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“thai English Writing Policy Broad Objectives Aims road Objectives ‘The aim ofthis plan sto provide a structured and sequential programme fr teachers to enable client 1. writ leary coreety and uenty 2 Use 2 wide range of vocabulary 4. Use grammar and punctuation appropiate. 4 Write in wie variety of genres encompasing fering styles, purposes, audiences and level of formality 5. Experience opportunites to develop presentation, editing and publishing sl 5. Engage in collaborative writing experiences 7. Develop a high standard of penmanship. ‘St Pete’ fllow the seven steps ta teaching a genre as outlined by the POST Step 1~ Famiaristion Farnlarising is collective term. It describes the ways in which eachersraie chlden's awareness and actvate thee pir nowledge. Also, known as immersing or exposing It invelves students Reading, escussingistening to or viewing samples ofthe new fm 1. Sample displays 2. Reading to and Reading with Students 3. Other Uteray activities Ligsaw actitles ighighting spect anguage features Inovting on text form 1. Sample osplays ‘+ Provide opportunites to read and lew avatet frecount/report/persuave texts ‘Diseuss and compare ters ‘+ Bulld an awareness ofthe common features of recounts/epors/expositirs by ‘+ Takg bout the purpose ‘dentin the possible intended audience {Drawing attention tothe text organisation 4 Highighing the typeof language used Step2- Analysing 1, Onerextmodel Children study on effective sample fa text form Step 1 labeling Step 2: Language Features eects =linkng words ‘This a tia stage where Children “lscover” and analyse the framework ofa form of text. A problem-solving proach is used, allows them to consider speci language features fr that, form, ‘The Direct model vses ONE effective sample of form of est, Children ar asked tous this pece of texto dscover the framework. Dect Model ref page 9 of writing resource boot) Fest steps outline two stages for discovery. Both stategles support a problem-soblng approach, ‘but vary inthe level of analysis and seldicovery. 2. Mult:Toxt Model Read ens A Tf thee Cream reco See p55 of wo resource Step 2 Jstifetin of Ranking Step 3 Language Features Stop 4 Create Rules ‘The Mult Text or Analysing Text model ure 3 or 4 sorpls ofa form of text. Chidren ae required torank these samples by effectiveness. Then use the Information galned from dcussion to devise ‘les and framers or wtiting that form The analysing text mode (ref page 55,74, 135 of ‘wating resource book) Modell weting ia strategy for teaching a range of forms, conventions and procedures of witng Ieiwolves the writer ‘thinking loud as she wits foran aulence Teachers Role Several demonstrations Clear foes Prepare feontent [focus form Choices deions /thinking/backaround knowledge ringing subconscious thinking tothe conscious hts Role “+ Prepare them {Fioingto let you hear what thinking child spel Cldrenadisry role only ‘Max 20min (age +3min) Setup round rules Practice almost immediately in pais shared Recap Reinforce Flebe seating arrangements Visual everhead/ markersfipchartfeolour Modeled wing nolves "the teacher com ‘whats Being dane and explaining decison incude/omt, what language to use and 0 on. Iefsveryimportant that a ths stage, and in althe stages t follow,» purpose is reste for generating the tet Teacher explains tothe children that they shoud listen ony. tis useful to se a redmarkr as 2 signal to crn that they donot have to contbute. To ensure optimum engagement by the tilren i shouldbe short an shar probably no mote than 5 minutes. Teacher can lead immesiately into Shared by changing toa blue marker ng tents front ofthe cas, thinkirg aloud about (vans 1991), Dedsons suchas what content to Step ¢~shaved Welting ‘Teacherhas the pen. Teacher continues to ‘think lou! but consults the eilren fries Shared writing isan eflectve an non-threatening way to support chiens wring and involves the teacher and the chien wing together. Chen volunteer parts of the story andthe teacher \wrltes down ona flip chat or white board, thus modeling the wring conventors. Teacher reads and re-reas the texto highlight te importance of events imainging on one another aspect of writing that young eden find hard to master. Changing the clour of marker on the flpcharto 2 blue marker perhaps acts a signal to the children that they cancontrbute to this part theless, ‘Shared wing provides the teacher with an opportunity to encourage/ntroduce language features ‘ofthe text such a5 language of conviction in persuasive wing and because chidrev refocusing on ‘the thinking-composng proces without te adltional tack of transcribing, shared wing fees ‘thei imagination and helps them gin confidence in wring independently. sharedurting engages ‘the children in talking, writing and reading within a genre, demonstrating that reading and writing are interdependent and support eachother (Hornsby 2000) step5~ Guided weiting Children plan thei wing in pais/groups using thelr framework In guided writing the student oes the actual writing, and th teacher feitates ides, suggests, and encourages. This ir very ‘worthul step before students are asked to wre independent. Indeed, al hat learnes in shared writings incrporated by stents wth teacher guidance) in guded write ‘though the helding oF the pen or pencthas been switched fom teacher to studet, collaboration remains apart he process ithe student needs Yet, the cuneship ofthe wrth s alwaysthe student’. The teacher's oles to help young writers discover their on ablities byproviding ‘opportunites for choice and peer response. During guided writing the teacher demonstrates and conducts min lessons, where appropiate, that help the student lean to drt rawse, and et ther writing. Children compose with 2 partner or ina smal group so that theres peer supports they rte using

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