15/04/2012

1

Supporting

Children to Edit and Improve

their Writing

Cutting Edge Literacy

April 2012

I know what I am

learning and why

I can find examples

in my writing

I can improve my

writing

I can talk about my

successes and next

steps

A balanced writing programme

Model

Shared

Guided

Independent

Hook children in.

Share the purpose with

the students – check

they engage with the

LI / criteria

‘Think aloud’

Demonstrate what

the learning looks

like (linked to LI/SC) Involve the students

in the process.

Think – peer - share

White boards

Paired, group or

individual –

supported by the

teacher Clearly linked

Open ended

Achievable

Students reflect

on their learning

Purpose

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2

What are the stages in the writing process?

Forming intentions (genre)

Crafting and composing

Ideas sentences spelling

punctuation handwriting

sentence structure

Reflecting on, re-crafting and presenting

Effective Literacy Practice

Lots of ‘talk for

writing’

Skill teaching

mini-lessons

Analysing

examples of

literature

HOOK -Teacher modelling and shared writing

Plan

Write

Read Read to a

friend

Put book away -

Choose a literacy activity

LIs

Clear

criteria

Frameworks

Plenary: Celebrating and reviewing writing

Teacher

roves and

targets guided

groups

Images from google images

Teacher as the facilitator

Teacher

Think

Peer

Share

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3

Respond as a reader

Positives (linked to criteria)

One improvement

(linked to criteria)

Responding to writing

Surface features –

spelling and

punctuation record in the

margin.

(see editing

guidelines)

3 stars

One

wish

Self

Peer Teacher

Reviewing and improving writing

Teach it

• Observe children to identify next steps

Goals / checklists

• Engage children with goals/ checklists; model it – make links ; make time;

Reviewing and

sharing

• Checklists; codes; different colours

• Time and systems

Personal responses

I felt… I admired…

The way that you described…made me feel...... My favourite moment was…because.....It

made me feel/think about.....

I especially enjoyed… BECAUSE

I was excited to read…because...

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4

LI: to write a narrative

Who? Where? What? Ending

We know that sentences:

Sentences

Make sense

Capital letter at

the beginning

Full stop at the end

Finger spaces

between words

No and after the full stop

Stop your full

stop crying - use

a capital letter

H h

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5

The dad and the boy made a

fire they cooked the fish

they felt excited They liked cooking their fish this way

We are learning to:

Write an introduction paragraph which

describes the setting

Image from The Hunger

Games

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6

Image from The Hunger

Games

After our successful hunt, Gale and I take a minute to

rest and enjoy the stunning view. The morning mist

covers the distant hills like a white sheet. We

appreciate the thick, lush trees which reach as far as

the eye can see. Listening to the beautiful sounds of

the wildlife, we think about our own barren district with

no life except hungry people.

‘We could run away you know and live in the woods,’

Gale murmurs after a long silence.

‘They would catch us in a minute,’ I reply, with regret

in my voice.

Criteria (check list)

Important information

scenery

Sounds

Simile

Complex sentences ( ‘ing’ verbs)

Like as

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Three successes

Symbols

Highlighters

Stars

Circle

Checklists

Improvement Linked to criteria and/or targets

Reminder prompt or a scaffold prompt

What is missing from the checklist? Can you add it in?

What did she hear? (scaffolded)

Can you tell us more about the sounds in District 12?

Surface features

Reminders rather than corrections

Encourage self correction

Build confidence and accuracy

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8

Kaurilands School

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9

Kaurilands School

Research findings on self marking M Im Verdict

Marks own closed exercises. 10 5 Saves T time. Can be a prompt

for children to correct work.

Marks closed exercises while

teacher goes through

answers and process.

10 9 Do more of this!

Edits own work (secretarial

features).

9 8 Emphasis must be on checking

what you know rather than all

errors.

Identifies where personal

target has been met.

8 9 Do this

Identifies where SC have

been achieved and

improvements could be made.

10 10 Do this.

Shirley Clarke

Research findings on

response partners working together

Activities M Im Verdict

Swap books and mark

closed activities.

8 1 Saves T time but little impact on

learning.

Edit written work

(secretarial features).

8 4 Can be negative – need many

ground rules.

Identify positive aspects

only.

9 8 Do this first.

Identify successes and

improvements against LI.

9 9 Do this next.

Present paired marking

decisions to class or

group.

9 10 Aim for this.

Shirley Clarke

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10

Mt Roskill Primary

Mt Roskill Primary

Name: Room: Level 1B Student targets

I am learning to:

Yes! Yes! Yes! Achieved

Date:

Audience and

purpose

Write about interesting

events and experiences. ☺ ☺ ☺ 10th May 09

Content/ideas Think about the ideas for

my writing and then say

them in sentences

before I write.

Structure Including punctuation

and grammar

Write my ideas in a

sentence.

Put a full stop at the end

of my idea.

☺

Language

features

Describe what

happened using

interesting words.

☺

Spelling and

handwriting

Write the words I can

spell in my writing.

Write all the sounds I

can hear in words.

Editing Tell my friend or teacher

about my plan and

writing.

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Group/ individual targets – questions to consider

Where will I get the

targets from?

How will I ensure

they are

manageable in

number and focus?

How will I ensure the

children know their

targets and know

how they are

progressing towards

them?

When will be

focus on our

targets?

When you have finished:

Come to the mat and read your writing

Put a star by your full stops

Read your writing to a partner

‘I like.......’

A capital

letter

finger

spaces . Full stop

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Checklist

√ Have I remembered to?

Write a beginning, middle and end?

Use sentences? . A Try all the words in my writing?

Checklist – Persuasive writing

√ Have I remembered to?

1. Write 3 paragraphs (highlight the spaces)

2. Use persuasive sentence starters

3. PEE point – elaborate - example

4. Write an introduction and conclusion

Highlight one thing that you could do even better

in your writing. Now can you improve this in your writing?

Tips for setting up self and peer assessment

Model it first

Link it to the LI and SC – use a checklist

Begin with self assessment

Make it manageable, i.e. highlight all the adjectives; highlight all your

full stops and capital letters; put 2 stars by ……

Initially complete the assessment as a whole class so that you can

monitor the process and provide feedback

Model and teach starter phrases

Teach a code for indicating that self and or peered edited has been

completed (signing name; 1 figure or 2 figures etc)

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Talking frame – peer assessment

I like the way you have …… For example ……

I think your story would be even better if you …..

For example ….. As your reader I would like to know....

I am not sure that I understand this

sentence/section. What did you mean by …..

I know what I am

learning and why

I can find examples

in my writing

I can improve my

writing

I can talk about my

successes and next

steps