My Questions For Observation
*How can I use this to help my more advanced writers?
*How is teacher and / or peer feedback provided?
The teacher ran a focused group with target writers (WALT: use our picture plan to write), creating a modelled/shared piece of writing. Teacher and students discussed facts related to the picture plan. The teacher used questioning and probing to help students think of further ideas. She used think alouds, e.g. "I know we need a fullstop here," and prompting, "Hmmm, that is a looking word, where in the room would you find that?" Children then opened their picture plan from yesterday, and shared with a peer and the teacher. She gave individual next steps and sent each child to write, at times writing down a word they needed (e.g. 'gravity' looking words).
Teacher Focus Group 2
A second group learnt how to write an introduction with the teacher. Lost of think alouds were used....e.g. "I'm thinking that people need to know what we are writing about. They may want to know why we are writing it too," (purpose for writing). The teacher modelled an introduction and then partners discussed their own introduction. The teacher also explicitly taught the need to link from introduction to the report. The teacher checked if they needed any looking words (word bank in modelling book).
Next steps for my teaching:
* Continue writing over more than one day for advanced students, where students are encouraged to go deeper, using their feedback from the day prior. This could also mean revisiting and improving yesterday's work for advanced students.
* Use word bank in modelling book.
* Engage students by using space (our inquiry topic) as a stimulus. Future topics based on student interest: motorbikes, dinosaurs, other countries, languages, fairies, animals, superheroes
* Make the purpose for writing clearer for students, e.g. asking the student who wrote the piece in the modelling book, why they wrote it.
* Like Amy, I will continue to group students based on need and have an explicit teaching focus, using deliberate acts of teaching (see Effective Literacy Practise p.78).
* Provide opportunities for pair sharing feedback.
General
* Use of voice - whisper, louder to keep children's engagement
* Clicking fingers to remind class about whisper voices
* Have one non-voice call for attention (clap - all children stop and say 'collaborate and listen')
* Amy was so positive...the children definitely felt a sense of belonging, and were encouraged, motivated to write. Very inspiring!!
*How can I use this to help my more advanced writers?
*How is teacher and / or peer feedback provided?
Writing Modelling Book
Lesson Outline
Students were sharing facts about space, in preparation for writing factual reports about space (stimulus / ignition). The teacher revisited yesterday's modelling, on putting facts in order. Students had a reason for writing and the specific teaching of genre was woven in according to this purpose. Clear WALT (learning objective) in modelling book. Independent writers were given feedback the day prior, and sent off to continue with their work.
Modelling for First Focus Group
Teacher Focus Group 1The teacher ran a focused group with target writers (WALT: use our picture plan to write), creating a modelled/shared piece of writing. Teacher and students discussed facts related to the picture plan. The teacher used questioning and probing to help students think of further ideas. She used think alouds, e.g. "I know we need a fullstop here," and prompting, "Hmmm, that is a looking word, where in the room would you find that?" Children then opened their picture plan from yesterday, and shared with a peer and the teacher. She gave individual next steps and sent each child to write, at times writing down a word they needed (e.g. 'gravity' looking words).
Teacher Focus Group 2
A second group learnt how to write an introduction with the teacher. Lost of think alouds were used....e.g. "I'm thinking that people need to know what we are writing about. They may want to know why we are writing it too," (purpose for writing). The teacher modelled an introduction and then partners discussed their own introduction. The teacher also explicitly taught the need to link from introduction to the report. The teacher checked if they needed any looking words (word bank in modelling book).
Next steps for my teaching:
* Continue writing over more than one day for advanced students, where students are encouraged to go deeper, using their feedback from the day prior. This could also mean revisiting and improving yesterday's work for advanced students.
* Use word bank in modelling book.
* Engage students by using space (our inquiry topic) as a stimulus. Future topics based on student interest: motorbikes, dinosaurs, other countries, languages, fairies, animals, superheroes
* Make the purpose for writing clearer for students, e.g. asking the student who wrote the piece in the modelling book, why they wrote it.
* Like Amy, I will continue to group students based on need and have an explicit teaching focus, using deliberate acts of teaching (see Effective Literacy Practise p.78).
* Provide opportunities for pair sharing feedback.
General
* Use of voice - whisper, louder to keep children's engagement
* Clicking fingers to remind class about whisper voices
* Have one non-voice call for attention (clap - all children stop and say 'collaborate and listen')
* Amy was so positive...the children definitely felt a sense of belonging, and were encouraged, motivated to write. Very inspiring!!
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