Etherpad

Having spent part of the term learning to write a procedure we have followed this on with writing an explanation which is along the same lines but more difficult. So knowing that my lower writers were still struggling with writing a procedure with all of the structure and instructions which are easy to follow I thought we would start off our explanations working in groups (mixed ability so that kids can learn of one another particularly the lower ones seeing from the more capable ones how it is done). We began with the topic of how milk is made. I gave each of the four groups a powerpoint which I found on http://www.farmersdairy.ca/pages/community/HowMilkIsMade.php which was awesome because it had a picture with a blurb underneath. They then had to cut each part out and create a flowchart which is a great way to plan for an explanation piece of writing. Once they had created their plan they had to use it to as a group create their group explanation beginning with a tittle, opening statement or question and then the explanation. In the class we have four netbooks so one group at a time I thought we could use etherpad to collectively write an explanation. It was cool to see that those who wouldn't generally write much in one writing lesson were wanting to play their part and loved seeing how much they were writing and what parts were theirs. It was definitely great for motivation (even for the more able writers). I managed to capture some videos of their initial thoughts which was exciting to see.

Next we did an explanation on how a tadpole turns into a frog. I found a cool template for creating their tadpole and turning it into a frog on http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/tadpole.pdf and then printed off some information on the process. From these I got some of the group to work through with me highlighting the important points while the others that are more hands on learners to create the tadpole/frog model. As a group they then created a flowchart plan from their highlighted texts. Then from their plan they created their explanation. The groups have all used great opening questions and are obviously learning from the experiences. Once the group had finished their explanations together I conferenced with the group against the tick checklists that we use in their books for different writing genres. This got them justifying that they had completed the explanation.

So next step is to write an explanation on why birds chirp and then why popcorn makes a popping sound. I have got notes for each child to highlight and put into order. From there I will get the two groups that have had a turn on etherpad to have a go at writing their own explanation and the other two groups will take their turn on etherpad working collectively with their writing. 

Writing Moderation with Pukete

Yesterday's writing moderation with Pukete was good to get the feel of what other schools are doing and if we are moving in a similiar direction. Our group placed books on tables according to being at, getting there or below. While this was helpful to see that we were on the same page, I would have found it more beneficial to look at specific examples of a Year 2 Level 1iii for example and to work with these levels which can be hard to place sometimes.
Pukete brought up an interesting comment with their writing being done in pen; due to less time wasted sharpening pencils and no rubbing out of ideas that all form the end product. I guess this highlights the fact that the children's books are living documents that evolve and showcase the process not just the end result. I can see the pen idea working well in my class particularly for a group of boys who will waste time at the rubbish bin sharpening their pencils. Perhaps children may even feel as though with the pen becomes the responsibility to keep their book work even tider?
As a middle syndicate at Vardon I think our notetaking notebooks have been a great way for kids to get pen to paper and just write ideas and highjack these ideas off one another, planning their writing and then using these words in their writing. Language experience and the motivation to write is another big thing which wer are continually looking at ways to encourage not just the reluctant writers but to push those more capable. I guess language experience helps to put children in the shoes of the person in the story or to help build up the picture in the readers mind as they experience it first hand. I often find too with language experience that simlies find their way into writing without children even being aware sometimes, as they describe raindrops feeling like rocks falling on their heads.
Writing is tricky to assess and can often be a challenge to teach but the rewards are great. Seeing how far they have come as well as sitting down next to a child and being surprised with where their imagination has been able to take you as a reader. While writing may feel like a dying art we will always need to write and communicate in one form or another and people will always enjoy a good book, whether it is snuggled up with a hardcopy or scrolling through the pages of their i-pads.

Writing Ideas

Today I went into Room 10 to see how they do their writing. It reminded me of using language experience to inspire writers who often struggle to know where to start or what to write. It is something I used a lot last year but haven't used so far this year.
The class went outside to stand in the wind. Coming back to class it was great to see them using their notebooks, once again reminding me that I need to incorporate these notebooks more throughout topic and writing to get the key points and provide students with a base to then work from. One group stayed on the mat and worked with Gwynneth. They had the extra assistance of the experience and then a great illustration of what happens when it is windy, once again providing them with the stimulus of what to write.
Having a number of hands-on boys within my class, language experience is something I can see working well with this group of lower writers as well as extending the more able writers. I could use this idea of wind and then revisit the idea of language expereince looking at similies using popcorn which is an easy one to look at describing it looking like a sheeps body or sounding like fireworks exploding.
For me this lesson highlighted that the kids don't have to write a lot during writing time but focus on writing well and adding depth to their writing. This is an area I am working on with a lot of my writers and this was a great lesson to stretch sentences out and make them more interesting with the verbs.
Where to next?
In my class I have a number of posters along the wall that talk about nouns, verbs, adjectives etc. I am going to make it a goal of mine to introduce one of these posters a week and to then do some work around what it is quickly for 5-10minutes a day. This way students should be able to identify these in the books they are reading and develop them in their own writing.
Key questions for me now would be.
-How frequently can you incorporate language experience with it still being effective?
-What are some effective language experiences to target boys and lower writers?