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Description
Section A - The Writing Process
- Why are information texts or
persuasive texts likely to be a
focus on the writing component
of an inquiry?
- Transmission of
ideas, conveying a
message writes with
a purpose and
audience in mind,
present ideas.
- Authentic and
meaningful use of
literacy when writing
in context
- Mutually beneficial -
inquiry develops
literacy skills, as
literacy skills develop
understandings in
inquiry topics.
- Concrete understandings -
can be used for assessment
purposes.
- Transmission of
ideas, conveying a
message writes with
a purpose and
audience in mind,
present ideas.
- What do children need to
know and to be able to do if they
are to write transactional
text at this level?
- Teachers role in this?
- Deliberate acts of
teaching
- Modelling, prompting,
questioning
- Modelling, prompting,
questioning
- Establish learning
intentions - clear
understanding of
learning
intentions
- Goal setting
- personal
learning
goals
- Feedback
- Provide opportunity for
students to present
their work.
- Provide opportunity for
students to present
their work.
- Deliberate acts of
teaching
- Select clear ideas and information (ELP)
- Link ideas an place in logical order
- Use prior
knowledge about
texts
- Reflect on writing
- Choice of words
- Use of voice
- How it's structured
- Use of images,
visual language
features
- Choice of words
- Attend to deeper
and surface
features
- Provide and
receive peer
feedback
- Teachers role in this?
- Transactional text
- Chain of communication
- Letters
- Emails
- Proposals
- Communicating
information usually
for a persuasive purpose
- Letters
- Chain of communication
- Stages of writing
- Forming intentions
- Purpose
- Planning to create an effective text
- For engagement and motivation
- Aides in the
development of
personal learning
goal
- Planning to create an effective text
- Pedagogical feature
- Why writing -
identifying
purpose
- Modelling sequencing of ideas
- Brainstorming,
mindmapping,
questioning
- Use of exemplars and other
resources to support writing
- Frontloading
information,
building topic
specific vocab
- Why writing -
identifying
purpose
- Purpose
- Crafting composing a text
- Purpose
- Record ideas and information in the
best possible way
- Record ideas and information in the
best possible way
- Pedagogical features
- Modelling writing texts
- Thinking aloud as you write
- Thinking aloud as you write
- Discussions about writing - peer, groups, whole class,
- Modelling writing texts
- Purpose
- Reflecting, reworking and presenting
- Purpose
- Enhancement of text
- Present text for desired purpose
- Enhancement of text
- Pedagogical features
- Provide opportunity to present texts
- Explicit teaching of recrafting skills
- Establishing classroom climate conducive to sharing work
- Promotion and explicit teaching of effective feedback
- Provide opportunity to present texts
- Purpose
- Forming intentions
- Benefits of creating a climate and culture
for literacy in the classroom
- community based approach
- Create sense of belonging
via shared values
- Create sense of belonging
via shared values
- Supports emotional and social well-being
- Supports risk-taking in a safe environment
- Students have clear
understanding of expectations
- Active participation and sharing of
ideas and expertise
- Fosters student autonomy - personal goal setting
- community based approach
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