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E209 Week 16 WRITING ((*Pre-writing: think, collect information, research…
E209 Week 16 WRITING
*Pre-writing: think, collect information, research and talk with others about our ideas... might sketch, draw, mind map or diagram our thoughts. also happens regularly throughout the writing of a text as we gather our thoughts to write the next sentence or paragraph. Looking out of the window (or even going for a walk) can be part of the writing process!*
*Composition:...role of the author....decide what we are going to say and how we will say it, and we probably choose to write according to the established genre that best suits our needs. We choose the words, sentences, structures, images and other meaningful components from which we build our text. ..the purpose of the text.*
*Transcription: more or less the same time as composition, and involves representing on the page or screen the words in our head. called a secretarial role and the focus is on presentation – spelling, handwriting and punctuation. As we do this, we continue to take into account the audience who will read our writing.*
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depends which part of process...first draft, let it flow, proof read focus on specifics of spelling & grammar
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Feedback, while the writing is still in process and not just when it’s finished, can help children hear how their writing sounds and see how it’s working.
yes, Dave surprised this not happening here
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useful to separate... processes of editing – text formally conventional, clear and correct – and revision where the focus is on the writer making sure that the text says exactly what s/he wants to say. Editing is something someone else can do for you, while revision can only be done by the author.
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Adults shouldn't correct, learn skill for themselves, it can be enough just to tell them to ‘look again’.
computers great - encourage children to use editing tools asap ...I'm not sure- we then become lazy- same as sat nav's !!
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Publishing
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AV Daisy talking about her writing - Teacher shoehorning blue and sapphire into phrase. If she wants to say crystal let her ...
AV Creature loose pt2- editing - making sure full stops. Again teacher did little to help with 'remember' just kept saying wrong version (which child did not realise was incorrect) no ' is that how bets to say that?" ended up just telling him and rubbing it out for him!!
The way an adult reads children’s writing and responds to it will have a big influence on their attitude to writing. Positive and constructive feedback will help them to develop the strengths of their writing.
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Reading a child’s writing aloud can bring out its meaning and give it colour and expression. It can help young writers to perceive the strengths and areas for development in their writing.
WOW
government report ... schools’ responsibility to deliver children from the ‘evil habits of speech contracted in the home and the street’ (Board of Education, 1921, p. 59)
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The notion of Standard English as the only ‘correct’ form privileges the speech of certain groups in society above that of others. When the first UK National Curriculum was introduced for England and Wales, grammar featured in connection with a concern that schools should be ensuring their pupils speak and write Standard English.
- The teacher’s job would be not to dismiss ‘I were’ as wrong, but explain that it is not the appropriate form for written Standard English, where ‘I was’ is needed.*
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no single way to help children who have spelling difficulties, so it is important to try to identify the particular problem they are having. Are they too reliant on the look of words (visual patterns), or are they relying too much on phonic strategies to spell words? To spell well, young writers need to become aware of spellings; they need to be ‘noticing spellers’. This enables them to draw analogies between words they know how to spell and words they are not sure of. All children can be helped by practising spellings using the ‘Look-Say-Cover-Write-Check’ routine
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some so scared to make errors avoid certain words. Either get staff to scribe (WP dictionaries) or encourage children to write freely and quickly when getting ideas down ,underline problem words & come back later (editing process)
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Daisy reading and writing AV (identifying punctuation and spelling errors - Homophomes week/weak) also reading 'columns' , dictionary - bottom up . all great/ necessary skills
each of these lessons is taken out of the context of a term’s work, in which all the children you’ve seen will no doubt have had experience of many different kinds of writing lesson.
found Look, cover, check AV !!!
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- the explicit teaching of grammar now has a prominent place in the curricula of many English speaking countries . . . justified on the grounds... it improves writing. . . a lot of the debate has been at the level of personal feelings and convictions, so we will attempt to go beyond those positions to examine what evidence there is that [grammar??] does help young learners develop as writers.*
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PMQ- AV
Both valid- do children need to know the convoluted terms? Nobody mentioning that those learning English as a foreign language know more about the structure of the English language than we do- which is embarrassing - or at least should be. Dave Cam correct that our children need to be more educated than we were !!
- Plowden report (CACE 1967), that ‘formal study of grammar will have little place in the primary school’ prevailed for many years.* - so it did before?? Our parents seem more clued up on grammar than us.
Horse has bolted!! sadly if parents do not understand cannot assist their children. Also perpetuate the 'don't need this we didn't do it attitude' Cheers Plowden !
technically READING - TA observed yr 6 boy rushing through books, but he loved drama. So they role-played and dressed up - He needed different types of books – cartoon books, magazines from home – as well as school books
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Children may also begin to echo or imitate writers whose work they are familiar with.- which is why reading is vital!!
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