Staff PLD

FHO – Write that essay

-      2 year plan

-      Target group: Yr 9 & 10

Post writing Strategy

After writing, introduce two rules (sentence with 18 words; reading aloud). This is based on evidence from research.

They need to think about the size of their sentences. Helpful for reluctant writers and ‘over’ writers.

Reading aloud you can hear your pauses and often come across errors.

The perfect student: these strategies won’t work with students who already write well.

Activity Ideas

Series of short sentences that they can recraft using the two rules- needs to be relevant.

Use work from previous students - apply the two rules.

Use an example of their work to develop as a class - split sentences up; count how many words (highlight them); recraft; highlight first two words; look at sentence starters...

Success Criteria: Develop the control of a sentence

Term 2 Target: All year levels

There are more workshops coming up. At this point in time teachers from ENG and SOS will be given this opportunity. 

Further development opportunity for another teacher to focus on level two.

Another workshop on paragraphing will be available later in the year - maybe one teacher from 

What do we do now - use these two strategies in our classes!! Discuss with our HOF's if we would like to participate in any workshops.

BMA
Pastoral entries.
We need to input pastoral notes correctly - we need to make sure we are putting the note into the correct category and including the correct teacher code/s. In group entries, make sure we do not use the students names - initials are OK. Professional language needs to be used. 
I feel like my KMAR entries are done correctly. 

MCH

Collaborative inquiry - second one can be moving on from the first (digging deeper).

We are using the six standards and links to Mahi Tahi.

Gathering evidence for our teacher appraisal. We have been sent the appropriate docs by email.

Gathering evidence shows that we have participated. Evidence that demonstrates how we meet the standards we keep ourselves.
Everyone will be observed twice, there will be PD on how to do this. Observe for 5 mins; write furiously for 10; observe once more,  note any changes/extra info.
Gathering evidence; making sense of the information gathered; discussed with the person you have observed.
Term three and four - digging deeper.

Updating the Textile's Blog

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Teacher Only Day - Write that Easy

TOD 6/3

Write that essay programme – Sentence Workshop

Andrew - His job is to give us strategies to help our students demonstrate understanding on the page.

“Put the child at the centre of it”

What do our students struggle with?

-      Spelling – inventive or just terrible

-       Focus – disinterested

-      Confidence (giving up because they don’t feel like they get it -

-       Articulating – vocab – subject specific vocab

-      Structure – lack of grammar – surface or deeper

-      Retention

-      How to start – confidence and interest - fear of failure – task is too daunting.

-      Understanding – comprehension

-      Deeper thinking

-      Writing style

-      Organising ideas – paragraphs – blocks – sequencing information – logic

-      Repetition

-      Paraphrasing

We were given the task of writing for five minutes on any topic, and then share our writing with a partner. There were common experiences that our students go through - unsure what to write – change topics halfway through – terrible spelling.

Precision, focus, knowledge

Concentration of simple sentences – we want our students to have an arson to show they are fluent.

We analysed our own writing, putting a double line by full stops and counting how many words were in each sentence.

The best way to change a short sentence is to introduce different styles

-      A very short sentence – 5 words or less (use this in the middle or the end of their paragraph)

-      ‘W’ start sentence - Use a comma after the W phrase – the start of analytical writing.

-      Adverb Start Sentence – write the adverb then add a comma! ‘Interestingly, the chicken is not the smartest animal.’ This helps them bring their own voice to their writing. Adverb start: Interestingly, desperately, surprisingly, calmly, and solemnly.

-      Em-Dash sentence – use 5-6 words if not listing. Adds ‘colour’. The All Blacks – fierce, determined, unbeatable – had a bad day at the office. Helps you bring in your voice.

-      Explore the Subject Sentence – double comma rule. Introduce an idea: The road, which was a popular route with tourists, was only crossed by stupid chickens. This is an analytical sentence.

“It’s not just what you say, it is teaching your students how to say it…”

Recrafting – empower them with multiple opportunities

-      Read aloud

-      Count the words in isolated sentences

Conversation - communicate in phrases – complete thoughts.

The burden of content should be removed from the child – isolate the skill (application of different styles) – use a model and ask how they would recraft…

Collaborative Short Story – CJA, SWR, BMA, MMA

Federico Elf, who was the star football player for Melville United, was struggling because he had lost his “football undies”

Surprisingly, this agitated his mother Jayne on route to Gower Park.

Whilst arguing aggressively, Jayne’s inability to multi-task became evident.

She ran a red light.

“BANG”

With a sudden jolt, Frederico’s dreams of beating the Pink Flying Elephants team were shattered.

Calmly, Jayne – with a Y – rang an Uber and fled the scene, along with her screaming son.

Uber came through, along with Lone Star “Redneck Ribs”; successfully getting Frederico Elf to his game on time.

Moral of the story – there is no such thing as can’t!

RECAP
Providing strategies and the 12 ways will enable consistency across the board.

Encouraging student collaboration when writing is a useful starting strategy.

Break down habits in order to relearn new ones – high achieving students are less likely to fell failure.