I worked with a small group of writers, with Murray and Rowena Barker (level leader) observing.
The group includes lower - middle ability NE writers. All students are identifying the first sound of each word, and can say their story with support. They are working on using middle and end sounds in words; using knowing / looking words; re-reading their work; adding details & letter formation. We were revisiting descriptive pieces about our families.
I was interested in Murray's feedback on:
* My use of feedback for each child
* How I might help the students develop more independence in their writing
* How can I support those with high needs (specifically fine motor and phonics skills)
Feedback from Murray
Strengths (keep doing this):
* One to one conversations and questions to help children add details
* Noticing what students are doing well
* Giving feedback to each child
Next Steps Suggested by Murray:
* Use think alouds and modelling in every session
* Give the students a clear: 1. Task, and 2. Key Learning Goal
* Have high expectations in line with ability, e.g. don't be afraid to say to the students, "You could do two sentences by the time I come back to you. Go!"
Ideas to try:
* Labelled planning - e.g. four grid with one detail / word in each screen
* Writing indicators in book with reflection chart
The group includes lower - middle ability NE writers. All students are identifying the first sound of each word, and can say their story with support. They are working on using middle and end sounds in words; using knowing / looking words; re-reading their work; adding details & letter formation. We were revisiting descriptive pieces about our families.
I was interested in Murray's feedback on:
* My use of feedback for each child
* How I might help the students develop more independence in their writing
* How can I support those with high needs (specifically fine motor and phonics skills)
Feedback from Murray
Strengths (keep doing this):
* One to one conversations and questions to help children add details
* Noticing what students are doing well
* Giving feedback to each child
Next Steps Suggested by Murray:
* Use think alouds and modelling in every session
* Give the students a clear: 1. Task, and 2. Key Learning Goal
* Have high expectations in line with ability, e.g. don't be afraid to say to the students, "You could do two sentences by the time I come back to you. Go!"
Ideas to try:
* Labelled planning - e.g. four grid with one detail / word in each screen
* Writing indicators in book with reflection chart
I like Murray's suggestion for positive forecasting. It portrays a sense that you have confidence in your learner's ability. I'm going to try this in my hub.
ReplyDeleteI like Murray's suggestion for positive forecasting. It portrays a sense that you have confidence in your learner's ability. I'm going to try this in my hub.
ReplyDelete