5718303
Description
Flashcards by Jordyn Pitman, updated more than 1 year ago
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Created by Jordyn Pitman
almost 8 years ago
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| Question | Answer |
| Writing process | Forming intentions Composing and drafting Proofreading and editing Publishing Sharing and conferencing Assessment and goal setting |
| Forming intentions | choose topic and text form decide on purpose and audience gather information discuss plan with a buddy |
| Composing and drafting | Set ideas sequentially organise information and make links between paragraphs gain feedback from others Decide on what to add/remove attend to deep features/structure |
| Proof reading and Editing | Act on feedback Re-read and evaluate clarity Elaborate on ideas proofread checking surface features |
| Publishing | decide on how to publish insert graphics, colour, font finalise text |
| Sharing and conferencing & Assessment and goal setting | evaluate progress and mark off success criteria be proud of work show others and give constructive show 'where to next' |
| Persuasive text DATS | modelling co-construction of resources feedback clear timelines for process |
| Persuasive text Language features | passive voice verbs first person specialised vocabulary past tense emotive langage evidence connectors |
| Persuasive text structure | Sequenced in importance concluding sentence opening sentence / thesis opinion background information points to back up thesis examples and facts |
| persuasive and information - inquiry model starters | inquiry to find facts/info/data persuasive and info are factual texts info (describe, compare, analyse, observe) pers (propose, p.o.v, explain, adapt action for change) |
| Zumbrunn & Kraus 2012 Effective writing instruction... | - encourages student motivation and engagement - begins with clear and deliberate planning - is a scaffolded collaboration between teachers and students |
| Assessment for learning | formative for the teacher to inform further learning informal |
| Assessment of learning | summative for the student to inform the learning achieved formal / Nat Standards |
| Assessment as learning | student led to inform understandings and misconceptions |
| Reading language assessments | Three level guide: Literal (read on the line) Inference (read between the line) Application (read beyond the line) |
| Oral language assessments | . |
| Written language assessments | . |
| Visual language assessments | . |
| Multi-modal approaches generic | speech debate poster brochure letter to editor poem |
| text features that may cause challenges | brackets asterisks timelines technical vocabulary |
| text features that support learning | bold headings images/graphics text boxes paragraphing |
| Comprehension strategies | summarising visualising asking questions making connections skimming and scanning predicting developing PK |
| Information skills part of a book | locating subtopics locating/using key words using a glossary footnotes |
| information skills dictionary | find words quickly definitions words similar to check spelling derivations |
| developing vocab and comprehension strategies | . |
| The boy in the striped pyjamas | john boyne 2006 based on a true story |
| TBITSP plot 1 | intro to bruno intro to WW2 German officer (dad) job move from berlin to poland (auschwitz) |
| TBITSP plot 2 | Nazi vs Jewish conflict introduced conflict with family bruno decides to escape |
| TBITSP plot 3 | explores beyond the ended backyard meets a boy shmuel everyday bruno sneaks around shmuel as a boy prisoner make a bond |
| TBITSP plot 4 | bruno enters prisoner side of the fence wearing striped pyjamas shmuel got boys go to find shmuels father in prison centre |
| TBITSP plot 5 | bruno and shmuel get locked inside no way out |
| TBITSP plot 6 | murder occurs inside gas chamber parents never discover this parents enter world of pain and despair |
| importance of characters | contrast and similarities between shmuel and bruno importance of family and friends |
| benefits of story | lead to social studies inquiry historical context world war 2 and holocaust info |
| themes in story | friendship race freedom and confinement |
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