Parent Writing W orkshop

1. Parent Writing Workshop Helping your child with writing Thankyou for your time and interest

2. What is Writing? The Jolly Postman By Janet & Allan Ahlberg

3. What is writing? What writing have you done in the past 2 days? (Brainstorm)

4. How has Literacy changed over time? After the printer was developed literacy rates developed rapidly. In 1641 30% and 1696 47% In 1440 the printing press was invented and at that time 30% of European asdults were literate By 1950 56% wordwide were literate . And in 1995 this had grown to 77% By the 1800 as education become more widely accessible 62% became literate 80% of English adults could not spell their names In 2008 83% of Europeans were literate 14th Century 15th Century 21st Century 18th Century 17th Century 20th Century • 2008 - UNESCO stated that Literacy is a fundamental right and a springboard for education for all and moving towards eradication of poverty and broadening participation in society. • Because of the globalisation of communication, India has improved their Literacy rates in 60 years and the same rate of development took the US 300 years.

5. What is the writing process? Has 2 aspects

6. What is the writing process? Activity Write a shopping list for yourself or a list of jobs you have to do this week 2. Now write the same list for someone else to follow

7. The Writing Process AUDIENCE + PURPOSE = FORM

8. The Stages of Development ACTIVITY Put the pictures in order of when they occur developmentally

9. These are the stages of writing development • Role Play • Experimental • Early • Conventional • Proficient

10. Role Play Writing Phase writers copy adult writing by experimenting with marks to represent written language. beginning to understand that writing is used to convey meaning or messages; their messages are not readable by others. Role Play writers rely heavily on topic knowledge to generate text.

11. Experimental Writing Phase writers are aware that speech can be written down. They rely on familiar topics to generate a variety of texts such as greeting cards, lists and letters. These words may consist of one, two or three letters, and reflect their developing understanding of sound–symbol relationships. They demonstrate an understanding of one-to-one correspondence by representing most spoken words in their written texts.

12. Early Writing Phase Early writers produce a small range of texts that exhibit some of the conventions of writing. When writing unknown words, they choose letters on the basis of sound, without regard for conventional spelling patterns. Texts such as retells, reports and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used words that they spell correctly.

13. Transitional Writing Phase They consider audience and purpose when selecting ideas and information to be included in texts. Transitional writers are moving away from a heavy reliance on sounding out and are beginning to integrate visual and meaning-based strategies to spell unknown words. Transitional writers show increasing control over the conventions of writing such as punctuation, spelling and text organisation. Writing shows evidence of a bank of known words that are spelt correctly. Writing shows evidence of a bank of known words that are spelt correctly. They compose a range of texts, including explanations, narratives, brochures and electronic presentations.

14. In this phase, writers use an increasing bank of known words and select from a wide vocabulary. Conventional Writing Phase They integrate a range of strategies to spell unknown words. Conventional writers demonstrate control over the conventions of writing and most components of the writing process. Conventional writers craft a variety of literary and informational texts, such as biographies, web pages and documentary scripts. While composing, they take responsibility for adjusting the language and content to suit specific audiences and purposes.

15. How do we teach writing? Expose Focus Focus Build On

16. What do we do in classrooms? • Language Experience • Shared writing • Guided writing • Independent writing • Word work • Work on writing

17. Approaches to teaching writing • A big part of writing is being able to talk about what you are going to write about first, if they can’t ‘say it’ then it is very difficult to ‘write it’. • ACTIVITY • 1. Turn to your partner and talk about your ‘Magic Door’ • Guiding questions :What does your door look like? What might be on the other side? • 2. Write a paragraph in 5 minutes • The Magic Door • 3. Lets edit our work • Use a blue highlighter to highlight your openers • Use the green highlighter to highlight punctuation • Use yellow to highlight vocab • Use red to highlight connectives

18. How can you help with writing? Focus on ideas and intent

19. Golden Rules For Writing • DO offer plenty of praise • DON’T bribe a child to read or write • DO allow different forms of writing • DON’T get obsessed with spelling • DO speak to me and us

20. What do teachers do? • Daily opportunities to write for authentic purposes • Teach genre and text form elements • Conferring • Refine and extend their skills and understandings • Handwriting • Create online texts

21. PURPOSE + AUDIENCE = FORM • Create • (Authorial) • Focus on ideas, content and their intention • Edit and Proof Read • (Secretarial) • Ready for publication

22. Spelling Development • What makes a good speller? • Who is a good speller that you know? • How do you become a good speller?

23. How do we teach spelling at school? • It is not just about doing a spelling test on a Friday and learning words, it is far more complex • It is a shift from knowing a base to knowing the words that we use all of the time. • Some words are phonetic which we can sound out and other are not eg. was, one. Some words we just need to know. • The most frequently used words are what they need to know and act us a foundation building block needed to extend and explore. • Most frequently used words which shifts to and develops to word study • - golden words, red words etc. • - THRASS, Oxford, SWST

24. Questions Handout