7/30/2019 Week2-LiteracyWriting in the Middle Year

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Effective Approaches to Writingin the Middle Years

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Every educator hasdispositions, knowledge,

and skills to providehigh-quality literacyteaching

(Professional Learning Opportunities)

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Educators: consistently apply high standards and expectations for

learners, themselves and colleagues are responsive to the learner, the context and the learning

opportunities take responsibility for learning outcomes, provide explicit

feedback and opportunities for learners to self assess intentionally design and evaluate

literacy learning, teaching andassessment

engage in focused professional

learning and work collaboratively withcolleagues

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Quality literacy teaching works to

 provide:

Differentiated, explicit and effectiveteaching targeted to the needs of 

learners Planned and sequential 

development of literacy skills and understandings

Consistent and high qualityenactment of whole site literacyagreements

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All teachers need to teach

the literacy demands of their curriculum area.

KEY MESSAGE

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Discussion Topic

What are the strategies used in tohelp teachers identify andunderstand the writing demands of their curriculum areas in the MiddleYears?

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Components to look at in writing

literacy

Spelling

Genre

process

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1. Curriculum Area Specific Spelling

and Vocabulary

Spelling strategies

Overview of spelling development

Principles of spelling

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Stepping Out Writing

Promotes a balanced approach tospelling- Both naturally andincidentally AND direct and explicitteaching of spelling skills andstrategies

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Range of Vocabulary and Spelling

What can Secondary Teachers do to workon Spelling?

Spelling principles

Recommended teaching emphases

Overview of Spelling Development

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Spelling Principles

Spelling is learned as we use it Learning to spell is part of the developmental

process of learning to write Errors are identified and developmental process Exploring words and vocabulary are part of 

learning to spell Effective students use a number of different

strategies interactively Students need to learn how to independently

select, apply and self evaluate spelling strategies

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List

Successful strategies currentlyused.

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2. Written Genres in the Middle and

Secondary School

Familiarity with written genres usedin the middle years.

Highlighting the need for explicitteaching of the stages within eachgenre.

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Genre frameworks “trainer wheels”

Biography/Historical recount Discussion Explanation Exposition: Analytical – Comparative essay

Exposition : persuasive Letter to the editor Information report/factual description Mathematics investigation Narrative: Myth Narrative: short story Newspaper Report Procedure/Instructions Recounts: personal, factual and imaginative Science investigation

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For Each Genre

Provides a framework –sample / template

Language features (point of view,verb tense, vocabulary)

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Question

How do you think you will attend togenre development in writing?

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How do you think you will attend togenre development in writing?

Selecting genre appropriate to year level andcurriculum area

Teaching the language features of particulargenres

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3. Productive Processes for Writing

Using a student centred approachfor writing (using the paragraph asa focus.)

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Productive Processes

Immersion- providing examples

Guided reading – analyse and compare

Modelled writing – teacher talk

Joint Construction – teacher and studentstogether

Guided Writing - group

Response – provide explicit feedback

Independent Writing – authenticopportunities

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Each process explicitly addressed inorder

Relates to other teaching andlearning frameworks

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Value of the focus on the paragraph

Topic sentence

Developing sentence

Supporting sentence Concluding or linking sentence

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In pair, come out with an idea of alesson to teach writing by choosingone of the THREE componentslisted:

a) spelling

b) genre

C) process

State the level and activities thatare suitable with your lesson