTEs MTEs

PROVIDES TEACHERS WITH DIRECTIONS TO HELP STUDENTS REACH THEIR DESTINATIONS


Teaching and Learning Experiences Teaching and Learning Experiences Teaching and Learning Experiences

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 16

ROLE PLAY WRITING INDICATORS


Use of Texts

Assigns a message to own written and drawn symbols. Demonstrates awareness that writing and drawing are different. Knows that print carries a message, but may read writing differently each time. Writes, then asks others to assign meaning to what has been written. Dictates to an adult what they want written, e.g. This is my toy. Talks about own writing and drawing. Attempts to write own name. Makes random marks on paper or screen. Makes horizontal or linear scribbles with some breaks. Produces circular scribble. Orally recounts own experiences. Begins to use the metalanguage associated with writing, e.g. word, letter, sound.

Contextual Understanding

States purpose or audience for own writing, e.g. This is a card for dad. Identifies and talks about characters from literary texts. Identifies and talks about people and ideas in informational texts. Role plays writing for a purpose, e.g. taking a lunch order in a restaurant. Makes links to own experience when creating texts. Talks about times when they have seen others writing. Reacts to written texts in their environment, e.g. signs. Imitates the act of writing when they see others write.

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 17

PHASE REVIEW
Work in groups of seven and allocate a different phase to each group member. Read the Global Statement and Indicators to get a sense of your phase. Record key words that summarise students behaviour in your phase in the Course Book. Report back, in sequence, highlighting the differences between students in your phase and students in the previous phase.
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 18

LAYOUT OF A PHASE
Phase Name and Global Statement

Indicators Major Teaching Emphases Teaching and Learning Experiences


Environment and Attitude
Use of Texts Contextual Understanding Conventions Processes and Strategies
Teaching Notes Teaching Notes Teaching Notes Teaching Notes Teaching Notes Involving Students Involving Students Involving Students

Supporting Parents
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 19

PARENT CARD
DEVELOPING VOCABULARY Experimental Card 8
Children will use the vocabulary they know when they are writing. It is important to continually provide your child with opportunities to learn new words and encourage them to use then in their writing. Assist your child to develop a large vocabulary by: talking about and helping your child to recognise words that are meaningful to them, e.g. name of their street, town, school, pet, friends. pointing out key words in the text and explaining words your child may not know. reading aloud a variety of good literature. reciting poems together. saying rhymes together. singing songs together. encouraging your child to dress up and use the language of characters from stories read. talking about familiar things and ensuring your child has a wide range of things to talk about. talking about topics of mutual interest with the expectation that your child will listen and respond. encouraging your child to retell the days events at the dinner table or on the way home in the car. valuing what your child says and providing a model of how to communicate, e.g. initiating and monitoring conversations.

Created by Steps Professional Development Western Australian Minister for Education: 2005

Session 1

Slide 20

RECAPPING THE SESSION


Explored the beliefs that underpin the First Steps resource. Developed an understanding of a Multi-Dimensional Model for Teaching Writing. Defined and explained four aspects used in First Steps Writing Resource. Explored the layout of the First Steps Writing Map of Development.
Created by Steps Professional Development Western Australian Minister for Education: 2005 Session 1 Slide 21