Differentiation – Scaffolding Writing Using Exemplars & Structure: Term 4 / Week 1

Using a recount exemplar to scaffold writing structure is assisting my students to develop needed control of their written text. My students have been extending their writing to include a title, sequenced detail and a personal comment. All children, at every stage of writing development are benefitting from using an explicit structure to support their writing. The examples below display the children’s use of the taught structure and features of a recount. These samples are of unassisted independent writing. The Level 1+PM Writing Exemplar book is providing extension at ‘point of need’ for students.

Before writing their journals, the children focus on the exemplars discussing the main features,  punctuation, spelling strategies, title, events and
time words. When modeling a genre to my students I always use the structure outlined in the PM Writing Exemplars. This term I am using a combination of PM Exemplars for Teaching Writing Book 1 and Book 1+.

Title

Orientation: When? Who? Where?

Sequence of events: What happened?

Personal Comment

A large number of my students are now extending their writing and are excited by their ability to record events. These students are 5 & 6 year olds, and I’m amazed by what they are capable of. It’s interesting to see their use of punctuation developing in the examples below. Using commas, capital
letters, full stops, appostrophe of ownership, spaces between words and time words is evident.

The PM Writing Exemplars for Teaching Writing are large format books designed to help teachers model the conventions of written language in whole-class and small-group sessions. The books provide the initial introduction to each text type, presenting and deconstructing exemplars of the 9 text types taught across the 4 levels. The Exemplars for Teaching Writing form the start of the PM Writing suggested teaching pathways. The material presented in these books is reinforced through use of the Interactive Writing Pro Formas and Student Books. Each exemplar text is  presented over three double-page spreads.’ NELSON CENGAGE Learning

Monday’s Recount. Sample 1 – Page 1

Page 2

Page 3

Page 4

Page 5

Final personal comment. Page 6

 Sample 2

Sample 3

Cheers Nina

2 Comments

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2 responses to “Differentiation – Scaffolding Writing Using Exemplars & Structure: Term 4 / Week 1

  1. nina davis

    Hi Tiffany,
    The strategy – student led was developed by me over the last few years. I took the teacher led strategy and morphed it into student led. The children do PrepD student led and I pull out a group to do teacher led according to common need not always standard.
    Student Led Interactive writing is used at my school and now other schools globally from Prep to Year six. It’s also being used by secondary students.
    It’s great for older students when introducing a genre. My students are now writing one word each and composing their own recount of a common event. At the beginning of the year they write a simple class composed sentence. I’m posting my students latest work today, so drop by and have a look.
    Once again thanks for the great feedback and for leaving a comment. It is appreciated. I use the PM Writing Big Book exemplars and structure.
    Cheers Nina

  2. Tiffany

    Hi Nina,
    I love reading your blog. I am really interested in your Student led Interactive Writing and would like to know more about whether this strategy is continued as the children move into level 2?
    Regards
    Tiffany

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