T1+Writing+2015

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Context for Learning and What I Did

 * The children had been practising writing using an interactive whiteboard method and many had begun to develop their own basic sentences**
 * and writing and spelling words independently. I was encouraging children to extend their thinking and lengthen sentences and attempt new ideas and words.**
 * Children were encouraged to either spell their own words or locate them from resources around the room eg word cards, dictionaries, alphabet cards and such like**
 * The WALT is :**
 * I am learning to: Write and spell words. Success Criteria: I know I can do this when I- -Can show or read my story and words to a buddy or the teacher**
 * I also model a sentence for the children as a story starter. This is on a Story writing chart and involves a class planning and sharing session.**
 * I chose 4 students to focus on with a skill and tick it off at the end of the lesson if they have achieved that skill eg using full stops or spacing between words.**
 * The children have the option to use the story starter or do their own.**
 * Children who are not yet writing stories independently can dictate a caption to copy the words of after they have attempted to write a starter sentence**
 * on a white board** **if they wish to.**
 * They are then expected to attempt their own words. Beginning children may also be at emergent stage where they are learning to form letters**
 * and trace over the top of words but can orally tell their stories.They are learning to use ipad apps such as Puppet Pals, Tellagami, Write about it,**
 * Comic Life and Book Creator to do this.**
 * I use a 'Go for Gold' pen to highlight children's valid attempts at or correct spelling of words, sentence structure, correct copying of words, use of full stops etc.**

What the children did and impact on their learning

 * The children have been writing lots of different stories. Progress has been made with children as they are writing longer stories**
 * or in some cases writing their own stories instead of copying the words of their dictated captions.**
 * One of my teacher classroom goals for 2015 is to extend the children's writing in the class and so I am focussing on**
 * ways and methods to help accelerate the progress of the children.**
 * I use motivational writing such as Dave Burgesses Hooks eg Mystery bag hook.**
 * One student selects a mystery parcel from a bag wrapped up.**
 * The students have to describe the object eg what it looks like and what it does and guess what they think it is.**
 * The closest person gets to keep the prize.**
 * The children's self confidence in writing has increased and children are trying to write more and get better all the time.**
 * I often take the students to the Principal to read their stories and get a Principal's sticker.**
 * Examples of children's writing are below. (These can be used as a comparison base later in the year to see the progress that they have made.)**

Evaluation and where to next?

 * The children are being assessed against National Writing Exemplars and the National Standards.**
 * I will continue to enhance the progress of the children's writing by encouraging them to 'write write write."**
 * I hope to motivate the children to have a passion for writing and confidence in their ability to produce amazing work.**
 * I will continue to use a variety of resources and assess the individual needs of each child and cater for them.**
 * I want the majority of the class to be at or above National Standards by the end of Term 2.**

** Making Connections to prior learning and experiences **

 * Children were able to integrate new learning with what they already know and understand.**
 * I was able to then build on what students knew and experienced and extend that learning.**

** Enhancing the relevance of new learning. **

 * Children were then able to enhance the relevance of their new learning, make connections**
 * across learning areas and further extend, modify and adapt their learning.**

Examples of children's writing
Whiore spelling many words independently and using some punctuation. Boyden spelling words and writing fro an audience.,



Hemara learning to spell words and use fullstops. Lukus beginning to write some of his own words

Te Orihana learning to write sentences and spell some words. Naz learning to write 2 sentences.

Hineawe staring to spell words and check her story to make sense. Shaolyn beginning to write her own words.

Parekawa learning to write words correctly on the line. Nga Kaari learning to copy the words that she dictated to the teacher.

Hohepa copying underneath dictated captions. Maika learning to trace over letters and form letters too

Van learning to spell words and checking that his story makes sense