writing inquiry
Today Michelle and I were discussing literacy programme/achievement/learning happening in Room 1. While there is good progress happening with reading I'm not happy with writing.
What's happening currently:
A focus has been on sorting reading levels, groups and independent activities. Now that reading routines are established, I need to give my writing teaching a spruce up. The children have been writing most days - but it is mainly independent and for 'mileage'. I'm noticing some children writing as minimal as possible. Some children are writing at length - but with long, run on sentences and repetition.
I've noticed too that when we have an interesting experience together - if I mention 'writing' I get a bit of a 'ugh, we don't have to write about it now do we' type reaction.
Currently, my expectations of the children's writing is too low - I've been happy if a sentence or two is written, thinking well it's a start! But it's a year 2-3 class and things need to be moving.
I have selected a group of 6 Year 3 students who are able writers and who need to be pushed/motivated.
Next steps:
-Revisit Literacy Learning Progressions and have a clear idea of where my target learners are and what their gaps are.
-how can I use what I learned from Jacinta about argumentation to provoke good writing?
-look into 'writing in role' and what else might motivate writing and give students a purpose to write.
-find out what interests the children and gather student voice re writing: what are you good at? what do you find tricky? what helps you?
-consider how I can use available technology.
intial googling and random reading:
What's happening currently:
A focus has been on sorting reading levels, groups and independent activities. Now that reading routines are established, I need to give my writing teaching a spruce up. The children have been writing most days - but it is mainly independent and for 'mileage'. I'm noticing some children writing as minimal as possible. Some children are writing at length - but with long, run on sentences and repetition.
I've noticed too that when we have an interesting experience together - if I mention 'writing' I get a bit of a 'ugh, we don't have to write about it now do we' type reaction.
Currently, my expectations of the children's writing is too low - I've been happy if a sentence or two is written, thinking well it's a start! But it's a year 2-3 class and things need to be moving.
I have selected a group of 6 Year 3 students who are able writers and who need to be pushed/motivated.
Next steps:
-Revisit Literacy Learning Progressions and have a clear idea of where my target learners are and what their gaps are.
-how can I use what I learned from Jacinta about argumentation to provoke good writing?
-look into 'writing in role' and what else might motivate writing and give students a purpose to write.
-find out what interests the children and gather student voice re writing: what are you good at? what do you find tricky? what helps you?
-consider how I can use available technology.
intial googling and random reading:
interesting: afftective resistor - how one sees oneself as a writer and how one feels about writing is
significant to the writing process.(p38)
In the below diagram - G= generating of ideas, T=translation of ideas and R=revision stage....'A break in any one of these skills networks
may disrupt the others and bring writing to a halt with the possibility that the writer
loses control of the meanings to be communicated.' (p43)
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