I like the idea of using the same prompts that we use in reading when we are editing our writing; Does it look right? Does it sound right? Does it make sense?
I liked the comment about students setting goals for themselves in their writing. This is a continuation/extension of the success criteria set by teachers, but encourages them to share in the responsibility for their learning. It fits into the 'gradual release of responsibility' process.
Teaching students to set goals in their writing. The student needs to have a clear idea of what their main point is going to be and what is the purpose of their writing.
The comments regarding the intrinsic connection between reading and writing were interesting to me. I am keen to discover what other ideas that we may consider obvious have been taken for granted.
I liked the idea of using the writers control analysis sheet to really see where the students are as writers and taking on the 'almost controls' as a where to next.
My thinking was extended by the point that, "writing is a slowed-down process that allows children to attend to the details of letters and words." So often, I think we assume that writing conveys what a student knows, but not the technical aspects of writing. Perhaps, as teachers we need to focus more on writing for writing sake, rather than purpose, assessment, recording etc.
The quote by Clay about teachers who do not include writing in daily intervention lessons are severely limiting a child's opportunity to learn and progress overall has really extended my thinking and keeps churning in my head. How do we as educators make sure that we do this in a way that we give justice to both reading and writing in a purposeful way?
I like the idea of using the same prompts that we use in reading when we are editing our writing;
ReplyDeleteDoes it look right?
Does it sound right?
Does it make sense?
I agree that it is so important to comment the reading and writing so that the students understand that the 2 are connected.
ReplyDeleteI have been extended ...
ReplyDelete-to continue to model and support students in focusing on planning and self-monitoring when writing
I liked the comment about students setting goals for themselves in their writing. This is a continuation/extension of the success criteria set by teachers, but encourages them to share in the responsibility for their learning. It fits into the 'gradual release of responsibility' process.
ReplyDeleteThe information provided about investigating student's writing skills has extended my thinking... It was well set out and made sense to me.
ReplyDeleteTeaching students to set goals in their writing. The student needs to have a clear idea of what their main point is going to be and what is the purpose of their writing.
ReplyDeleteThe comments regarding the intrinsic connection between reading and writing were interesting to me. I am keen to discover what other ideas that we may consider obvious have been taken for granted.
ReplyDeleteFilling in the behaviours sheet reinforced the importance of looking at what they can do and celebrating that, as well as working from there.
ReplyDeleteStarting with the behaviours the writers almost control not the behaviours they don't yet control.
ReplyDeleteI agree, we most definatley need to start where the individual child is currently functioning and then support them in moving forward.
DeleteI liked the idea of using the writers control analysis sheet to really see where the students are as writers and taking on the 'almost controls' as a where to next.
ReplyDeleteMy thinking was extended by the point that, "writing is a slowed-down process that allows children to attend to the details of letters and words." So often, I think we assume that writing conveys what a student knows, but not the technical aspects of writing. Perhaps, as teachers we need to focus more on writing for writing sake, rather than purpose, assessment, recording etc.
ReplyDeleteHow to use the approaches to writing (shared, interactive, dictated, independent) in a mainstream secondary setting.
ReplyDeleteThe quote by Clay about teachers who do not include writing in daily intervention lessons are severely limiting a child's opportunity to learn and progress overall has really extended my thinking and keeps churning in my head. How do we as educators make sure that we do this in a way that we give justice to both reading and writing in a purposeful way?
ReplyDeleteIt is important to start with the concepts that the students almost control and then work on concepts that they don't control.
ReplyDeleteI importance of using writing in daily interventions to extend reading, and how to select the appropriate form of writing for purpose.
ReplyDeleteThe importance if writing every day, every lesson, to build confidence and overcome tentativeness.
ReplyDelete