Monday, 26 May 2014
MURRAY GADD PLD
WRITING PROFESSIONAL LEARNING AND DEVELOPMENT- M.Gadd:
These notes are from all of the PD I've received from Murray Gadd in relation to writing.
SIMPLE PLAN STRUCTURE:
Model the writing through open discussion
Allow Ss to plan with peers
SIMPLE PLAN STRUCTURE:
Model the writing through open discussion
Allow Ss to plan with peers
WRITING STRATEGY / STRUCTURE OF TEACHING
motivation
purpose
audience
text type etc… refer to pic below.
Look at effective literacy chapter 5.
Look for this book in the resource room. Get a copy for Nic too.
TEXTS- professional texts to be used in conjunction with the LTP’s for literacy.
AN EFFECTIVE WRITING PROGRAMME:
daily opps / writing mileage
group rotation, provide instructional time, at least 1x in a week where each group of kids has had a 1:1 opportunity to meet with the teacher. **
4 days a week
40-50 minutes
provide a range of teaching / learning approaches: to, with & by
range of purposes-
KEY QUESTION- Am I guiding / motivating / inspiring students to write.
**: Perhaps inquiry as a group, a story as a group, shared writing, writing analysis of a piece of writing, or teacher conferencing with each person. But there needs to be time with the teacher.
THE INSTRUCTIONAL TEACHER APPROACH-
Think alouds
Be open to TEACHABLE MOMENTS- sports days, rainy / stormy / windy / hot / cold weather
Create a wall display that has this…
CLEAR INTEGRATION OF INQUIRY IN THE CLASSROOM:
Students should be using WRITING / READING TO LEARN not just focussed on LEARNING TO READ & WRITE.
WRITING PD- M.Gadd part 3
teaching narrative writing
Use this structure to begin writing
WRITING PD- part 4
the afternoon session
Refer to the junior timetable for a writing tumble...
The application of this in the senior school: chn are grouped by their instructional level. IND writing can look as though the ss choose what they will do in order to focus them on the task.
Day two of the rotation could be about crafting and working with a buddy...
GROUP SCRAP BOOKS-
as each session progresses allow the Ss to take the group box or the scrap book, they can instruct each other of their focus / learning intention / co-teach & learn alongside each other.
DAY 1
GROUP 1: T1
GROUP 2: IND- spelling / handwriting / visual language tasks
GROUP 3: IND- crafting their writing independently T2
DAY 2
GROUP 1: IND- continue with own writing, buddy conference T2
GROUP 2: T1
GROUP 3: IND- spelling / handwriting / visual language tasks
DAY 3
GROUP 1: IND- share writing, analyse a piece of writing
GROUP 2: IND- continue with own writing, buddy conference T2
GROUP 3: T1
DAY 4
GROUP 1: IND- spelling / handwriting / visual language tasks
GROUP 2: IND- crafting their writing independently T2
GROUP 3: IND- share writing, analyse a piece of writing
WRITING ASSESSMENT SHEET:
Tracking form- weekly, written on at the end of a day
This can be possibly be used in the classroom, it's best to create a key for short hand. A plenary whereby a name is dropped by a category and a date is allocated. Then annecdotal notes could be written up afterward.
M.GADD'S OTHER APPROACH-
Here today focus by using the instructional scrap book, whereby names are recorded on the sheet for Ss that are present in the lesson. Learning goal is recorded and altered writing is displayed.
MOTIVATIONAL BOOK-
Some indepdent writing prompts: Ask Me by Antje Damm.
This can motivate students to think about a piece of writing and plan it in their mind using their imagination first. It's promotes open discussion.
Refer to the remainder of the slides to get a picture of what to plan in writing for the year. Include the various teaching approaches and list them as LE's in the LTP. Work alongside NIC to develop the writing plan.
M.GADD MEETING WITH PARENTS-
Respond to what children do well, not just what they wrong.
Avoid focusing on surface features.
It’s crucial to acknowledge ideas that are mentioned in writing.
You could respond to their writing, in writing, and ask them to elaborate.
They don’t have to be forced to write at home.
Talk about WHAT they could write about.
Ask open questions.
M.GADD MEETING- LEAD TEACHERS MEETING 20.02.2014
Brainstorm the necessary things that a WRITING PROGRAMME needs to be effective.
Teacher goal - Writing strategy.
Suggested use in the classroom.
Teachers will write a goal and then develop a way to meet it in the classroom. This could be an umbrella focus across the school and it would tie in well in WORK AGREEMENTS.
Teachers need to enquire into how effective a goal is, and then develop it / personalise it for themselves.
M.GADD OBSERVATION: 21.02.2014
Teaching focus will be directed at Y4&5 and the instructional.
My role is to observe the INSTRUCTIONAL STRATEGIES.
Typically in the real world, this lesson would be taught in an authentic manner.
Not covered at the PD TOD was INSTRUCTIONAL STRATEGIES- modelling, feedback etc
TEXT FORM- recount about a Friend’s dog that ate shoes. Baxter. The focus will be to recount it being naughty. The students will focus on writing a recount about their own lives.
Teacher model.
Choosing a topic
Developing a learning Goal- add detail to the writing, precise vocal, sequence
Developing the content.
Model planning
Model a piece of writing
Independent writing- splinter group
Celebrate at the end
OBSERVATION FOCUS-
I need to look at scaffolding. This will be key during the feedback session at the end of the lesson.
TEACHER OBSERVATION:
TEXT: ONCE UPON AN ORDINARY SCHOOL DAY
AUTHOR: COLIN MCNAUGHTON
Perfect for writing
A motivation for writing is a necessity…
A bank of different writing motivators is key…
Use music to help kids to imagine / brainstorm / engage the students
Take away the boundaries and allow them to openly write.
Students should be allowed to write with speed to get their ideas out.
As a teacher don’t be obsessed or upset because a plan doesn’t work.
Provide an authentic context for writing, allow the child to share something personal. It’ll grow the rapport between student and teacher.
Planning / brainstorming before writing- do we or don’t we?! We need to acknowledge that some kids don’t need to plan on paper. There isn’t always one way to plan.
HAVE DISCUSSIONS with the class about what quality writing is and what it looks like. Provide examples, analyse them and give feedback.
SHOW not tell in writing is crucial.
WRITING PURPOSE-
Suggest through actions and dialogue.
Use the FISH BONE task in reading to link into CHARACTER writing.
FISH BONE TASK: What does the character say / do / look like / how do they interact with other characters?
Use the above in class to drive writing about characters.
Refer to this example-
Name Liam Dagg
Occupation philanthropist/charity face
Lives in a North otago Family Estate
Born North Otago
Personality:
Affluent Empty Complex drifter Arrogant
3 Interesting things:
Been a drug mule
Married for a week to a royal
Adopted brother of allblack
Overdose, quadbike accident, body not found for ages.
Otago Daily Times
Otago’s Fallen Son
Philanthropist dies tragic death age 31.
Whilst performing routine checks on his spacious 200 acre family estate. Disaster struck as Liam Dagg was found pinned under his Quad bike by his estranged wife 8th in line to the throne princess Tara Billups. Reports suggest that the state of Mr Daggs body show that he had been in the crevasse in which he was found for some time. Toxicology reports suggested high levels of ibuprofen, progesterone, oestrogen, and **.
Liam was a well-known and well liked member of our local community, being a very public figure as the adopted brother of All black Israel Dagg and the face of a number of national and international charities. Brother Israel was quoted after his triumphant return to form at Ellis Park as being overcome with grief and shocked to learn of the cocktail of drugs found in his system.
Although the drug use may have been a surprise to brother Israel, the LAX airport staff and police would not be surprised, following Liam’s 2008 Arrest for drug trafficking.
Liam is survived by his dogs Brutus and lola, and his small herb garden.
WRITING PROFILE:
After SSW, encourage Ss to share OR T to read out to the class.
WRITING PROFILE:
After SSW, encourage Ss to share OR T to read out to the class.
SIMPLE PLAN STRUCTURE:
Model the writing through open discussion
Allow Ss to plan with peers
SIMPLE PLAN STRUCTURE:
Model the writing through open discussion
Allow Ss to plan with peers
WRITING STRATEGY / STRUCTURE OF TEACHING
motivation
purpose
audience
text type etc… refer to pic below.
Look at effective literacy chapter 5.
Look for this book in the resource room. Get a copy for Nic too.
TEXTS- professional texts to be used in conjunction with the LTP’s for literacy.
AN EFFECTIVE WRITING PROGRAMME:
daily opps / writing mileage
group rotation, provide instructional time, at least 1x in a week where each group of kids has had a 1:1 opportunity to meet with the teacher. **
4 days a week
40-50 minutes
provide a range of teaching / learning approaches: to, with & by
range of purposes-
KEY QUESTION- Am I guiding / motivating / inspiring students to write.
**: Perhaps inquiry as a group, a story as a group, shared writing, writing analysis of a piece of writing, or teacher conferencing with each person. But there needs to be time with the teacher.
THE INSTRUCTIONAL TEACHER APPROACH-
Think alouds
Be open to TEACHABLE MOMENTS- sports days, rainy / stormy / windy / hot / cold weather
Create a wall display that has this…
CLEAR INTEGRATION OF INQUIRY IN THE CLASSROOM:
Students should be using WRITING / READING TO LEARN not just focussed on LEARNING TO READ & WRITE.
WRITING PD- M.Gadd part 3
teaching narrative writing
Use this structure to begin writing
WRITING PD- part 4
the afternoon session
Refer to the junior timetable for a writing tumble...
The application of this in the senior school: chn are grouped by their instructional level. IND writing can look as though the ss choose what they will do in order to focus them on the task.
Day two of the rotation could be about crafting and working with a buddy...
GROUP SCRAP BOOKS-
as each session progresses allow the Ss to take the group box or the scrap book, they can instruct each other of their focus / learning intention / co-teach & learn alongside each other.
DAY 1
GROUP 1: T1
GROUP 2: IND- spelling / handwriting / visual language tasks
GROUP 3: IND- crafting their writing independently T2
DAY 2
GROUP 1: IND- continue with own writing, buddy conference T2
GROUP 2: T1
GROUP 3: IND- spelling / handwriting / visual language tasks
DAY 3
GROUP 1: IND- share writing, analyse a piece of writing
GROUP 2: IND- continue with own writing, buddy conference T2
GROUP 3: T1
DAY 4
GROUP 1: IND- spelling / handwriting / visual language tasks
GROUP 2: IND- crafting their writing independently T2
GROUP 3: IND- share writing, analyse a piece of writing
WRITING ASSESSMENT SHEET:
Tracking form- weekly, written on at the end of a day
This can be possibly be used in the classroom, it's best to create a key for short hand. A plenary whereby a name is dropped by a category and a date is allocated. Then annecdotal notes could be written up afterward.
M.GADD'S OTHER APPROACH-
Here today focus by using the instructional scrap book, whereby names are recorded on the sheet for Ss that are present in the lesson. Learning goal is recorded and altered writing is displayed.
MOTIVATIONAL BOOK-
Some indepdent writing prompts: Ask Me by Antje Damm.
This can motivate students to think about a piece of writing and plan it in their mind using their imagination first. It's promotes open discussion.
Refer to the remainder of the slides to get a picture of what to plan in writing for the year. Include the various teaching approaches and list them as LE's in the LTP. Work alongside NIC to develop the writing plan.
M.GADD MEETING WITH PARENTS-
Respond to what children do well, not just what they wrong.
Avoid focusing on surface features.
It’s crucial to acknowledge ideas that are mentioned in writing.
You could respond to their writing, in writing, and ask them to elaborate.
They don’t have to be forced to write at home.
Talk about WHAT they could write about.
Ask open questions.
M.GADD MEETING- LEAD TEACHERS MEETING 20.02.2014
Brainstorm the necessary things that a WRITING PROGRAMME needs to be effective.
Teacher goal - Writing strategy.
Suggested use in the classroom.
Teachers will write a goal and then develop a way to meet it in the classroom. This could be an umbrella focus across the school and it would tie in well in WORK AGREEMENTS.
Teachers need to enquire into how effective a goal is, and then develop it / personalise it for themselves.
M.GADD OBSERVATION: 21.02.2014
Teaching focus will be directed at Y4&5 and the instructional.
My role is to observe the INSTRUCTIONAL STRATEGIES.
Typically in the real world, this lesson would be taught in an authentic manner.
Not covered at the PD TOD was INSTRUCTIONAL STRATEGIES- modelling, feedback etc
TEXT FORM- recount about a Friend’s dog that ate shoes. Baxter. The focus will be to recount it being naughty. The students will focus on writing a recount about their own lives.
Teacher model.
Choosing a topic
Developing a learning Goal- add detail to the writing, precise vocal, sequence
Developing the content.
Model planning
Model a piece of writing
Independent writing- splinter group
Celebrate at the end
OBSERVATION FOCUS-
I need to look at scaffolding. This will be key during the feedback session at the end of the lesson.
TEACHER OBSERVATION:
TEXT: ONCE UPON AN ORDINARY SCHOOL DAY
AUTHOR: COLIN MCNAUGHTON
Perfect for writing
A motivation for writing is a necessity…
A bank of different writing motivators is key…
Use music to help kids to imagine / brainstorm / engage the students
Take away the boundaries and allow them to openly write.
Students should be allowed to write with speed to get their ideas out.
As a teacher don’t be obsessed or upset because a plan doesn’t work.
Provide an authentic context for writing, allow the child to share something personal. It’ll grow the rapport between student and teacher.
Planning / brainstorming before writing- do we or don’t we?! We need to acknowledge that some kids don’t need to plan on paper. There isn’t always one way to plan.
HAVE DISCUSSIONS with the class about what quality writing is and what it looks like. Provide examples, analyse them and give feedback.
SHOW not tell in writing is crucial.
WRITING PURPOSE-
Suggest through actions and dialogue.
Use the FISH BONE task in reading to link into CHARACTER writing.
FISH BONE TASK: What does the character say / do / look like / how do they interact with other characters?
Use the above in class to drive writing about characters.
Refer to this example-
Name Liam Dagg
Occupation philanthropist/charity face
Lives in a North otago Family Estate
Born North Otago
Personality:
Affluent Empty Complex drifter Arrogant
3 Interesting things:
Been a drug mule
Married for a week to a royal
Adopted brother of allblack
Overdose, quadbike accident, body not found for ages.
Otago Daily Times
Otago’s Fallen Son
Philanthropist dies tragic death age 31.
Whilst performing routine checks on his spacious 200 acre family estate. Disaster struck as Liam Dagg was found pinned under his Quad bike by his estranged wife 8th in line to the throne princess Tara Billups. Reports suggest that the state of Mr Daggs body show that he had been in the crevasse in which he was found for some time. Toxicology reports suggested high levels of ibuprofen, progesterone, oestrogen, and **.
Liam was a well-known and well liked member of our local community, being a very public figure as the adopted brother of All black Israel Dagg and the face of a number of national and international charities. Brother Israel was quoted after his triumphant return to form at Ellis Park as being overcome with grief and shocked to learn of the cocktail of drugs found in his system.
Although the drug use may have been a surprise to brother Israel, the LAX airport staff and police would not be surprised, following Liam’s 2008 Arrest for drug trafficking.
Liam is survived by his dogs Brutus and lola, and his small herb garden.
WRITING PROFILE:
After SSW, encourage Ss to share OR T to read out to the class.
WRITING PROFILE:
After SSW, encourage Ss to share OR T to read out to the class.
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