Professional Reading #2 - Effective Literacy Practice
Title of Book/Reading/Study Programme
Effective Literacy Practice Y1-4; Deliberate Acts of Teaching
Author/s or Lecturer/s or Speaker/s
Ministry of Education
Motivation
The motivation for this reading is the want to improve my Writing programme. As part of my role as a CoL teacher, I am inquiring into raising the achievement of my students in Literacy, with a specific focus on writing.
How will it help me? How has it helped me?
Every time I read this section of the book, I learn something new. My key takeaways for this reading this time round are:
Modelling; I need to do more of this and use more models of writing when I am introducing or teaching a new strategy/skill. GRR, Gradual Release of Responsibility is how I aim to do this. I write. We write. You write. I Write is where I model effectively.
Giving Feedback; Hattie describes feedback as the most powerful single factor that enhances achievement. If I think back to one of my hypothesis 'IF I choose specific features of writing to focus on for the week e.g. vocabulary, THEN this will allow them to see the progress/next steps of their learning in writing.' this is, I feel an awesome start to really being able to give them specific feedback for their writing.
Telling; Frontloading. For my writers that I am targeting, building wordbanks BEFORE we start writing is helping them to write during writing TIME. For some, it has meant that they are writing a bit more than they previously were.
Modelling; I need to do more of this and use more models of writing when I am introducing or teaching a new strategy/skill. GRR, Gradual Release of Responsibility is how I aim to do this. I write. We write. You write. I Write is where I model effectively.
Giving Feedback; Hattie describes feedback as the most powerful single factor that enhances achievement. If I think back to one of my hypothesis 'IF I choose specific features of writing to focus on for the week e.g. vocabulary, THEN this will allow them to see the progress/next steps of their learning in writing.' this is, I feel an awesome start to really being able to give them specific feedback for their writing.
Telling; Frontloading. For my writers that I am targeting, building wordbanks BEFORE we start writing is helping them to write during writing TIME. For some, it has meant that they are writing a bit more than they previously were.
So What?
Moving forward, in my writing sessions I plan to
• Use more of the 'GRR' approach with modelling, I write. We write. You write, supporting them through the writing process and new learning with my target students.
• Continue with the specific focus planning that I currently have implemented e.g. focus on sentence structure.
• Use more of the 'GRR' approach with modelling, I write. We write. You write, supporting them through the writing process and new learning with my target students.
• Continue with the specific focus planning that I currently have implemented e.g. focus on sentence structure.
• Allow for more time to frontload with my target students. Whatever it is that it may look like, and make these lessons deliberate, rather than incidental. Continue to use this time to build word banks for writers and form intentions to write.
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