handout pack: improving writing quality · web viewcreate a do/what chart to thoroughly examine a...
TRANSCRIPT
Handout Pack: Improving Writing Quality
Teach First
Modelling questions/ statements for strategy selectionModelled question Modelled response Who is my target audience? “I am writing for a XXX audience, a class
that has not yet learned about XXX. I should be sure to explain terms that the audience may not know.”
What goals am I trying to accomplish in my writing?
“I need the reader to understand the similarities and differences between X and X When planning my writing, I need to think about all of the things I know about X and X
What strategy could I use to accomplish my goals?
“I could make a Venn diagram to organise my thoughts and compare and contrast. The headings from the diagram could then be separate points in an outline.”
How should I carry out the strategy? “I think I will list the similarities first and then focus on the differences.”
Strategy Think Aloud Cue Words Predicting I predict…
In the next part I think… I think this is…
Questioning Why did… What did… How did… Where was… Should there…
Visualising I see… I picture…
Personal Response I feel… My favourite part… I liked/disliked…
Clarifying I got confused when… I’m not sure of… I didn’t expect…
Summarising I think this is mainly about… The most important idea is…
Reflecting I think I’ll… next time. Maybe I’ll need to… next time. I realised that… I wonder if…
Making Connections personal connections
This is like… This reminds me of…
Strategy Think Aloud Cue Words Predicting I predict…
In the next part I think… I think this is…
Questioning Why did… What did… How did… Where was… Should there…
Visualising I see… I picture…
Personal Response I feel… My favourite part… I liked/disliked…
Clarifying I got confused when… I’m not sure of… I didn’t expect…
Summarising I think this is mainly about… The most important idea is…
Reflecting I think I’ll… next time. Maybe I’ll need to… next time. I realised that… I wonder if…
Making Connections personal connections
This is like… This reminds me of…
Modelling Checklist1. Do pupils have the prerequisite skills to perform the task/activity?2. Have I broken down the concept or skill into its smallest steps? 3. Is the context age appropriate?4. Have I made clear why we are doing this (modelling) and what I expect from
pupils as a result? (i.e. independence)5. Have I used appropriate visual, auditory etc. ways to illustrate important
aspects of this concept or skill?6. Have I incorporated think-alouds- practised and scripted as necessary?7. Am I setting the benchmark for excellence- “Modelling High”?8. Have I made the success criteria explicit and am I using these when thinking-
aloud?9. Have I made clear the connections between each step?10. Have I modelled the use of any supporting scaffolds e.g.
number lines, key word lists, memory cues,11. Am I carefully deconstructing model examples?12. Am I checking for understanding, misconceptions? Quick-
fire questions used?13. TIMING- Pace, time to re-model up to 3 times, time for
questions and clarification?14. Have I factored in time for focussed practice?15. Does the model enable subsequent independent work- are
the knowledge, skills, processes required the same?
Planning StrategiesCreate a Do/What chart to thoroughly examine a writing prompt before beginning an assignment. Circle all verbs in the writing prompt that describe what you are being asked to do. Underline the words that describe what the task is. Then, create a chart to generate a roadmap for the writing assignment. Select one historical event to write a newspaper article about. Describe what happened during the event, who was there, and when it occurred. Your lead statement will communicate the most important points to the reader. Use quotes from eyewitnesses to support your reporting.
Do/ What Table
Do WhatSelect Select One historical event Write A newspaper article Describe Describe Use Use Quotes from eyewitnesses
Know, Want to know, what I learned table
K W LWhat I Already Know About This Topic
What I Want to Know About This Topic
What I Learned About This Topic
Source: What Works Clearing House 2016
Magpie sheet
Top/ Down graphic organiser
Example for Maths equation
Spider diagram
Future notices What are the facts?
Why am I writing?
Future notices What are the facts?
Why am I writing?
Introduction
Description
Habitat
Problems and dangers
Summary
Planning Frame
Audience and PurposePurpose explanation and example genre table
Source What Works Clearing House 2016
Purpose: techniques
Continued…
Key curriculum genres in school Science
Activity(Domains)
Genre Social Purpose
Doing Science Procedure to instruct somebody how to do something
Procedural Recount
to retell the aim, method and outcome of an experiment
Experimental Record
to enable scientific activity to occur and retell accurately the results and conclusions
Explaining Science
Sequential Explanation
to describe the phases of a process in a linear sequence
Causal Explanation
to describe and link the phases of an event in a predominantly cause and effect relationship
Theoretical Explanation
to illustrate a theoretical principle
Factorial Explanation
to explain the reasons or factors that contribute to a particular event
Consequential Explanation
to explain the effects, or consequences of an event
Exploration to explore competing explanations, or theories for a situation
Organising Science
Descriptive Report
to give information about one type of thing
Taxonomic Report
to describe parts or types of a group of things
Arguing Science Exposition to argue for a particular point of view on an issue
Discussion to argue the case for two or more points of view about an issue
Key curriculum genres in school History
Activity(Domains)
Genre Social Purpose Stages
Chronicling History
Autobiographical Recount
to retell the events of one’s own life
OrientationRecord of events(Reorientation)
Biographical Recount
to retell the events of a person’s life
BackgroundRecord of events(Evaluation of person)
Historical Recount
to retell events in the past
BackgroundRecord of events(Deduction)
Reporting History
Descriptive Report
to give information about the way things are or were
IdentificationDescription(Deduction)
Taxonomic Report
to organise knowledge taxonomically
ClassificationDescription of types or parts
Historical Account
to account for why events happened in a particular sequence
BackgroundAccount of events(Deduction)
Explaining History
Factorial Explanation
to explain the reasons or factors that contribute to a particular outcome
OutcomeFactorsReinforcement of factors
Consequential Explanation
to explain the effects or consequences of a situation
InputConsequencesReinforcement of consequences
Arguing History
Analytical Exposition
to put forward a point of view or argument
(Background)ThesisArgumentsThesis
Analytical Discussion
to argue the case for two or more points of view about an issue
(Background)IssueArgumentsPosition
Challenge to argue against a position, view orreading
(Background)ArgumentsAnti-thesis
Key curriculum genres in school English
Activity(Domains)
Genre Social Purpose
Factual/
RhetoricalExposition/Argument
Arguing for a point of view on an issue
Discussion/Discursive
Arguing the case for one or more points of view
Procedure Enabling people to do or make things
Story Observation Responding personally to things or events
Recount Responding personally to temporal succession of events
Narrative Dealing with and evaluating unusual or problematic events and their outcomes
Moral tale/fable
Telling a story with an explicit moral point of view
News story Dealing with newsworthy events
Response Personal Personal response to a culturally significant work
Review Assessing the appeal and value of a culturally significant work
Interpretation
Providing readings of culturally significant work
Critical Analysing culturally significant work and reading against the cultural values of its messages
Key curriculum genres in the Visual Arts
Activity(Domains)
Genre Social purpose
Persuasion Exposition Arguing for a particular point or issue
Discussion Exploring an issue from different points of view
Factual Descriptive report Giving information about one thing
Taxonomic report Describing parts or types of a group of things
Genealogical report Giving information about classes of things within historical framework
Procedure Instructing someone in how to do something
Procedural recountTo recount in order and with accuracy the goal steps and outcomes of an artistic activity
Response Descriptive Deconstructing and making a personal response to artwork
Evaluative Technical description and appraisal of artwork
Interpretative Technical description and appraisal of artwork
Critical Analysing meanings in artwork and denaturalising its cultural values
Revising
Examples: revising checklists
Source: TES
Revising Checklist
Have I written an interesting introduction?Have I used interesting vocabulary?Have I used a selection of different connectives?Have I used complete sentences?Does my conclusion make sense?
Action PlanStrategy/ Model ActionsModelling
Gradual Release of Responsibility
The Writing Process
Planning
Audience and Purpose
Revising
Other notes