the writing genre - pdst writing genre... · 2020-02-27 · teaching of writing •to introduce and...
TRANSCRIPT
Workshop 1 - Objectives
• To reflect on current practice in relation to the teaching of writing
• To introduce and explore a range of writing genres
• To examine a structured approach to the teaching of writing genres
• To illustrate the seven step approach to teaching a writing genre
Key Messages
• The purpose of writing and the audience determine the writing genre
• The purpose for writing needs to be authentic
• Writing needs to be explicitly taught
Oral Language
Instruction
Language Learning
Environment
Listening &
Speaking
Spoken Texts
Vocabulary
Auditory Memory
Free Writing
Wide variety of texts
Attitude/ Motivation
Reading Fluency
ComprehensionVocabulary
Phonics
Things to try
• Free Writing Pack – letter to explain purpose
• Free Writing Copy – suggested topics and tick for a structure. Remains in school.
• 3/4 days a week – free writing time
• Topic Tree – to help children identify what they can write about
• A-Z of Writing – older pupils list
• Writing Go – see sample
• LEA opportunity – use scheduled/unscheduled events
• Travel journal - children writing a fictional account to a chosen destination
• Postcards - using a blank postcard child creates a picture and writes address and message
• Class news book – each child writes a snippet of news during the week
• Write a caption – provide pictures with blank speech bubbles/blank captions
• Wall stories - provide A3 sheets halving for illustration and text. Each pupil writes a sentence
7
Audience
Each piece of writing should have an intended audience!
authors chair
visitor
publish on website
display
class/teacher/principal
family/friends
Community organisations
Purpose
In order for children to engage in meaningful writing experiences, they need to have an
authentic purpose for writing
Writing needs to be real!
RecountPersuasive
Procedure Narrative
Report
The Big Seven!Cross-curricular!
A Visit to the Farm
There once was a…Recipe / Experiment/
Instructions
Homework should be banned
Sharks
Audience + Purpose = Genre/Text Form
ExplanationHow a kite works
Writing to SocialiseLetter/Email/Text
Activity
What genre is it?
Identify the structure of the genre!
What are the language features?
In what other curricular areas could this genre be taught?
Forms of writing
• Letters
• Cards
• Poems
• Songs
• Invitations
Capitalise on real opportunities as they arise!
• Post Cards
• Role play writing
• Messages
• Jokes
7. Presentation to audience
6. Independent Writing
5. Guided Writing
4. Shared Writing
3. Modelled Writing
2. Discover a framework
1. Familiarisation with the genre
Strand: Writing Strand unit: Receptiveness to Language Infants First and second Third and fourth Fifth and sixth
Experience and enjoy a print-rich
environment
Experience a classroom
environment that encourages
writing
Experience a classroom
environment that
encourages writing
Experience a classroom
environment that encourages
writing
Receive help from the teacher,
who will sometimes act as scribe
to assist with accuracy and
presentation
Observe the teacher as he/she
models writing stories
Observe the teacher
modelling different writing
genres
Observe the teacher model a wide
variety of writing genres
Seek help from the teacher in order
to achieve accuracy and an
appropriate standard presentation
Use personal reading as a
stimulus to writing
Express and communicate
reactions to reading experiences
Experience how a story structure is
organised by reading and listening
to fiction
Write and draw frequently Explore different genres Write stories that explore a
variety of genres
Experience interesting and
relevant writing challenges
.Choose topics to write about Choose both the subject
and form of his/her writing
Read personal writing aloud and
hear it read
Work with other children when
writing
Receive and give positive
responses to writing
Receive and give constructive
responses to writing
Re-read his/her writing for
pleasure
Experience a level of success in
writing that will be an incentive to
continue writing
Write for different audiences Write regularly for different
audiences
Choose the audience for
which to write
Write for an increasingly varied
audience
See personal writing displayed Have writing valued See his/her writing valued See his/her writing valued
Strand: Writing Strand Unit: Developing Competence and confidence and the ability to write
independently
Infants First and second Third and fourth Fifth and sixth
Write and draw Experience an abundance of oral
language activity when preparing
a writing task
Experience varied and consistent
oral language activity as a
preparation for writing
Experience varied and consistent oral
language activity as part of the pre-
writing process
See the teacher model writing
as an enjoyable experience
Confer with the teacher and others
on the quality of presentation
Give sequence to ideas and
events in stories
Observe the teacher improving writing
Choose subjects for drawing
and writing
Choose topics for writing after
conferring with the teacher
Regularly select his/ her own
topics for writing
Write regularly on chosen topics
.
Have regular opportunities to write
for himself/ herself or for others
Learn to use questions as a
mechanism for expanding and
developing a story
Engage with the writing of one
piece over a period
Choose to write for himself /
herself only
Write regularly, and gradually
extend the period over which a
writing effort is sustained
Write for a sustained length of time
Engage in the writing of one piece
over a period
Write, without re-drafting, on a given
or chosen topic within certain time
constraints
Co-operate in writing a record of
class activities
Take part in co-operative writing
activities
Develop an awareness of the
difference between written
language and oral language
Choose a register of language
appropriate to subject and audience