Vision PLD with Jude Parkes - Developing Writing Skills

Today during PLD with Jude, we looked at the writing demands and shifts in expertise within the Literacy learning progressions for writing from Year 1-10.  In seeing and discussing the progressions and the 'why' behind the progression we had opportunity to identify how well the progressions are set within our classrooms.

When asked what writing looks like in our classrooms, teachers identified a range of things that apply in their room.  It was agreed that the process of writing looks similar across the school, but oracy, scaffolding and extension of ideas varies across the school. Vocabulary walls and clines were evident in classrooms as part of scaffolding.  It is important to have these in place, but every so often it's a good idea to take them away to allow for independence...and put them back later.

Approaches used within classrooms here were - clinics, reading/writing applications (when writing focus is reports, then teacher is reading reports during reading time).   It's important that writing approaches are varied and include - Modeled writing, shared writing, guided writing interactive writing, language experience, innovations in text, skills focused mini -lessons, paired writing, peered writing, collaborative writing, joint construction, writing projects, independent writing.  Approaches should provide challenge, difference and surprise.

Gradual release of responsibility - direct instruction (I do it), guided instruction (we do it), collaborative instruction (You do it together), independent practice (you do it independently).  This means that writing groups should change.

Modelled writing involves the use of exemplars and teachers read them out to ensure understanding.  think alouds are also important within this context.  Shared writing includes 'I write and You write' at the same time.  Sharing of the pen, ideas and taking turns leading and often teachers revert back to and between both shared and modeled writing throughout a lesson.

A conversation should be had across school about what the writing process looks in our classrooms.  This conversation needs to be revisited in our school due to changing staff and PLD focus over the past couple of years.  How effectively are we sharing learning intentions with our students during a lesson and do we revisit before, during and after lessons.  Asking plenary questions at the end of lessons or the end of the day gives teachers an opportunity to find out if the purpose behind the learning has been achieved.  Using visuals as scaffolds and prompts to support learners is important and needs to be reflected on during planning.

Opportunity for talk alouds and think alouds should be given to children during lessons.

Pobble 365 - a good resource for writing and can be used within Language experience - repetition with variety.