Term 2, Week 2 Journal Writing Samples.
A number of students are now extending their writing to three sentences which is wonderful for this early in our school year. To scaffold their learning I’ll be introducing the PM Recount Exemplars. At this stage I have started using time words and event sequencing in my modelled writing. I addition to this, I have been modelling a simple personal comment at the end of my recount. Many children have started writing a personal comment within their text as a natural response to my modelling. Next week I will be regularly using the PM Level 1 Big Book Recount Writing Exemplar to front-load my student’s learning. We will also commence building our ‘time’ vocabulary word wall. At this stage of the year I am focussing on; 1. Sequence of events: What happened? and 2. Personal Comment.
Title
Orientation: When? Who? Where?
Sequence of events: What happened?
Personal Comment
What makes PrepD Student Led Interactive Writing powerful? A little more information…
The key is that students are working collaboratively, sharing their learning, prompting each other and using skills and language generally used solely by teachers. Each student is engaged in the activity with each student committed to contributing with the support of their peers if needed. Groups can be structured to support children or to extend groups of children. The teacher can run a teacher led group at the same time,
which I do regularly once the children are skilled in the process.
Each child is identified by a color and all are given the opportunity to lead a group. Teaching leadership skills concurrently is essential. The children are given poster sized sheets to write on and texta pens. I use Student Led Interactive Writing to assess and plan my weekly writing foci. It’s interesting to note that my student’s independent writing improves rapidly. I’m constantly looking for the transfer of my teaching into my student’s independent and Interactive Writing. Modelled Writing, Guided Writing and Shared Writing are also planned into my weekly program from week one of the school year.
At this stage of the year our sentence is based on the Language Experience philosophy.
‘What I can think about, I can talk about.
What I can say, I can write.
What I can write, I can read.
I can read what I can write and what other people can write for me to read.’
By the middle of the year my students are able to identify their learning needs and will suggest the foci for writing sessions. When this happens, I know my students are really moving forward on their learning journey. Some children, and they are 5 or 6 years old, will teach the writing focus or make suggestions for me to use. I love it when this happens! Groups share their writing with the class, and little books are made using their Interactive Writing texts for reading activities. This strategy extends highly able students, develops students working at the standard expected and supports less able students. I believe it accelerates the writing ability of all students.
Our Language Experience sentence for week two: We need to work as a team in PD. It’s interesting to note that my students are now using lower case letters with increasing confidence. When looking closely at the examples below, focus on how each child spelt need, team and work. In our share session we looked closely at ‘ee’ and ‘ea’ as in need and feed, team and mean. Very tricky!
It’s timely to remind myself that these students are only in their 12th week of formal education in Victoria, Australia. Their writing and reading is amazing me!
Cheers Nina
Nina Davis: Teaching & Learning in Australia 
