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Literacy INSET

Literacy INSET. Writing Sunday 26 April 2009. Background to Today. Kate, Jan and Mark had an initial meeting to finalise focuses Mark and Kate met to compare/collate various objectives from UK and NZ exemplars of writing Mark typed an initial draft

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Literacy INSET

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  1. Literacy INSET Writing Sunday 26 April 2009

  2. Background to Today... • Kate, Jan and Mark had an initial meeting to finalise focuses • Mark and Kate met to compare/collate various objectives from UK and NZ exemplars of writing • Mark typed an initial draft • Mark and Kate met to look at draft. They re-worked and further refined the indicators • Mark typed this up. • Mark and Kate met again to combine year groups • Mark, Kate and Rob met

  3. A fable - independent narrative writing This is a collection of work. Click through the chapters to see the full collection or download the attached standards file. Following reading and responding to fables, children were asked to make up their own narrative fable on the basis of 'How the...got its...'. The choice of the creatures was left to the children and they worked independently on the task.

  4. Assessment summary Jason's writing is appropriate to task and purpose (AF2) but arises from a very supportive context of prior class work. His fable is restricted mainly to the narration of events, and opportunities to use direct speech and description have been missed. The link between the 'big tree', the 'bird' and the 'noses' has not been made clear, leaving the reader unsure where all these noses come from (AF3). Some appropriate phrases are used, for example 'Once long ago', 'lots of diffrent noes', 'fell from the sky' and 'looked and looked', but generally word choices are simple (AF7). Simple expansions such as 'little cave', 'hotiest day', 'ran like crazy', 'circalin' (circling) and 'the tree' are occasionally used to elaborate ideas (AF1). Past tense is used appropriately and generally accurately and the change to present tense in the final section is correct (AF5). Occasionally, due to final letter or word omissions, some sentences lack clarity for the reader. Spelling seems to be consistent with some level 3 criteria. Simple grammatical function words are correctly spelt, for example 'could', 'next' (AF8). Some simple content words are incorrect, with some examples of phonetically plausible spelling. Overall the writing shows evidence of a number of level 3 criteria but with some insecurity in punctuation and sentence structure. Previous:A persuasive letter to a character from a famous duo [4]Next:Overall assessment summary for Jason [5]

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