Explicitly Teaching Writing · Recount (factual-Informative • literary- imaginative) To retell a...

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Explicitly Teaching Writing

Stephen GrahamProfessional Development Manager

Mobile 0408 971 186 Email [email protected]

Carmel Small Professional Development Consultant

Mobile 0418 432 669Email [email protected]

nelsonprimary.com.au/pd Level 7, 80 Dorcas Street, South Melbourne, Vic 3205

Phone: (03) 9685 4111PRI 9507 Printed 02/19 ABN 14 058 280 149

NELSONA Cengage Company

PRI 9507 Explicitly Teaching Writing 2019.indd 1 22/2/19 10:55 am

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EXPLICITLY TEACHING WRITING

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From Australian National Curriculum

English, Mathematics, Science, History

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Choose appropriate text type(s) linking with unit content

Deconstruct text type(s) during modelled/shared reading

Class joint construction of text type (referring to criteria sheets with students), incorporating Learning

Area content if appropriate

Group/individual construction of text type, using appropriate scaffolding for groups of students requiring

support

Assessment of Learning Area Assessment of writing using criteria marking guides (may include teacher, peer or individual self-assessment using criteria sheets)

Follow-up class/group/individual as appropriate following assessment of student samples:

this gives a guide for class focus during the next cycle in the process

The Writing Process Linked Across Subject Areas


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Modelling Writing Shared & interactive Writing Independent Writing

TO WITH BY

Modelled & Shared Writing (to the student-learner)• Teachers demonstrate writing strategies by sharing the writing process with student/s• Teachers – write for, show, demonstrate, explain, instruct, question, co-construct, interpret

student responses in order to drive instruction• Students – watch, engage, listen, follow, share, co-construct, question, participate

Guided Writing (with the student-learner)• Teachers work with one student or a small group of students to write and learn about writing• Teachers – support, prompt, guide, write with, question, scaffold, observe, instruct, make

inferences about further writing, assess & record• Students – try, explore, problem-solve, experiment, take risks, approximate, predict, self-correct,

edit, & rewrite

Independent Writing (beginning) (by the student-learner)• Teachers construct conditions that support students to write, explore and respond through

writing independently• Teachers – stimulate, encourage, respond, question, observe, record• Students – initiate, select subject matter, use, control, practise, discus, reflect, evaluate, justify

& record

Teaching Strategies For Writing

Supporting Student LearningModel of Gradual Release of Resposibility

Teacher provides maximum support

Student takes major responsibility


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Grammar Focus of Text Types‘

Text Type Grammar FocusDISCUSSION • use of classifying adjectives to make statement about categories

e.g. harmful drugs, government workers• use of contrast, additive and causal connectives e.g. however, perhaps,

similarly, even though, on the other hand, to make arguments logically linked

• use of relating verbs to provide information about the issue e.g. drugs are linked to crime

• use of detailed noun groups to provide information in a compact way, e.g. the wastage of unnecessary and unwanted government spending

• use of adjectives and adverbs to show degree of modality e.g. healthier, best, should, must, never

• use of adverbs to show manner e.g. hopefully, carefully, deliberately

RESPONSE • use of relating, saying, thinking and action verbs e.g. the author is able to express her opinion about the situation as she considers the character’s desperate attempt to fight for justice

• present tense used but changes to past tense if it has a historical setting• persuasive language used in judgement e.g. hilarious, surprising,

high quality• use of clause or sentence themes that are often related to the title of the

book, name of the actor, menu item e.g. Colin Thiele attempts to entertain, Storm Boy evoked a feeling of great mateship, the lamb roulade with basil sauce was delicious

EXPOSITION • use of general nouns e.g. cars, wildlife• use of abstract nouns e.g. policy, outrage• use of technical vocabulary e.g. species of mammals• use of relating verbs e.g. it is important• use of thinking verbs e.g. many people believe• use of modal verbs e.g. we must preserve• use of modal adverbs e.g. it was especially important• use of evaluative language e.g. significant, effective• use of connectives to structure argument e.g. firstly, finally

REPORT • use of general nouns e.g. dogs rather than particular nouns e.g. our dog, Rusty

• use of relating verbs to describe features e.g. molecules are tiny particles• some use of action verbs when describing behaviours e.g. emus cannot fly• use of technical terms e.g. isobars are lines drawn on a weather map• use of paragraphs with topic sentences to organise information• use of classifying adjectives e.g. tropical fish, religious holidays


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Text Type Grammar FocusPROCEDURE • use of verbs in the imperative mood, i.e. commands at the beginning of

the sentence• use of action verbs in the present tense• use of precise descriptive vocabulary, e.g. lukewarm, plastic jug• use of adverbials to express details of time, place, manner, e.g. stir briskly

until blended• articles and some other words omitted throughout the text, e.g. add cup sugar

EXPLANATION • use of general and abstract nouns, e.g. earthquakes, vocal chords, the temperature

• use of timeless present tense, e.g. has many layers of rock, erupts violently• use of action verbs to explain how ‘it’ works or occurs, e.g. erupts, vibrates• use of technical noun groups, e.g. the dense clouds of gas and dust• use of adverbial phrases to provide detail of how, when and where ‘it’

worked or occurred, e.g. lava flows freely as the volcano erupts• use of conjunctions that sequence events and show cause effect link,

e.g. meanwhile, consequently

RECOUNT • use of nouns and pronouns to identify people, animals or things involved e.g. The men were seated. They...

• use of past tense action verbs to refer to events e.g. the van hurtled• use of past tense to locate events in relation to speaker’s or writer’s time,

e.g. we were in an accident• use of conjunctions and time connectives to sequence events e.g. next,

penultimately• use of adverbs and adverbial phrases to indicate place and time e.g. the

cars came to an abrupt halt as they loudly collided• use of adjectives to describe nouns e.g. it was a shocking and disastrous

accident

NARRATIVE • use of particular nouns to refer to the particular people, animals and things that the story is about, e.g. Susie’s dog, my dad

• use of adjectives to build noun groups to describe people, animals or things in the story

• use of time connectives and conjunctions to sequence events • use of adverbs and adverbial phrases to locate the particular incidents

or events, e.g. ran quietly through the back streets • use of past tense action verbs to indicate the actions in the story• use of saying and thinking verbs to indicate what characters are feeling,

thinking and saying, e.g. he pondered his next step• use of direct speech


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Text Type Purpose General Structure

Grammatical features

Pers

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Discussion To examine issues from more than one perspective

• Statement outlining the issue

• Arguments for and against

• A conclusion

• use of thinking verbs e.g. feel, believe, hope• use of connectives e.g. on the other hand, however

Response To respond to a visual, written or performed work

• Context of artistic work• Description of artistic

work• Judgement

• words that express judgements e.g. impressive, bright, dull

• descriptive language

Exposition To persuade by arguing one side of an issue

• Macro sentence• Statement of Position• Arguments• Reinforcement of

Position

• words that qualify e.g. usually, probably• words that link arguments e.g. firstly, secondly, another

reason

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Report To classify and/or describe

• General Statement or classification

• Description

• technical language, nouns/adjectives e.g. volcano, eruption

• simple present tense verbs e.g. is, are, has, have• generalised terms e.g. families vs my family, the Smiths

Procedure To instruct someone on how to do something

• Aim• Materials• Steps (numbered)

• verbs usually at the beginning of each instruction e.g. put, cut, run

• words or groups of words that tell us how, when, where, with whom e.g until fully blended

Explanation (factual-Informative literary- imaginative)

To explain how or why something occurs

• Phenomenon identification

• Explanation sequence

• technical language e.g. volcano, eruption• use of words to establish cause and effect sequences

e.g. because, as a result of, to establish cause/effect sequences

• use of time connectives e.g. firstly, secondly, finally

Im

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Recount (factual-Informative literary- imaginative)

To retell a series of events

• Orientation• Series of events

sequenced in time• Reorientation

• descriptive language (adjectives)• past tense verbs e.g. was, were, had• time words to connect events e.g firstly, secondly, finally• words which tell us where, when, with whom, how

Description (factual-Informative literary- imaginative)*This text type is often embed-ded within other texts

To describe the characteristics or features of a thing or a phenomenon

• Introduction to the subject of the description

• Characteristic features of the subject e.g. physical appearance, qualities, behaviour, significant attributes

• particular nouns• variety of adjectives – shape, size, colour, number,

texture• action verbs e.g. jumped, escaped• figurative language such as similes e.g. as big as a house

and metaphors e.g the instructor barked commands, etc.

Narrative To entertain, amuse or instruct

• Orientation• Complication• Series of events• Resolution• Coda (optional)

• usually specific participants• time words used to connect events e.g. firstly, secondly,

finally• action words predominate in complication and

resolution e.g. jumped, escaped• noun groups important in describing characters and

settings e.g. many old men

Features of Text Types


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Benchmarking in Writing

1. Does it instruct?

2. Is the theme consistent?

3. Does the student use verbs?

4. Are the verbs in the present tense?

5. Has the student avoided using personal pronouns?

6. Structure

• Goal

• Materials

• Steps

7. Qualifies the command (e.g. Sift the sugar and flour until it is fully incorporated.)

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Year of schooling


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co-ordinating conjunctions

and but or

nor yet

subordinating conjunctions

because how

however when why

whether although though

since as

before after once

til until

whereas if

than for

notwithstanding

Conjunctions


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Writing – Information Report Assessment (refer to p.22)

Purpose Structure Grammar Writing Features

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Writing – Information Report Assessment (refer to p.22)

Purpose Structure Grammar Writing Features

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Assessment of Information Report Writing

Purpose: 1. ❏ The writing classifies and/or describes a class of things. 2. ❏ The writing has sub-classification where appropriate (e.g. bears into polar and black). 3. ❏ The writing utilises facts about behaviours, parts or qualities. 4. ❏ The writing reflects the intended audience or purpose.

Structure: 1. ❏ An opening statement introduces the subject (macro group). 2. ❏ A linking sentence indicates the elements of classification. (e.g. Wild animals include elephants, tigers and giraffes.) 3. ❏ The writing is organised into paragraphs were each new paragraph deals with one micro group. 4. ❏ Paragraphs are constructed using a topic sentence with a noun group starting the sentence. 5. ❏ Details are given to describe the subject. 6. ❏ A conclusion (if necessary) summarises the information presented. 7. ❏ A conclusion (if necessary) contains no new information.

Grammar: 1. ❏ Nouns, especially in the introduction, are plural (whales, mammals, elephants) or general. (a whale, a mammal, the elephant) 2. ❏ Modifiers are used that tell how much or how many e.g. all, most, many, some, few, only, mainly, often, sometimes. 3. ❏ Technical adjectives or describing words are used. 4. ❏ Noun groups are used with embedded technical vocabulary (e.g. the blue-nosed dolphin). 5. ❏ Third-person pronouns are used (e.g. him, her, it, they, and them rather than first-person pronouns (e.g. I, we, me, us). 6. ❏ Conjunctions or joining words are used. 7. ❏ Verbs usually in simple present tense (e.g. Whales are mammals). 8. ❏ Simple and compound sentences predominate. 9. ❏ Passive voice is used.

Writing Features: 1. ❏ Writing has an introduction, and paragraphs of information. 2. ❏ Paragraphs, headings, sub-headings, labels and captions organise the information and assist the reader to locate information. 3. ❏ Technical language is reflected in the description. 4. ❏ Facts are supported with appropriate use of illustrations, charts, maps, photos etc. 5. ❏ The tense of verbs is consistent. 6. ❏ The subjects and verbs agree. 7. ❏ Plurals and articles are used correctly. 8. ❏ Spelling is carefully checked and corrected. 9. ❏ Sources of information are clearly acknowledged (e.g. footnotes or bibliography). 10. ❏ Capital letters, full stops and other punctuation markers are used correctly.

Student Name: Date:

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Warm up Quiz ‘

1. What is a noun?Name the different types of nouns.

2. What is a action verb?Give four examples.

3. What is a modal verb?Give four examples.

4. What is a relating verb?Give examples.

5. What is an adjective?Name four different types of adjectives

6. What is an adverb?Name the types of adverbs

7. What are articles? Name them.

8. List 10 common prepositions.

9. What is a conjunction?What are the 2 main groups of conjunctions?

10. Identify the 3 sentences as- simple- compound- complex

Fish swim in the sea and birds fly in the sky.Grandma was unhappy with her car so she sold it.The dog chewed my favourite shoe.

11. What is the difference between active andpassive voice?

12. What are three examples of figurativelanguage?


UK ISBN: 9789999684743

Explicitly Teaching Writing · Recount (factual-Informative • literary- imaginative) To retell a...

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