Scott: I am sharing writing from an EEL . I am really impressed with this writing. I like how he did not follow the structure. He has shown imagery and is in the scene. He is gaining lots of vocab. He is orally ready.
Anna: I am sharing a child’s writing. We read Rata and the tree and took on different character from the story. He has taken on board feedback from mum on Seesaw. The editing that he has done is punctuation and has taken out one word. You can see personal voice from the forest people. Philosophy and ideas are strong. He has the purpose and audience.
The Writing Hunches
Anything you think is not relevant or anything to add?
Maybe our students already have an audience. They share with each other. There is Seesaw and there is us I think it is better when there is an audience. Looking out for more opportunities. The Minecraft video is a good example. There are different levels of audience and purpose. Feedback from parents is always rosy. What are we saying? Peer buddies give accountability. Everyone is heard.
Parent engagement in writing is difficult. Looking through a feedback lens- how much do parents know? What kind of feedback is given? Getting parents involved is light at the moment.
Sometimes teachers/ students need to say why they are posting or add articles.
Assemblies are a good time to share and use opportunities to say why we are doing what we are doing.
The purpose/ audience needs to motivate writers. Sometimes writing can be flat and meaningless.
How do we differentiate cognitive load for the different writers in our group? How do we extend the willing writers? How do we value the oral language? How much is linked to oral language? Anticipate the planning process…
One thing at a time…
Making it small and visual and manageable. They need to do one thing at a time. There is a lot of modelling and thinking aloud.
Make a community link. Writing would be more purposeful if it is seen at home.
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