Tag Archives: Kunyung Learner Cycle

Part 2: Working with Mark (Year 10) ‘to be a better writer’ using Be a Better Writer by Steve Peha – documenting Mark’s learning.

516aatihrgl-_sx348_bo1204203200_Mark and I decided  we would complete the activity  Take an Edit Pass Approach to Correcting Your Own Work following Steve’s steps.

N.B. These sessions are targeted to Mark’s instructional needs and are directly related to his writing samples.

Working with Mark session 2 016.jpg

Task 1: Mark wrote an introductory paragraph for a book he had read. He chose To Kill a Mockingbird by Harper Lee. This is his first draft (below) and although he’s still scribbling through his edits, overall, there are notable improvements evident when comparing this sample to his first reference piece in Post 1.

Mark’s first draft followed by his edited draft after completing Steve’s Take an Edit Pass Approach activity. Our conversations were interesting as he completed each step. Mark was constantly referring to prior learning and making connections.

mark-2-050-2

Task 2: Mark completed the following passes…

1. Checked his writing for missing words/repeated words

2. Checked his sentences to see if they made sense.

3. Checked his use of capital letters

4. Checked to see if he had used commas correctly

5. Dialog-none in paragraph

6. Checked for mid-sentence punctuation marks

Each time Mark completed an edit pass we referred to Steve’s book to correct  misconceptions. For example, we read the 6 Things Commas Do In Our Writing looking closely at the examples given. Our discussions, and review of commas and their use clarified Mark’s misconceptions.

N.B. Its important to remember that Steve’s book is written for teachers and students. The way explanations are presented is engaging, informative and can be easily implemented!

BIG TICK!

Mark and I unpacked-The 6 Things Commas Do In Our Writing working-with-mark-session-2-023

  1. Separate parts of sentences
  2. Separate items in a list
  3. Separate multiple modifiers
  4. Separate things that might be confusing
  5. Separate speaking from speakers
  6. Separate information to make it easier to read

Mark followed Steve’s recommendation and completed  2 passes for spelling

  1. Underline misspelled words
  2. Correct misspelled words

How best will we/I learn?

Mark likes rules, so we are revisiting common spelling rules and using these rules to make corrections. The rules Mark is revisiting, are directly related to the errors made within his texts.

IMPORTANT!

Two Rules Reviewed

i before e except after a long c but not when c is a “sh” sound and not when sounded like ‘a’ as in neighbour

When the word ends in a vowel + y just add ‘s’. If the word has a consonant before the ‘y’: take off the ‘y’ and add ‘ies’

After completing the above, Mark wrote a second draft of his paragraph (see below).

Mark 2 060 (2).jpg

Learner CycleI asked Mark to reflect on his learning, and reflecting is something we’ll explore further.

A reflection book is a great asset for learners to record new understandings and refer to when needed.

After reflecting, I asked Mark what he felt he needed to learn next and record this on a yellow sticky note.

What do we/I want to learn?

Using the Kunyung Primary Learner Cycle questions promotes Learner Agency.

On the yellow sticky note in the picture (above) Mark has clearly stated ‘Punctuate Dialog’… So that’s what Mark and I will be doing!

How will we know what we/I have learned?

  1. Evidence of learning – Mark’s writing
  2. Continuum: Based on Year 10 Australian Curriculum (being developed)

Cheers Nina

 

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