Alana [email protected]
[email protected] @alanamadgwick1
(Join the secondary literacy mailing list)
IMPROVING WRITING ACROSS THE CURRICULUMFOCUS: DIFFERENTIATION TO SUPPORT ESOL LEARNERS
SETTING THE SCENEFinding out what you already know.
So'o le fau i le fauTranslation: Join the hibiscus fibre to hibiscus fibre; Unity is strength.At the end of the session I will ask you to write down your key learning from today on your petal then glue to make a hibiscus
KNOW YOUR LEARNER• Using the two pieces of
string, make the North & South Island
• Write on the post-its three places that have special meaning to you. Place the 3 post-its in or outside of NZ.
• In groups share each place and why it is important to you.
• Time limit: 10 minutes. I will give a 1 minute warning
WHAT IS WRITING?• “Creating meaningful text for a specific
audience and purpose that has specific style and conventions”
WHAT IS WRITING?“Creating meaningful text for a specific audience and purpose that has specific style and conventions”
“WRITING FLOWS FROM A SEA OF TALK”
HOW CAN WE HELP SPONGEBOB?
STRATEGY: POST-BOX ACTIVITYPURPOSE: TO ACTIVATE YOUR PRIOR KNOWLEGE
There are several questions around the room –using your post-its, individually answer each question and stick your answer on the question.
When finished each group will select one question and summarise the main ideas to present back to the group.
You may present the main ideas in any way you like e.g. written, visual diagram, skit.
STRATEGY: CONCEPT CIRCLE
Purpose: To think critically about how these words are connected.Task:1. Discuss in your groups how your four words are connected.2. Write a sentence that uses 3 or 4 of the words.
Content / Ideas
Audi
ence
/Pu
rpos
e
Stru
ctur
e/Or
gani
satio
n
Voca
bula
ry/
Lang
uage
fe
atur
es
Think like a writer
How can I make my writing better?
PRINCIPLES FOR EFFECTIVE WRITING ACROSS THE CURRICULUM1. Make literacy learning explicit for every writing task to build independence.
2. Activate students’ prior knowledge
3. Make deliberate links between reading and writing
4. Make deliberate links between speaking and writing
5.Develop vocabulary and vocabulary solving skills
6. Support students to generate ideas for writing
7. Support students to structure their writing
8. Give feedback/forward that is specific and manageable-writing is a process.
DEMONSTRATE UNDERSTANDING OF ART WORKS FROM MAORI AND OTHER CULTURAL CONTEXTS USING ART TERMINOLOGY
• A level 1 Art (Literacy) Achievement Standard
TASK A: INVESTIGATE AND ANALYSE.Find out as much information as possible about each of the art works and collect this in your visual diary. You might find information from exhibition catalogues and websites, a gallery educator, and books about the artists.
TASK C: Present your findings using Art terminology. Consider the following questions as a starterto each of your paragraphs of your essay:
• How and why do artists represent the figure in their work?• How and why are there differences between how Maori and other artists approach to representing the figure?
SEVEN PRINCIPLES FOR EVIDENCE-BASED TEACHING (GEOFF PETTY)1. Students must see the value of learning2. Students must believe they can do it3. Challenging goals4. Feedback and dialogue on progress
towards the goal5. Establish the structure of information and
so its meaning6. Time and repetition7. Teach skills as well as content
JOIN THE SECONDARY LITERACY MAILING LISThttp://literacyonline.tki.org.nz/Literacy-Online/Community-discussions/Secondary-Literacy/Secondary-Literacy-Community-Guidelines
So'o le fau i le fauTranslation: Join the hibiscus fibre to hibiscus fibre; Unity is strength.On your petal, write one key idea that you have learnt from this session.
Glue and make a hibiscus.
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References:Writing Next: Effective strategies to improve writing of adolescents in middle and high schools (PDF) (Graham and Perin, 2007)
http://literacyonline.tki.org.nz/Literacy-Online/Community-discussions/Secondary-Literacy/Secondary-Literacy-Community-Guidelines.(Join the Secondary Literacy online mailing list)Petty G. 2009. Evidence-Based Teaching, Nelson Thornes London
