Tag Archives: Independent Writing

Loving these: Can’t wait to get my hands on them… PM Sounds In Words

The PM Sounds in Words – will love using these…

The PM Sounds in Words series explores phonological awareness in a meaningful context, in a PM context. It enables children to become aware of the sounds made by many regular letter patterns that can be found in high frequency and interest words. The series enables children to hear the sounds, say the sounds, read the sounds and write the sounds. There are four PM Sounds in Words sets; each set comprises 10 Little Books and 1 Big Book with IWB software. Cengage – Nelson

We’ve recently purchased a set of the PM Sounds in Words Big Books and I’m looking forward to using them to support my classroom program. I’m a huge fan of PM and have written many times about the PM Writing Genre Big Books. I’ll be writing about how I use these in my classroom in future posts. If you’re looking for further information contact Christine Manns christinemanns.nelsonsales@cengage.com for expert advice.

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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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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Week 10- Last week of Term 1: We’re writers! Independent Journal Recount

The first term has finished for this wonderful group of eager, and engaged young learners. I still can’t believe how quickly this time has gone. The Australian school year has four terms, with approximately ten weeks in each term. It was lovely to  hear  a number of my students say they didn’t want holidays, and were disappointed there was no school next week.

Starting school for these very young people is ‘huge’, and I need to remind myself of this. Dealing with new situations is taxing for all, add this to establishing new routines, familiarizing themselves in a new environment, being independent and mixing with many new children, and adults. Add learning into this mix, and we can all see why they actually do need ‘time out’ for a break.

This post displays a range of writing from my grade. I’m very proud of their achievements, and will spend some time mapping ‘where to next’.

 To my Australian colleagues, I hope you enjoy your holidays.

Cheers Nina  :)0I0=;  What do you think of my new tag?

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Week 8: Prep – 5&6 Year Olds:- My young writers are amazing me. This post: Journal Writing, Individual Language Experience Set Writing & PrepD Student Led Interactive Writing

I try to post during the week, but life is hectic. I know from emails that many teachers are following my students, and asking for more information. I’ll post something significant soon. I do need to say that my student’s writing parallels their reading development. They will tell you that they are ‘rocking and rolling’. Language Experience is the key.

Independent Journal Writing.

Journal Writing Samples: I always display a range of writing from my class. This is independent writing…and my students live near the beach.

 

Language Experience:  Set Class Sentence composed independently and individually.

Language Experience Sentence: All students write our class orally developed sentence independently. Whilst my students are writing, I’m observing their use od strategies. The Language Experience orally created sentence is: We are eating lunch at school.

  

PrepD Student Led Interactive Writing.

PrepD Student Led Interactive Writing: Language Experience sentence orally created as a grade: Today we are having a special lunch. I was particularly interested in how they would tackle spelling ‘today’ and ‘special’, and I have to say I’m impressed.

Cheers Nina

P.S  Send me an email if you would like more information.

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It’s week 6 of my 4&5 Year Olds First Year of Formal Education: Independent Writing – Monday’s Journal!

My young writers truly inspire me. Just watching these very young children put their learning into practice is wonderful. They’re searching for letters, hunting for words, starting to prompt each other, using the tool cards, giving writing spacers a ‘real go’ and ‘thinking aloud’. They are engaged, and there is even a little bit of amazement when I read back  what they have written. It’s that look of wonder, and that realization that what they’re writing can be read. This is a quick post, but it’s really rewarding to be their teacher. They are teaching me!

 

I love this final writing sample. This student had so much to write, was completely engaged, and read this back with ‘gusto’.  One child wrote two linked sentences, amd this is independent writing. And yes we still have time to play!

Cheers Nina

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PrepD Student Led Interactive Writing – 5 & 6 Year Olds in the initial weeks of their first year of formal education. Why students need to ‘think aloud’?

Think Aloud is a strategy that scaffolds students’ interactions with print. I’ve been using this strategy in literacy sessions – Interactive, Shared, Guided and Modelled. When modelling my journal, I’m making my thinking process very explicit. Articulating the strategies I’m using, resources that are helping me, and constantly articulating the ‘read back & check and change’ process.

This has definitely increased my students’ use of these strategies. During Student Led Interactive Writing, I roam for part of the session listening to conversations, and prompting when necessary. It’s wonderful to see these very young children sharing their thinking strategies aloud with their group. Today I noticed a number of children prompting not telling , and when this happens the learning truly becomes collaborative.

I model editing when I write, and I think by doing this I’m giving my beginning writers the message that it’s good practice to cross out, change and check. I’ve noticed this starting to happen. I’ve included a number of photos from today’s Interactive Writing learning experience.

Our Language Experience whole class negotiated sentence is: I went to the playground. At this stage of the year, all groups do the same sentence. There are excellent attempts at writing  ‘playground’. The children  had to draw upon everything they knew to attempt this word.

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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