“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 spelCldrenadisry 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