Writing+T2

= = toc = = = Writing Term 2 2012 =

** RTC 6 9 11 **

 * Context for learning and what I did **
 * The children had been practising writing using** **an** **Interactive whiteboard** **method and had begun to develop their own basic sentence writing procedures, such as Narratives** **and Instructions.**
 * I wanted them to start adding adjectives, similes and descriptive words to their writing as well as attempting to spell words themselves. I use a 'Go for Gold**' **pen for success and have yet to introduce a pink one for what they need to work on. I do that verbally and praise with the gold.**
 * I also use WALTS and Learning Journeys with the children so that they can verbalise what they need to do today and where to next.**


 * What the children did and Impact on their learning **
 * The children wrote a story on the sun. I have included a voice thread with photos of the stories that they wrote and some** **children reading their stories and talking about what words they used and why. The children learnt that they can use different ways to describe things and were pleased with the success of their stories. For example Alex saying, the sun feels like Rongo. He is in Rongo house group which is yellow. He also explained that that is why he used that description.**


 * Evaluation and where to next? **
 * The children have shown that they are capable of extending their writing vocabulary and ideas and we will continue to extend this together.**
 * Refer Ipads and Application sharing thread to see where to next examples of the children's writing.**

** Voice Thread Writing (Evidence) **

 * Student Voice **
 * includes pictures of children's writing in books. **

https://voicethread.com/share/3178189/

Teacher pedagogy
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.
 * Making connections to prior learning and experience **

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.
 * Enhancing the relevance of new learning **

= Writing Term 3 2012 =

** RTC 6 9 11 **

 * Context for learning and what I did **
 * I wanted to extend the children's writing to incorporate the new children in the class this term. Not only had I gained 3 Year 2 children but also 6 new entrants and 2 children from another school. I continued with using** **an** **Interactive whiteboard** **method with the new children and 3 other children keen to be included in the process. Others had begun to develop their own basic sentence writing procedures and were beginning to use their imagination, use descriptive vocabulary and adjectives as well as** **attempt to spell words themselves. I still use a 'Go for Gold**' **pen for success and, in conference with children individually, use a pink one ( with older children) for what they need to work on.I begin the lesson with a modelling book where we share ideas and vocabulary and also a starter sentence for children who need a guide to begin. Others are working independently and after our class sharing and planning session are able to plan and record their stories independently. These older children can access and remember many spelling words and attempt others. They still ask for help with some spelling words but are much more independent now and will try themselves more readily.**
 * I use WALTS and Learning Journeys with the children so that they can verbalise what they need to do today and where to next.**
 * I also have a group of new children who can verbally record ideas but not yet write them. These children participate in the class planning and sharing session as well as the whiteboard session to learn writing skills. They then dictate a sentence to me which I record. They read it back with me and attempt to record it. They then practise writing skills on applications on the ipads and use other literacy programmes such as orally recording ideas on quick voice and puppet pals. The new children often buddy with older children until they develop independence, but are encouraged to experiment and give it a go.**


 * What the children did and Impact on their learning **
 * The children wrote many different stories. I have included videos and photos of a variety of stories that they wrote and some** **children reading their stories and talking about what words they used and why. The children learnt that they can use different ways to describe things and were pleased with the success of their stories. Hurae is videoed reading his story about pigeons, which is related to his ICT inquiry focus. Alex recorded an EOTC experience at Flax Rock and Crysire Jade, an imaginative story describing a Gruffalo monster. We also looked at different ways of thinking when writing stories and used some of Tony Ryan's Thinking keys. Below are photos of stories about, " Different uses for a banana." 3 of the stories are independent and 2 are dictated new entrant stories using their ideas and imagination. By using these Thinking keys and De Bono's hats ( refer under T3 ICT thread for examples of this writing) children are developing different ways of thinking and expressing themselves, rather than the rote "I went to the shop," stories. Children are also learning independence, spelling skills, story and sentence structure and descriptive vocabulary.**


 * Evaluation and where to next? **
 * The children have shown that they are capable of extending their writing vocabulary and ideas and we will continue to extend this together. The older children will begin self editing and the younger children recording their ideas in written as well as oral form.**
 * Refer below for samples of work- videos and photos **

Teacher pedagogy
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. Children, in many cases, could voice their understandings of the connections that they had made to prior learning and experiences.
 * Making connections to prior learning and experience **

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.They will also be able to continue to apply their new learning to their story writing and across other curriculum areas such as Inquiry.
 * Enhancing the relevance of new learning **

Evidence
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 * Independent stories - Different uses for a banana. Anaru, Crysire Jade and Ebony**


 * 2 dictated stories by Soul and Huntah ( Just started school)- Different uses for a banana (Tony Ryan's Thinking keys).**