Gal Price - University of Canterbury - Where to Next with Writing

Literacy Across the Curriculum Lead by Gail Price - Staff Meeting PD 31/7/18

Page 6 of Effective Literacy Practice - First Paragraph

Page 11 of Effective Literacy Practice - Quality environments and interactions with students are crucial
to developing writing skills

What is important to You (Round Robin of What is important to each of us)

• The breath of scaffolding (from beginning to end)
• Purpose/real life context
• Achievable goals
• Interest of students/shared experiences = motivation
• Writing for an audience, knowing your audience, and getting feedback
• Building on shared experience
• Scaffolding
• Inspiration
• High expectations
• Making a task achievable - tools e.g. speak write
• Cognitively engaging
• modelling - sharing good quality writing from authors
• Oral language
• Making it fun with a sense of progression/something to achieve
• That the child believes that the teacher believes in them

Gail Price shares her ideas

A whole lot of really good ideas that I missed ( will forward to us)

Model that you are a writer/reader

Writing process is the same across all ages.  The depth of thinking is the difference

Literacy Acquisition of Effective Practice pg 24-25

Effective Literacy Practice Years 1-4

To be successfully literate, students need to master three key areas of reading and writing: learning the code,

making meaning, and thinking critically.

Learning the code: This means developing the ability to decode and encode written forms of language.

The focus is on the conventions of written language and the skills required to read and write letters, words,

and text. “Cracking the code” is an exciting intellectual challenge for learners.

Making meaning: This involves developing and using knowledge, strategies, and awareness in order to

get and convey meaning when reading or writing. It also involves understanding the forms and purposes of

different texts and becoming aware that texts are intended for an audience.

Thinking critically: Becoming literate involves reading and writing beyond a literal, factual level. It involves

analysing meanings, responding critically to text when reading, and being critically aware when composing texts.

It also involves responding to texts at a personal level, reflecting on them, and finding reward in being a reader

and a writer.

When is the act of writing taking place in our classrooms

Writing comes in many languages - notices, books for kids to read in their own language

Is there a consistent way that we talk about the writing process across the school.

Is the consistent way we word,eit, craft across the school.  

Language features - how are we ensuring that kids have access to this

Next 20 minutes work in teams

Filled this form in with the Team using our Inquiry overview and what we have taught so far. This would be a

planning sheet for the whole year.

For Hapua this looks like

Teaching needs in point 3 are arrived at using the The Literacy Learning Progressions for your year level.  

Look at the list and record the things that are not already covered already and record at point 3.

From here work as a Team and Create a Plan for what opportunities there are in our Team Inquiry to cover these points.  

Fiona shared her team poster showing Waipuna’s direction for the remainder of the year.

Gail reads from Sharon Creech - How does Miss Stretchberry help Jack?