Reading and Writing Monday 5th and Thursday 8th August

Beginning the Internal Evaluation: 

What makes an effective literacy programme? 

Audience, Purpose and Motivation for Writing

Prior to the session we read:
Alison Davis, Effective Writing
Chapter 8, Celebrating and responding to writing

The key ideas: 

• Having a clear purpose and audience for writing is highly motivating for students, and involving them in determining this is an effective way to build motivation. 
• Students can learn a lot about writing through investigating their own and other's writing.
• Maintenance of skills and strategies for writing is an important aspect of everyday class practice.
• Allowing students a choice in writing activities provides an incentive for involvement and an interest in writing. 
• There are a wide range of possibilities in the creation and celebration of writing. 

We used the ECG template to discuss the reading in groups. 

Senior Team 

Junior Team:

We asked why write? 




We used Coggle to make a list of our students and attach them to an audience that might work for them.

Writing Session 7- Proof Reading V Editing

Nicola's Notes from Alison Davis: Effective Writing- Section on editing and proof reading

Success Criteria? WALT? Learning Questions? How do kids know what they are learning?
We split into two teams

1.
Gillian
Shona
John
Gabrielle

2.
Suz
Scott
Ximena
Anna
Nicola

Notes from session:

Gillian: Visual editing card co-constructed
Developing by focusing on one element at a time (eg. finger spaces)
Some students, as they become more able can deal with more.
Has begun using some visual cues related to genres.

Shona: Using SC on the board at the start of lessons. Some focus on surface features, Capitals and full stops
What we used last year - similar set for a while

writing tasks are kept tight
Feeding forward before they write - setting a goal along the way comments in the book
editing visuals
editing card visuals


Anna is using - checklists
tools that kids can use as their own success criteria
editing checklists
green light orange light - focusing on just this
“He is my buddy when I don’t have one”
Questioning - learner attributes - making links to LA through writing
Editing card for HFW

Editing is ‘Being a Thinker’ by………..
IYT Coaching - You are being a thinker -
Helping Circle - need to be more explicit
What did we do today to make our writing better?
Matrices - which ones do kids understand?

How could we re-word - more concrete ?
Can we see a Progressions of editing/sc/tools across the school.
Are we proof reading or editing ? or both ? 

Editing as they write - Gail Loane

Scott is using:




Seniors are using: Poem Success Criteria

Goal setting folder: Goal Setting

For next week. Try something new. Bring along photos and share what has worked/ has not worked. 

Something to think about...

Writing- Session 6

We got into our Jigsaw groups and shared what we have learnt from our readings. We did presentations to our group.

Suz, Scott- Alison Davis- Chapter 4, Different writing instruction

Alison Davis- Chapter 4, Different writing instruction

Nic, Gabrielle- Jo Boaler/ Growth Mindset and Assessment

John, Gillian - What do writers say good writing?

Ximena, Anna  - Effective writing (Murray Gadd)



Shona, Susie - Teachers as readers and writers (apologies)