Developing written explanations

Slides:

Advertisements

Similar presentations

AS/A2 – Making Notes Supporting Students Learning.

Advertisements

How to Improve Your Childs Writing. How Do You Feel About Writing? Is this you? Why?

6 Traits and More: A Practical Approach to Teaching Writing Effectively by Courtney Kistemann.

Writing Feedback – Technical Skill vs. Content HGIOS 5.2 – Teaching for Effective learning 5.4 – Assessment for Learning Literacy Toolkit.

Literacy Across the Curriculum 2 Developing Consistent Writing Skills.

Key Stage 3 National Strategy Standards and assessment: session 3.

Division of Youth Services Oct 26, 2012 Common Core & the Content Areas.

What is Literacy? According to A Curriculum for Excellence,

1 The National Literacy Strategy Early Literacy Support Training day 1 Quality First Teaching.

1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training Implementing English K-6 Using the syllabus for consistency of teacher judgement.

“Language shapes the way we think, and determines what we can think about.”

Year 3 Objectives: Writing

Session 2 “Clarifying the difference” Workshop: “D” Grade and “C” Grade Exemplar Scripts.

Hertfordshire County Council

WORSER BAY SCHOOL: CHILDREN AS WRITERS: A PRESENTATION FOR PARENTS MURRAY GADD: 2015.

Www. pdst. ie GRR Model, Pearson & Gallagher 1983.

Multimodal Planning and Teaching Sequence The following sequence and suggested activities have been adapted from the planning model presented by Bearne.

Focus Education Assessing Reading: Exceeding Year 6 Expectations Year 6 Exceeding Expectations: Comprehension Explain the structural devices used.

Presentation slide 1.1 Aims of the literacy module – the main features and teaching strategies used during English lessons – the role of the TA in supporting.

The Criteria.  Criterion A: Content (Receptive and Productive)  Criterion B: Organisation  Criterion C: Style and Language Mechanics  You can achieve.

Teaching literacy in TECHNOLOGY (MANDATORY) Stage 4 - Year 7

USING SHARED WRITING IN THE CLASSROOM

Unit 2 – Making It Real Learning Objectives Reflect on your classroom instruction to identify the literacy components you are already using and how they.

The Three Little Pigs Traditional Tales in Literacy to improve key competencies.

Assessing Reading Exceeding Year 5 Expectations Focus Education Year 5 Exceeding Expectations: Reading Comprehension Express opinions about a text,

Literacy Across the Curriculum

Language Objectives. Planning Teachers should write both content and language objectives Content objectives are drawn from the subject area standards.

Introduction to Primary Science APP. What do the AFs look like? AF1 – Thinking Scientifically AF2- Understanding the applications & implications of science.

Literacy Secretariat Literacy is everyone’s business Introduction to the Australian Curriculum: English Literacy as a general capability.

A Framework for Inquiry-Based Instruction through

EAL and Communication At Pleckgate High School Mathematics & Computing College.

How to Improve Your Child’s Writing. SpellingPunctuation HandwritingComposition Elements of Writing.

Claire Ridsdale, Teaching & Learning Adviser (Literacy

What is Explicit Teaching? Explicit teaching involves: planning for writing opportunities where the purpose and value of the writing is well-defined explaining.

The Cottesloe School is committed to safeguarding and promoting the welfare of young people CPD SESSION: Tuesday, 21 st February Promoting Literacy Across.

Keys to success on the Gateway: A checklist  Demonstrate that you understand the writing task  Address and develop all parts of the writing task  Organize.

Common Core National State Standards Math Language Arts Science, Social Studies, and other subject areas. Two foci: Reading and Writing.

ASSESSMENT TECHNIQUES THE FOUR PART MODEL Presented by Daya Chetty 20 APRIL 2013.

1 Early career teacher induction: Literacy middle years Workshop 2 Literacy teaching and the four resources framework Workshop 2 Early career teacher induction:

© Crown copyright CDO-EN Slide 1 CPDM 8: Thinking and writing as a writer: the sequence for teaching writing Ensuring the attainment of more.

What? All will learn 6 features of writing an effective argument. Most will be able to identify these 6 in a written argument. Some will be able to demonstrate.

Literacy in Science Extended Writing. Why literacy skills are important in science Many KS4 exams require extended writing outcomes New specifications.

The New Zealand Curriculum and Written Language. THE NEW ZEALAND CURRICULUM STANDARDS Level 4 Year 7 – Early L4 Year 8 – At L4 At Ellerslie School we.

Interdisciplinary Writing Unit: Writing Within Language Arts Tracie Wrye READ 7140.

Skills That Go Beyond the Single Word Level Inferencing/prediction Cohesion Main idea Summarizing Drawing conclusions.

Unit 2 – Making It Real Learning Objectives Reflect on your classroom instruction to identify the literacy components you are already using and how they.

Accelerating progress through guided writing

Morning Do Now!  Share your “ineffective” instructional situation  Class reflect in your Literacy Log  Let’s share!

Constructed Response Developing this writing practice as part of ongoing classroom assessment The value of constructed response is that it is teaching.

The Writing Process: Expository Writing Susan E. Kennedy Valdosta State University Summer 2005.

Process Skill Reading / Fluency. Students read grade-level text with fluency and comprehension.[1] October 20147th Grade ELAR.

Literacy in Science Developing skills across KS3-KS5 “The more you read, the more things you will know. The more that you learn, the more places you'll.

Focus on Writing How to Identify a Good Writing The Writing Process:Pre-Writing The Writing Process:Drafting and Editing Designing Controlled and Guided.

ACADEMIC LANGUAGE AND PERSPECTIVE TAKING EDC 448 WORKSHOP Building/Supporting Critical Thinking from Multiple Perspectives.

Richard Durant: Improving teaching and learning with the KS3 Strategy.

GCSE English Language 8700 GCSE English Literature 8702 A two year course focused on the development of skills in reading, writing and speaking and listening.

Preparing Teacher Candidates to Address Academic Language for the edTPA Bryan Gillis Ph.D. Associate Professor of English Education and Literacy Kennesaw.

What do Christians believe? Learning Objective: To plan a written response to the question ‘what do Christians believe?’ To revise our learning from the.

Objectives of session By the end of today’s session you should be able to: Define and explain pragmatics and prosody Draw links between teaching strategies.

Key Stage 3 National Strategy Literacy in science.

Assessment For Learning Using Self and Peer Assessment Strategies.

Parents Writing Workshop. Aims of session How is writing taught at Seer Green CE School? What elements of writing does my child need to be competent in?

GAT Preparation - the written component

Information for Parents Key Stage 3 Statutory Assessment Arrangements

An Instructional Framework

Possible Texts for writing exam

Why bother – is this not the English Department’s job?

Long Sutton Primary School

Literacy CPD Wednesday 30th January 2013 Focus on reading

An “A-Peeling” Look: Writing in Science and Social Studies

Presentation transcript:

Developing written explanations MPP Project Developing written explanations THINK – TALK – WRITE!

Step 1 to Step 2 Vocabulary – keep going on this Small, structured group discussions – collaborative explanations Connectives to link ideas – (‘How’ and ‘Why’ placemats, examples) to construct compound sentences Explanations tables Graphic organisers, activities for sequencing Model out loud how to sequence ideas

Step 2 to Step 3 Model (by making your thinking explicit) how to improve an explanation Allow pupils to collaboratively identify features of good explanations Allow practice in pairs – compose, rehearse, speak, draft, peer assess, improve and write Set literacy learning objectives, with clear success criteria PEE (Point Evidence Explanation)

Brainstorm: Key Ideas: Cells/Forces/Particles/Energy Question: Explain what happens to salt when you add it to water Brainstorm: Key Ideas: Cells/Forces/Particles/Energy Diagram Bullet Points · Paragraph Point: Evidence: Explanation:

Step 3 to Step 4 Construct complex sentences Coherence (logical and consistent) and cohesion (grammar / connectives) Audience and purpose

10 Steps to Writing Put the cards for the 10 steps into the correct order that you think you should teach it.

Sequence for teaching writing: 10 steps: Clear aims Provide examples Explore features of the text Define the conventions Demonstrate how it is written Compose together Scaffold first attempts Develop independent writing Draw out the key learning Review

1. Establish clear aims: Task Genre eg. article, report, letter Audience informs the type of language used Purpose Any of 8 non-fiction text types eg. Describe, Explain, Discuss, Argue, Compare

Six Most important text types at KS3 are…. Explanation – how Explanation – why Argument Conclusion Evaluation Plan These types of writing have conventions that need to be taught – see handout

2. Provide two good examples Explore the similar features of the text eg. Similar vocabulary, layout of text, sentence construction etc Teacher may read out loud / get pupils to read out loud

3. Define the conventions and rules Teacher leads them through, using what they found in 3, to identify the success criteria for the task Think out loud

7. Scaffold Teacher may need to provide some scaffold here to get pupils to discuss/ understand the science content, before they will be confident enough to contribute towards the shared writing

5 + 6 Model and compose together This is teacher-led writing on the board May prefer to have ‘here’s one I made earlier’ to use as a model in the early stages Pupils offer suggestions for improvement Re-read and re-draft

7. Scaffold Teacher may provide some support here eg. A sheet /placemat of connectives, or a grid to help pupils in their planning

8. Develop independent writing Pupils work in pairs to develop their own piece of writing

9. Draw out the key learning Scan /photo/ visualiser two examples of pupils’ work Together discuss the key features, annotate, and add improvements

10. Review Refer back to TAP Review if they have met the success criteria Link to other examples in science where they could /might have used similar writing Link to other subject areas