Tag Archives: Independent Writing

Persuasive Texts: 6,7 and 8 year olds… a snippet! What are paragraphs?

Post 1: I intend to post detailed samples as my students explore this genre further.

My students are learning to write a Persuasive Text (Exposition / Discussion). I’m starting simple and incorporating teaching paragraphing into our sessions. PM Exemplars are being used to support the learning of genre structure and to develop success criteria with the children.

Persuasive Text structure vocabulary learnt by my students thus far is title, opinion, argument, introduction, body, position, statement …

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Cheers Nina

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Poetry & Success Criteria for 6,7&8 year old students…

Poems, rhymes, raps, finger plays and chants are important in all classrooms, but crucial to young children learning to read. Rhymes allow students to make predictions. I find that the children, who have difficulty predicting a text, have a ‘tougher’ journey learning to read. The resurrection of poetry, rhymes and chants in classrooms supports the important role they have in developing the language skills of young children.

Introducing my students to a wide variety of poetry types has been enjoyable for all. Success Criteria is essential for students to structure different forms of poetry. I found Kenn Nesbitt’s site Poetry 4 kids particularly helpful for providing my students with Success Criteria. The children have written Acrostic, Haiku, Diamante, Limericks, I Am poems, Fathers Day poems and a Dinosaur Ditty.

Our unit of Inquiry was ‘How we express ourselves’ and poetry fitted beautifully.

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Here are our Fathers Day cards… Dad is laminated and is a fridge magnet.

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Cheers Nina

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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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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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