Key features of the writing workshop with students
Teaching Focus: adding further detail.
1. ASK students what great writers do. Note their ideas with icons on board. This is your shared success criteria (see example from TKI).
2. SHARE writing. Ask PEERS TO GIVE FEEDBACK (e.g. one great thing).
3. ASK students what their next step is (using icons and success criteria).
Exemplars to guide my instruction - Standard after One Year At School
http://literacyonline.tki.org.nz/Literacy-Online/Impact/Progress-and-achievement/Assessment-processes/National-Standards-Reading-and-Writing/National-Standards-illustrations
My use in class
I tried Murray's approach the following day. We looked at one child's work from the previous day. His teaching focus was adding details. Children were able to tell me that great writers:
* Think of a story (and plan it - either in head or with a picture)
* Say and hear the sounds
* Count out the words in their story
* Use finger spaces
* Reread their work
I then asked the child to come and say what he had learnt yesterday, and he told the others about adding details. We added this to our success criteria (with a '+' icon).
I then ran a focused teacher group with students whose next steps include adding details. I used lots of think alouds, prompting, questioning and rephrasing with children (see Effective Literacy Practice). Questioning helped each child to add further more information. I asked each child to notice what they did well, and we recorded this using the icons inn our success criteria. The highlighted icons are the next steps they decided to focus on.
Examples of work today:
Teaching Focus: adding further detail.
1. ASK students what great writers do. Note their ideas with icons on board. This is your shared success criteria (see example from TKI).
2. SHARE writing. Ask PEERS TO GIVE FEEDBACK (e.g. one great thing).
3. ASK students what their next step is (using icons and success criteria).
Exemplars to guide my instruction - Standard after One Year At School
http://literacyonline.tki.org.nz/Literacy-Online/Impact/Progress-and-achievement/Assessment-processes/National-Standards-Reading-and-Writing/National-Standards-illustrations
My use in class
I tried Murray's approach the following day. We looked at one child's work from the previous day. His teaching focus was adding details. Children were able to tell me that great writers:
* Think of a story (and plan it - either in head or with a picture)
* Say and hear the sounds
* Count out the words in their story
* Use finger spaces
* Reread their work
I then asked the child to come and say what he had learnt yesterday, and he told the others about adding details. We added this to our success criteria (with a '+' icon).
I then ran a focused teacher group with students whose next steps include adding details. I used lots of think alouds, prompting, questioning and rephrasing with children (see Effective Literacy Practice). Questioning helped each child to add further more information. I asked each child to notice what they did well, and we recorded this using the icons inn our success criteria. The highlighted icons are the next steps they decided to focus on.
Examples of work today:
That is such gorgeous writing! I can see the detail.
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