Cyclone - Hamilton East Writing
Supporting my Year 4 target students in purposefully using language features to add further detail and structure to their writing.
Using Book Creator for Chrome to produce collaborative examples of work on specific language features.
I have decided to explore the digital tool Book Creator to support my target writing students this year. We have a large number of students who sit on Level1iii all year and find it difficult to transition to Level 2.
Unpacking the criteria of Level 2 writing.
Level 2
Vocabulary
Uses varied and precise adjectives, verbs, and nouns with some confidence.
Uses varied and precise adjectives, verbs, and nouns with some confidence.
Language features
Begins to use some features (similes, alliteration, onomatopoeia, to add interest). May attempt direct speech.
Begins to use some features (similes, alliteration, onomatopoeia, to add interest). May attempt direct speech.
An interesting article by Murray Gadd - What does an effective teacher of Writing do?
• To generate greater than expected learner gains in writing, it is necessary to effectively implement teacher actions related to all dimensions of effective practice (expectations; learning goals; learning tasks; direct instruction; responding to students; motivation and challenge; organisation and management; self-regulation).
• Effective implementation of teacher actions related to three dimensions (learning tasks, direct instruction, and self-regulation) is probably most critical if greater than expected learner gains in writing are to be made.
• Teachers’ instructional actions are most likely to be effective if they: – are regarded as purposeful by students – include meaningful opportunities for student involvement – are explicit and direct – are differentiated in terms of student needs – lead to opportunities for independence and self-regulation by students.
What Next:
I have joined the Book creator facebook group and followed the blog tutorials. Signing up to the paid version allows for collaborative books to be created.
With my Writing modelling group selecting a language feature focus, then students will use the tools to create a collaborative book with examples of the language features in practice.
• To generate greater than expected learner gains in writing, it is necessary to effectively implement teacher actions related to all dimensions of effective practice (expectations; learning goals; learning tasks; direct instruction; responding to students; motivation and challenge; organisation and management; self-regulation).
• Effective implementation of teacher actions related to three dimensions (learning tasks, direct instruction, and self-regulation) is probably most critical if greater than expected learner gains in writing are to be made.
• Teachers’ instructional actions are most likely to be effective if they: – are regarded as purposeful by students – include meaningful opportunities for student involvement – are explicit and direct – are differentiated in terms of student needs – lead to opportunities for independence and self-regulation by students.
What Next:
I have joined the Book creator facebook group and followed the blog tutorials. Signing up to the paid version allows for collaborative books to be created.
With my Writing modelling group selecting a language feature focus, then students will use the tools to create a collaborative book with examples of the language features in practice.
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