Tag Archives: PM Writing Exemplars

Using a plan to support Prep (5&6 Year Olds) children writing a descriptive piece…

My students have been learning how to write a description using the PM Writing Big Book genre format. Focusing on making a plan with key words and ideas supported my Preps to maintain a content structure.

Their first attempt involved choosing something personal and familiar to them. They then drew a diagram/picture and labelled key parts and used key words which would support them when writing their text. This was their first attempt and therefore a baseline assessment.

Having completed their own attempt I planned to share making a description plan with my students. We chose Sharks and used pictures and diagrams to locate the vocabulary they would need. Each student completed their own copy of the shark description plan.

Today my students used their plans to write a descriptive piece about sharks. Constructing a good quality plan scaffolds student’s writing and enablesthem to write an expanded quality text.

Cheers Nina

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Young Beginning Writers: Final Week Semester 2 – Victoria, Australia ( 5 & 6 Year Olds / Prep )

The final weeks of term two and semester one for 2012 were busy. Reports, Three Way Conferences and portfolios added to teaching and other responsibilities made the run to the holidays a marathon.  Time to post here has been rare so it’s great to be able to share some student writing completed in the the final week of term two by my Prep grade.

Herbert and Harry by Pamela Allen: Independent Book Response

Above Text: Herbert and Harry found treasure and they were brothers.

Above Text: Herbert and Harry are brothers. One day they found treasure.

Above Text: Herbert and Harry  found treasure and they were brothers.

Final Recount: Term 2 for inclusion in student portfolios.

 

These are random samples of independent writing. It’s great to see my students using a title, content and final personal comment without prompting. Using PM Writing Exemplars provides the scaffold my young writers require.

Cheers Nina

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Week 10: Final Week of Term 3, Victoria, Australia – Independent Writing – Genre: Recount

My Preps (5&6 year olds) are in their final week of Term 3. It’s wonderful to be their first school teacher, and I’m enjoying their enthusiasm for learning combined with their sense of fun. They love to dance, sing and create, and Friday afternoon is their special time when I’m the DJ and they, including their parents supply the weekly music. They’re an active and industrious group of young learners.

The random examples of independent Recount writing contained in this post displays their understanding of the Recount structure. I’m using the PM Writing Big Book exemplars and structure to scaffold writing development.

Extending my Prep’s writing is a focus and relates to our current inquiry. The children realise that their journal is a record of their personal history. They understand that detail in their journal will provide a better record of their experiences when they read their journal in future years.

I’ve included pictures of our WALT - ‘we are learning to’ and WILF – ‘what I’m looking for’ our success criteria. These are wiped and changed for different tasks. I’m very pleased with my Prep’s writing development, particularly their use and interest in punctuation and detail.

 

Cheers Nina

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Term 3 – Week 7 Independent Writing: Genre – Recount (5/6 Year Old Prep Students – Australia)

The PM Exemplars for Teaching Writing (Big Books) underpin my writing program. I use these exemplars to support and scaffold my student’s composition development. Young writers need structure when extending their written texts. My student’s often hear me say, ‘tell me more’. I’m very
pleased with my student’s writing and reading development, but most importantly I enjoy their enthusiasm for learning. The samples displayed within this post are examples of independent recount writing.

Cheers Nina

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Week 1 – Term 3: Victoria, Australia – Recount Genre / Writing (5&6 Year Olds)

I’ve received a number of emails requesting writing samples from the beginning of this term. Using a recount exemplar ( PM Writing ) to scaffold my student’s writing development is enabling these young writers to develop text control while composing. My students have been extending their writing to include sequence and detail. The writing samples displayed in this post are examples of independent unassisted writing.

Journals are a record of each student’s personal history. They understand that when they read their writing back in years to come they will want to remember as many details as possible about the things they did or achieved.

This also relates to our current inquiry into personal histories. We plan our inquiries using the format of the International Baccalaureate – Primary Years Programme.

Where we are in place and time

An inquiry into orientation in place and time, personal histories, homes and journeys, the discoveries, explorations, and migrations of humankind, the
relationships between and the interconnectedness of individuals and civilizations from local and global perspectives.

Central Idea:

Personal Histories Reflect Traditions & Culture

Key Concepts:

Reflection
How do we know? Reflect on culture by examining the personal histories of self and others.

Change:
Exploring the changes in people’s lives due to changes in time and place

Perspective:
Celebrate and accept cultural differences, via the sharing of personal histories

What lines of inquiry will define the scope of the inquiry into the central idea?

Exploring personal histories enriches our intercultural understanding.

  • Personal histories are recorded in different ways, depending on time on place.
  • Personal histories allow us to reflect on and celebrate, who we are and where we have come from

What teacher questions/provocations will drive these inquiries? 

How does our exploration of personal histories enrich our understanding of different cultures?

How have personal histories been recorded in different times and places?

How do personal histories reflect different cultures and traditions?

Cheers Nina

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Day 12 of formal education for my Prep students (4 & 5 Year olds) – Independent Writing – Recount / Journal – Amazing!

I’ve written this post for the teachers new to Prep who have asked me  for support, and I’m always happy to do this. I always stress that I’m still a learner as well. I learn from others, professional reading and my students.  It’s day 12 of formal education for my Australian Prep students, and I’m amazed by their ‘have a go’ attutude. They are certainly displaying the IB – PYP Learner Profile – Risk Taker. Today I was amazed by their use of strategies, looking around the room, sounding long, saying short, prompting each other, referring to the alphabet tool cards and ‘thinking aloud’.

Today I modelled my own journal, using taught strategies, and ‘thinking aloud’. I asked my students for help, played ‘Hangman’ (without the picture) for some words to identify a missing letter / sounds, and referred to our tool cards.  I used spacers, and talked about capital letters. Our next inquiry will be: What is a capital letter? After writing my journal, I removed it. I want my students to write independently. To introduce the ‘concepts of print’, I constantly refer to the PM Emergent Writing Exemplar Big Books.

 Day 12 Journal Samples:

 

 

 

 

I’m using the PM Emergent Writng Exemplar Big Books to introduce initial concepts, but I’ll move on to PM Writing Book 1 later in the year & PM Writing 1+ for extension.

 

Our next writing session will be PrepD Student Led Interactive Writing. This is the strategy which I believe best supports young writers, and is perfect for older students.  There is no doubt in my mind that collaborative writing, where children use their collective knowledege to support each other makes a significant difference to student learning outcomes.

Cheers Nina

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Day 6- First year of formal education in Victoria, Australia for my 2011 Prep students: 4 & 5 year olds. PrepD Student Led Interactive Writing – Collective knowledge combined with collaboration is powerful!

Day 6- First year of formal education in Victoria, Australia for my 2011 Prep students: 4 & 5 year olds.

It always surprises me how much these very young children collectively know. One might know an ‘a’, another can write it! Some can hear the beginning sound, others the end sound. This week I introduced PrepD Student Led Interactive Writing and they loved it. Each group had an alphabet chart for reference, and spacer counters for between words. Before writing, the children looked closely at the Emergent PM Writing Exemplar book to find out what a sentence is, what made a word, and how we end a sentence. I made a list of the attributes they noticed.

Here are their ideas

 Letters make words.

Some words have more letters.

Letters have a sound and name.

Words make sentences.

There’s a dot at the end. The dot stops the sentence.

There are spaces between words.

 Some letters are big, some are small.

Armed with this knowledge, the children were put into random groups of 3/4 students with a leader chosen. All students will have a turn at leading a collaborative writing group. The leader is responsible for making sure children write their name down the side in their own color, and write their word of the sentence in name order. As this is the only time I allow the children to write in texta, it’s very exciting!

The children each write a word of our class sentence on their large sheet of paper. The sentence was: I am at school. I introduced ‘prompting’ with some success to these beginning writers. Prompting means the children are able to help, but not tell. This takes a while for the young children to understand, as they want to share what they know. However, I was absolutely amazed by how quickly they got going, and how well they collaborated, shared and supported each other! Amazing…

 

Cheers Nina

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