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Improving writing across the curriculum Focus: dIFFERENTIATION TO SUPPORT esol learners

Improving writing across the curriculum Focus: dIFFERENTIATION TO SUPPORT esol learners. Alana Madgwick alanamadgwick@ gmail.com alanamadgwick@wikispaces.com twitter @alanamadgwick1 (Join the secondary literacy mailing list). Setting the scene. Finding out what you already know.

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Improving writing across the curriculum Focus: dIFFERENTIATION TO SUPPORT esol learners

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  1. Improving writing across the curriculumFocus: dIFFERENTIATION TO SUPPORT esol learners Alana Madgwick alanamadgwick@gmail.com alanamadgwick@wikispaces.com twitter @alanamadgwick1 (Join the secondary literacy mailing list)

  2. Setting the scene Finding out what you already know.

  3. So'ole fau i le fau Translation: Join the hibiscus fibre to hibiscus fibre; Unity is strength. At the end of the session I will ask you to write down your key learning from today on your petal then glue to make a hibiscus

  4. Know your learner • Using the two pieces of string, make the North & South Island • Write on the post-its three places that have special meaning to you. Place the 3 post-its in or outside of NZ. • In groups share each place and why it is important to you. • Time limit: 10 minutes. I will give a 1 minute warning

  5. What is writing? • “Creating meaningful text for a specific audience and purpose that has specific style and conventions”

  6. What is writing? “Creating meaningful text for a specific audience and purpose that has specific style and conventions”

  7. “Writing flows from a sea of talk”

  8. How can we help Spongebob?

  9. Strategy: POST-BOX ACTIVITYpURPOSE: tO ACTIVATE YOUR PRIOR KNOWLEGE There are several questions around the room –using your post-its, individually answer each question and stick your answer on the question. When finished each group will select one question and summarise the main ideas to present back to the group. You may present the main ideas in any way you like e.g. written, visual diagram, skit.

  10. Strategy: Concept circle Purpose: To think critically about how these words are connected. Task: 1. Discuss in your groups how your four words are connected. 2. Write a sentence that uses 3 or 4 of the words.

  11. Think like a writer How can I make my writing better? Structure/Organisation Vocabulary/Language features Audience/Purpose Content / Ideas

  12. Principles for effective writing across the curriculum 1. Make literacy learning explicit for every writing task to build independence. 2. Activate students’ prior knowledge 3. Make deliberate links between reading and writing 4. Make deliberate links between speaking and writing 5.Develop vocabulary and vocabulary solving skills

  13. 6. Support students to generate ideas for writing 7. Support students to structure their writing 8. Give feedback/forward that is specific and manageable-writing is a process.

  14. Demonstrate understanding of art works from Maori and other culturalcontexts using art terminology • A level 1 Art (Literacy) Achievement Standard

  15. TASK A: Investigate and Analyse. Find out as much information as possible about each of the art works and collect this in your visual diary. You might find information from exhibition catalogues and websites, a gallery educator, and books about the artists.

  16. TASK C: Present your findings using Art terminology. • Consider the following questions as a starter • to each of your paragraphs of your essay: • • How and why do artists represent the figure in their work? • • How and why are there differences between how Maori and other artists approach to representing the figure?

  17. Seven principles for evidence-based teaching (GEOFF PETTY) • Students must see the value of learning • Students must believe they can do it • Challenging goals • Feedback and dialogue on progress towards the goal • Establish the structure of information and so its meaning • Time and repetition • Teach skills as well as content

  18. Join the Secondary Literacy mailing list http://literacyonline.tki.org.nz/Literacy-Online/Community-discussions/Secondary-Literacy/Secondary-Literacy-Community-Guidelines

  19. So'ole faui le fau Translation: Join the hibiscus fibre to hibiscus fibre; Unity is strength. On your petal, write one key idea that you have learnt from this session. Glue and make a hibiscus.

  20. References: Writing Next: Effective strategies to improve writing of adolescents in middle and high schools (PDF) (Graham and Perin, 2007) http://literacyonline.tki.org.nz/Literacy-Online/Community-discussions/Secondary-Literacy/Secondary-Literacy-Community-Guidelines. (Join the Secondary Literacy online mailing list) Petty G. 2009. Evidence-Based Teaching, Nelson Thornes London

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