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new First Steps® in LiteracyCANADIAN EDITION

Writing

CourseBook

FSIL015 | First Steps in Literacy: Writing Course Book © Western Australian Minister for Education 2013. Published by Pearson Canada Inc.

http://creativecommons.org/licenses/by-nc-nd/3.0/

First Steps® Writing Course Book, Canadian Edition (2008)

Published in Canada by

Pearson Canada Inc.26 Prince Andrew Place

© Western Australian Minister for Education 2013

Canadian editions are adapted from resources originally developed by STEPS ProfessionalDevelopment and the Department of Education and Training, Western Australia.

Every attempt has been made to trace and acknowledge copyright. Where an attempt hasbeen unsuccessful, the publisher would be pleased to hear from the copyright owner soany omission or error can be rectified.

Vice-President, Publishing and Marketing, School Division: Mark CobhamVice-President, Marketing and Professional Field Services: Anne-Marie ScullionPublisher, Pearson Professional Learning: Debbie DavidsonResearch and Communications Manager: Chris AllenCanadian Edition Advisors: Noreene Decker, Norma MacFarlane, Mary Lou StirlingProject Co-ordinator, Pearson Professional Learning: Joanne CloseAssociate Editor: Jacquelyn BusbyDevelopmental Editor: Katherine RevingtonSenior Production Editor: Jennifer HandelProofreader: Martha Uniacke BreenProduction Coordinator: Zane KanepsComposition: Computer Composition of Canada, Inc.Permissions: Amanda McCormickCover Design: Alex LiCover Image: Joe Drivas/Photographer’s Choice/GettyImages

ISBN-13: 978-0-13-207281-6ISBN-10: 0-13-207281-5

Don Mills, ON M3C 2T8



Contents

iii

Getting StartedFirst Steps Writing, Canadian Edition: Overview

of Materials vClass Profile Sheet viShort-Term Classroom Plan: Writing viiSuggested Process for Using the Writing Map

of Development x

Session 1: Understanding theWriting Map of Development 1Listing Writing Tasks 2Planning Writing Activity 4Reflecting on Writing Activity 1 6Reflecting on Writing Activity: Three Cueing Systems 7A Multidimensional Model of Teaching Writing 8Professional Reading 1.1: The Evolution of

Teaching Writing 9Professional Reading 1.2: About the

Multidimensional Model of Teaching Writing 10Role-Play Writing Indicators 13Writing Map of Development—Phase Review 15Self-Reflection Notes: Understanding the

Writing Map of Development 16

Session 2: Assessing andSupporting Students’ WritingDevelopment 17Data Collection 18Class Profile Sheet 19Individual Student Profile Sheet—Key Indicators Only 20Individual Student Profile Sheet—All Indicators 21Class Profile Sheet—All Indicators 22Overview of Writing Map of Development—

Parent Version 23Short-Term Classroom Plan: Writing 24Self-Reflection Notes: Assessing and Supporting

Students’ Writing Development 26

Session 3: ContextualUnderstanding: Five KeyUnderstandings 27Rules for Teachers 28Contextual Understanding: What Students Need

to Know 29Key Understandings for Contextual Understanding 30Text: Contextual Understanding—Solomons

Dolphins Sold to Mexico 31Self-Reflection Notes: Contextual Understanding—

Five Key Understandings 32

Session 4: Use of Texts 33Suggested Pathway for Developing a Unit of Work

for a Selected Form 34Student Sample—Writing to Describe 35Multi-Text Model: Geographical Report 36Rank Samples 38Supporting Writers 39Self-Reflection Notes: Use of Texts 40

Session 5: Conventions 41Seven Approaches to Teaching Spelling 42Establish Routines 44Words to Learn 45My Personal List 46Recording My Results 46Words I Know 47Self-Reflection Notes: Conventions 48

Session 6: Processes andStrategies 49Survey 50Self-Reflection Notes: Processes and Strategies 51Where Do I Go From Here? 52



v

Getting StartedThis section contains pages that you will refer to throughout the duration of the course.

Linking Assessment,Teaching and Learning

Chapter 1First Steps, Canadian EditionChapter 2

Planning for the SuccessfulImplementation of First Steps

Chapter 3Understanding First Steps Beliefs

Chapter 4First Steps and Diversity

Chapter 5Establishing a Positive Teachingand Learning Environment

Chapter 6Assessment and Evaluation:Theory, Principles, and Practices

Chapter 7Effective Teaching and LearningPractices

Chapter 8Classroom Planning and Grouping

Chapter 9The Metacognitive Process:Reflecting, Representing, andReporting

Chapter 10Communicating with Parents

Writing Map ofDevelopment

Chapter 1About Writing

Chapter 2Understanding the Writing Map

Chapter 3Collecting Data on WritingDevelopment

Chapter 4Role Play Writing Phase

Chapter 5Experimental Writing Phase

Chapter 6Early Writing Phase

Chapter 7Transitional Writing Phase

Chapter 8Conventional Writing Phase

Chapter 9Proficient Writing Phase

Chapter 10Accomplished Writing Phase

Writing Resource Book

Chapter 1Use of TextsSection 1: InstructionalApproaches to Writing

Section 2: UnderstandingDifferent Forms of Writing

Chapter 2Contextual UnderstandingSection 1: Developing ContextualUnderstanding for Writing

Chapter 3ConventionsSection 1: Connecting SpellingInstruction to Writing

Section 2: Developing Grammar

Chapter 4Processes and StrategiesSection 1: Writing Processes andStrategies

First Steps Writing, Canadian EditionOverview of Materials



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PREDICTING

• Read Global Statements.• Make a prediction of a

student’s phase.

ASSESSING

• Collect data.• Identify students on the

Map of Development.• Monitor student progress.

TEACHING/LEARNING

• Select Major Teaching Emphasesfrom the phase.

• Select Teaching and LearningExperiences.

LINK

Suggested Process for Using the Writing Map of Development



1

Session 1

Understanding the Writing Map of Development

SESSION OUTLINE• Explore the beliefs that underpin the

First Steps resource.

• Develop an understanding of a multidimensional model for teaching writing.

• Define and explain four substrands usedin the First Steps Writing resource.

• Explore the layout of the First StepsWriting Map of Development.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 1: First Steps, Canadian EditionChapter 3: Understanding First Steps BeliefsChapter 5: Establishing a Positive Teaching and Learning Environment

WRITING MAP OF DEVELOPMENTChapter 1: About WritingChapter 2: Understanding the Writing Map



2

List all the writing tasks undertaken in the past week.

List any other writing tasks you would like to do in the next few days.

Listing Writing TasksTo effectively teach writing, teachers need to experience the processes used for constructing text.



3

Planning PageTeachers need to be metacognitive about writing in order to share the processes with their students.

Writing activity for today is ___________________________________________________________

Purpose: Why am I writing this text? ____________________________________________________

Audience: For whom am I writing? ______________________________________________________

Form: What form of text will I use?______________________________________________________

Planning



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Writing Activity

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Writing Activity

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6

Reflecting on Writing Activity 1

What I DidBeforeWriting

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What I DidDuringWriting

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What I DidAfter

Writing

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Reflecting on Writing Activity: Three Cueing Systems

Task: Reflect on your writing activity. What knowledge did you draw upon from the semantic, syntactic,and graphophonic cueing systems?

Semantic• Topic/Concept knowledge• Cultural/World knowledge• Vocabulary knowledge• Word structure knowledge

• Graphophonic knowledge• Orthographic knowledge

• Grammatical (word order)knowledge

• Word function knowledge• Text knowledge

Graphophonic Syntactic



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Summaries Blueprints Cartoons

Rules Memos Affidavits Policies Timetables Complaints

Narratives Poems Competition entries Fairy-tales Fables Myths

Interviews

Blurbs

Descriptions

Song lyrics

Instructions

Diaries

Menus

Surveys

Notes

Messages

Reports

Directions

Labels

Glossaries

Expositions

Editorials

Biographies

WRITING STRATEGIES

Self-questioning Paraphrasing/Summarizing Connecting Chunking

Predicting Using spelling generalizations

Creating imagesSounding out

Determining importance Using analogy

Consulting anauthority

ComparingUsing meaning

Rereading Using memory aids

Synthesizing Using visual memory

PRIOR KNOWLEDGE

CUEING SYSTEMS

Planning WRITING PROCESSES Drafting

Publishing Conferring Refining

RANGE OF TEXT FORMS

CONTEXT OF THE WRITING EVENT Roles and RelationshipsPurpose

SituationSubject Matter Socio-cultural Influences

Lists

Retellings

Recipes

Journals

Invoices

Word puzzles

Slogans

Indexes

Recount

Procedure

Job applications Headlines Questionnaires Explanations

Apologies Invitations Jokes Experiments Contents pages

Autobiographies Meeting minutes Reviews Personal correspondence Comics

A Multidimensional Model of Teaching Writing


Semantic

Note: There are also other cueing systems that writers can draw upon. For example, the pragmaticcueing system relates to knowledge of audience, purpose of writing, and situation. The knowledgewithin cueing systems makes up prior knowledge.



9

Professional Reading 1.1

The Evolution of Teaching WritingOver the past four decades different approaches to teaching writing have been taken. Each newapproach has been informed by a growing understanding of the process of writing and the changingviews about the purposes of writing. Each subsequent approach has taken insights from the previous, aswell as incorporating new thinking. Harris, McKenzie, Fitzsimmons, and Turbill (2003) havesummarized some major shifts in thinking about writing instruction.

1. Writing as Production or Encoding—an emphasis on teaching spelling, handwriting, punctuation,and grammar in isolation, and all as prerequisites to the task of writing.

2. Writing as Creativity—a shift in emphasis to writing as a form of self-expression. Compositionbecame “creative writing.”

3. Writing as a Process—a shift in emphasis from the product to the ways texts are developed. Afocus on teaching the processes proficient writers use when creating text.

4. Writing as Genre—an emphasis on the systematic, explicit instruction in specific genres of writing.Modelling, joint construction, and independent writing were used to scaffold students’ control ofgenres.

Over time these approaches have contributed towards a comprehensive and balanced approach tosupport students’ writing development. Effective writing instruction has been a result of the emergenceof best practices across all of the above approaches.

5. Writing Within the Context of Setting and CultureThe latest refinement has been to give greater emphasis to the consideration of context, especiallysetting and culture (Harris, McKenzie, Fitzsimmons, and Turbill 2003). This approachacknowledges that all writing happens in a situational and socio-cultural context to fulfil a writer’spurpose. It is important that within the classroom, students are exposed to many “real-world”situations and purposes for using writing. The goal for students is to understand and use writing inreal-life settings to communicate their ideas, share information, stimulate thinking, formulatequestions, or influence policy and action.

Harris, P., B. McKenzie, P. Fitzsimmons, and J. Turbill. 2003. Writing in the Primary School Years.Tuggerah, AU: Social Science Press.



Professional Reading 1.2

About the Multidimensional Model of Teaching WritingThis resource provides a model of teaching writing that reflects a culmination of all the approachespreviously outlined. The changes in emphases across these approaches has led to cumulative refinementsof the way writing is taught. The First Steps materials support teachers to implement an approach thatacknowledges the need to build prior knowledge and learn the skills necessary for writing. It representswriting as a process, writing as genre, and is a multidimensional model that acknowledges theimportance of socio-cultural perspectives to the teaching of writing.

Building Prior Knowledge

The centre of the diagram represents major cueing systems. Just as effective readers draw upon a rangeof information sources when comprehending texts, effective writers also draw in a range of informationsources when composing texts. These sources are often referred to as semantic, syntactic, andgraphophonic cues. Each cueing system is equally important and used simultaneously before, during,and after composing texts. Collectively, these make up a writer’s prior knowledge, or schema.

It is critical that students from a very early age be provided with opportunities to build knowledge and skillswithin each cueing system. This is achieved by helping students to focus on elements such as buildingknowledge about concepts and topics; expanding cultural and world knowledge; building vocabulary;understanding words and word parts; building grammatical understandings; exploring graphophonicrelationships; and expanding text-form knowledge.

Using Writing Strategies

Another important element in supporting writing development is the explicit teaching of the strategiesrelated to crafting texts, including those used to spell unfamiliar words. Strategies are most effectivelyintroduced through teaching practices such as modelling, sharing, and guiding and through opportunitiesfor students to apply their use in meaningful contexts. Strategies can be introduced, used, and applied bystudents as they plan, draft, confer, refine, and publish texts for a range of social purposes. The controlof a wide range of strategies is imperative to successful writing.

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Semantic• Topic/Concept knowledge• Cultural/World knowledge• Vocabulary knowledge• Word structure knowledge

• Graphophonic knowledge• Orthographic knowledge

• Grammatical (word order)knowledge

• Word function knowledge• Text knowledge




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Using Writing Processes

Writing processes are the how of writing. There is not, as is sometimes thought, one “process approach.”There are many useful writing processes that feed into a recursive process. The number of steps andstages that are documented may vary but usually reflect a similar outcome. Consciously or not, allwriters go through a series of stages or use predictable paths to create a text. Effective writersunderstand that writing is a process that occurs over time. This process may vary from person to person,or according to the purpose and audience of the writing event.

Teaching inexperienced writers the processes of writing provides them with a structure they can followto help them craft text from beginning to end. The important factor is to help students to understand thatthe stages are not fixed. Writers move back and forth between stages, making the process fluid anddynamic. Some writing may not go through all stages. This resource presents a process for writing usingthe following stages.

Writing strategies include the following:Self-Questioning Sounding OutPredicting ChunkingCreating Images Using Spelling GeneralizationsDetermining Importance Using AnalogyConnecting Consulting an AuthorityComparing Using MeaningRereading Using Memory AidsSynthesizing Using Visual MemoryParaphrasing/Summarizing

Planning• Gathering ideas • Brainstorming • Reading, discussing• Pre-writing in the

sense it comes beforedrafting

PublishingPreparing the writingfor presentation to anaudience

Drafting• Sustained writing to

produce a first version • Focus on ideas

RefiningRevising, Editing, andProofreadingTaking another look at thewriting and making correctionsand improvements

Conferring• Getting advice • Gathering feedback



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Crafting a Wide Range of Text Forms

Another section of the diagram represents a sample of the wide range of text forms that writers maycreate depending on the context of the writing event. The goal or desired outcome for students is thatthey can write for a range of purposes, using electronic and print media as well as using conventionsappropriate to the audience, purpose, and context. Many texts that writers create will be hybrid texts thatcombine features from a variety of modes, media, text forms, and text product types to convey theirmeanings.

It is becoming increasingly important that the texts students create are produced through pen and paperand through electronic media. Electronic texts have unique characteristics that make them different fromconventional printed texts. Becoming literate for electronic writing will involve writers becomingacquainted with and learning to compose nonlinear, non-sequential text and use organizational featuresthat are typical of electronic texts. The types of features that are typical characteristics of hypertextsinclude pop-up menus, hyperlinks, and sidebars. Electronic texts can also incorporate a wide range ofanimated, flashing, or moving visual displays, sound effects, or video. Writers need to learn theconventions of how to incorporate the use of these elements with prose to create effective multimediatexts.

Context of the Writing Event

Context refers to the immediate situational circumstances as well as the broader socio-culturalinfluences that have impact on a writing event. Writers do not operate as solitary individuals, but asmembers of a social-cultural group. This influences what and how they write and how their writing isperceived.

It is important for writers to understand that when they create texts, several factors will influence theirchoice of language and guide them to decide what is important:

• purpose of the communication• knowledge of the subject matter• roles and relationships between the writer and the audience• physical situation in which the writing takes place • socio-cultural beliefs, values, and assumptions



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Role-Play Writing IndicatorsThe indicators tell where the students are. Key Indicators signify a conceptual leap in criticalunderstandings and describe behaviours that are typical of a phase. Other Indicators describe behavioursthat provide further detail of the phase and can be used to document small gains.

Use of Texts◆ Assigns a message to own written and drawn symbols◆ Demonstrates awareness that writing and drawing are different◆ Knows that print carries a message, but may read writing differently each time• Writes, then asks others to assign meaning to what has been written• Dictates to an adult what they want written, e.g., This is my toy.• Talks about own writing and drawing• Attempts to write own name• Makes random marks on paper or screen• Makes horizontal or linear scribbles with some breaks• Produces circular scribble• Orally recounts own experiences• Begins to use the metalanguage associated with writing, e.g., word, letter, sound

Contextual Understanding◆ States purpose or audience for own writing, e.g., This is a card for Dad.◆ Identifies and talks about characters from literary texts◆ Identifies and talks about people and ideas in informational texts• Role-plays writing for a purpose, e.g., taking a lunch order in a restaurant• Makes links to own experience when creating texts• Talks about times when they have seen others writing• Reacts to written texts in their environment, e.g., signs• Imitates the act of writing when they see others write

Conventions◆ Begins to demonstrate an awareness of directionality, e.g., points to where print begins◆ Uses known letters or approximations of letters to represent writing• Draws symbols consisting of straight, curved, or intersecting lines that simulate letters• Knows that a word can be written down• Writes letters randomly or as strings on the page• Mixes letters, numerals, and invented letter shapes• Makes organizational decisions about writing, e.g., I’ll start here so it will fit.• Writes the first one or two letters of own name or word correctly and may finish with a random

string of letters• Recognizes own name or part of it in print



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Processes and Strategies◆ Relies upon personal experiences as a stimulus for writing• Uses texts viewed, read, or heard as a stimulus for writing• Copies print from the environment• Uses letters from own name to generate writing• Asks questions about printed words, signs, and messages• Tells others about what has been written or drawn• Voices thoughts before and during writing



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Self-Reflection NotesUnderstanding the Writing Map of Development

Big Ideas:

My Thoughts:

Need Further Clarification:

My Goals:



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Session 2

Assessing and Supporting Students’ Writing Development

SESSION OUTLINE• Examine a suggested process for using

the Writing Map of Development.

• Discuss the most effective ways ofcollecting and recording informationabout writing development.

• Identify a student on the Writing Map ofDevelopment.

• Explore a suggested planning processthat links assessment, teaching, andlearning.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 6: Assessment and Evaluation: Theory, Principles, and PracticesChapter 8: Classroom Planning and Grouping

WRITING MAP OF DEVELOPMENT Chapter 2: Understanding the Writing MapChapter 3: Collecting Data on Writing Development



18

Key Indicator Data-Collection Tools

Data CollectionWork in groups of four to

• select a phase as a focus• allocate one substrand to each person

Use the Writing Overview and read the Key Indicators from the chosen phase and allocated substrand.

Identify two data-collection tools that would provide evidence of each of the Key Indicators.

Phase: ______________________________________________________________________________

Substrand: ___________________________________________________________________________



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Indi

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____

____

____

____

____

_Sc

hool

:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

CON

VEN

TION

ALPR

OFIC

IEN

TAC

COM

PLIS

HED

USE

OF

TEXT

S

◆Cr

afts

a w

ide

rang

e of

tex

ts,

dem

onst

rati

ng c

ontr

ol o

ver

all

elem

ents

◆Co

mpo

ses

text

s by

ret

riev

ing,

rec

ordi

ng,

and

orga

nizi

ng i

nfor

mat

ion

appr

opri

ate

to p

urpo

se a

nd a

udie

nce

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

◆Ex

plai

ns w

hy a

par

ticu

lar

text

for

m m

ay b

e m

ore

appr

opri

ate

toac

hiev

e a

purp

ose

for

an i

nten

ded

audi

ence

◆Ad

just

s th

e la

ngua

ge a

nd i

deas

to

incl

ude

in o

wn

text

s to

sui

tpu

rpos

e an

d au

dien

ce

◆Se

lect

s w

ays

to r

epre

sent

cha

ract

ers

and

even

ts t

o cr

eate

spe

cifi

cef

fect

s in

lit

erar

y te

xts

◆Se

lect

s w

ays

to r

epre

sent

peo

ple

and

idea

s to

cre

ate

spec

ific

eff

ects

in

inf

orm

atio

nal

text

s

◆Us

es d

evic

es w

hen

atte

mpt

ing

to i

nflu

ence

the

rea

der,

e.g

., h

umou

r

CON

VEN

TION

S

◆Se

lect

s vo

cabu

lary

to

crea

te p

reci

se m

eani

ng

◆Sp

ells

and

use

s a

larg

e ba

nk o

f kn

own

wor

ds c

orre

ctly

◆Kn

ows

and

uses

les

s co

mm

on l

ette

r pa

tter

ns c

orre

ctly

, e.

g.,

aisl

e,re

ign

◆W

rite

s a

vari

ety

of s

impl

e, c

ompo

und,

and

com

plex

sen

tenc

es u

sing

appr

opri

ate

punc

tuat

ion

◆De

velo

ps a

par

agra

ph b

y w

riti

ng a

top

ic s

ente

nce

and

incl

udin

gsu

ppor

ting

inf

orm

atio

n

USE

OF

TEXT

S

◆Co

ntro

ls t

he c

raft

ing

of a

lar

ge r

eper

toir

e of

tex

ts

◆Cr

itiq

ues

own

text

s by

eva

luat

ing

the

info

rmat

ion

retr

ieve

d,re

cord

ed,

and

orga

nize

d

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

◆M

akes

cri

tica

l ch

oice

s ab

out

the

com

posi

tion

of

a te

xt t

o su

itdi

ffer

ent

purp

oses

and

to

infl

uenc

e au

dien

ces

◆Co

nsci

ousl

y pr

ovok

es p

osit

ive

or n

egat

ive

resp

onse

s th

roug

h th

ere

pres

enta

tion

of

char

acte

rs a

nd e

vent

s in

lit

erar

y te

xts

◆Co

nsci

ousl

y pr

ovok

es p

osit

ive

or n

egat

ive

resp

onse

s th

roug

h th

ere

pres

enta

tion

of

peop

le a

nd i

deas

in

info

rmat

iona

l te

xts

◆Se

lect

s de

vice

s de

sign

ed t

o de

epen

im

pact

or

to i

nflu

ence

apa

rtic

ular

aud

ienc

e

CON

VEN

TION

S

◆Se

lect

s vo

cabu

lary

for

its

sha

des

of m

eani

ng a

nd e

ffec

t

◆H

as a

ccum

ulat

ed a

n ex

tens

ive

bank

of

know

n w

ords

tha

t ar

e sp

elle

dan

d us

ed c

orre

ctly

◆Is

aw

are

of t

he m

any

lett

er p

atte

rns

that

are

cha

ract

eris

tic

of t

heEn

glis

h sp

ellin

g sy

stem

◆Us

es g

ram

mat

ical

ly c

ompl

ex s

ente

nces

app

ropr

iate

ly a

nd c

orre

ctly

◆Or

gani

zes

para

grap

hs l

ogic

ally

to

form

a c

ohes

ive

text

USE

OF

TEXT

S

◆Co

ntro

ls t

he c

raft

ing

of a

lar

ge r

eper

toir

e of

tex

ts

◆Cr

itiq

ues

own

text

s by

eva

luat

ing

the

info

rmat

ion

retr

ieve

d, r

ecor

ded,

and

orga

nize

d

◆Is

abl

e to

wri

te u

sing

a d

ispa

ssio

nate

sty

le t

hat

conc

eals

per

sona

l bia

s

◆Is

abl

e to

writ

e us

ing

an e

mot

ive

styl

e th

at m

akes

idea

s m

ore

appe

alin

g

◆W

rite

s w

ith

conv

icti

on,

usin

g a

stro

ng p

erso

nal

voic

e

◆Us

es t

he m

etal

angu

age

asso

ciat

ed w

ith

wri

ting

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

◆M

akes

cri

tica

l ch

oice

s ab

out

the

com

posi

tion

of

a te

xt b

ased

on

anan

alys

is o

f th

e pu

rpos

e an

d th

e in

tend

ed a

udie

nce

◆Co

nsci

ousl

y pr

ovok

es p

osit

ive

or n

egat

ive

resp

onse

s th

roug

h th

ere

pres

enta

tion

of

char

acte

rs a

nd e

vent

s in

lit

erar

y te

xts

◆Co

nsci

ousl

y pr

ovok

es p

osit

ive

or n

egat

ive

resp

onse

s th

roug

h th

ere

pres

enta

tion

of

peop

le a

nd i

deas

in

info

rmat

iona

l te

xts

◆Se

lect

s de

vice

s de

sign

ed t

o de

epen

im

pact

or

to i

nflu

ence

a

part

icul

ar a

udie

nce

◆Re

cogn

izes

how

one

’s v

alue

s, a

ttit

udes

, an

d be

liefs

hav

e im

pact

on

the

com

posi

tion

of

a te

xt

◆Ac

com

mod

ates

or

resi

sts

the

likel

y ex

pect

atio

ns o

f pa

rtic

ular

aud

ienc

es

CON

VEN

TION

S

◆De

liber

atel

y se

lect

s w

ords

to

conv

ey m

eani

ng e

cono

mic

ally

and

pre

cise

ly

◆Ac

cura

tely

spe

lls a

wid

e ra

nge

of w

ords

◆Co

nsci

ousl

y se

lect

s se

nten

ce s

truc

ture

and

ass

ocia

ted

punc

tuat

ion

toac

hiev

e im

pact

◆Or

gani

zes

idea

s an

d in

form

atio

n cl

earl

y, s

usta

inin

g co

here

nce

thro

ugho

ut t

exts

◆M

ay c

hoos

e to

dev

iate

fro

m t

he c

onve

ntio

ns o

f w

riti

ng t

o de

epen

impa

ct

SA

MP

LE

FSIL

015

| Firs

t Ste

ps in

Lite

racy

: Writ

ing

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

Pea

rson

Can

ada

Inc.


21

Indi

vidu

al S

tude

nt P

rofi

le S

heet

(Al

l In

dica

tors

)

Grad

e: _

____

____

_Te

ache

r: _

____

____

____

____

____

____

____

____

Grad

e: _

____

____

_Te

ache

r: _

____

____

____

____

____

____

____

____

Grad

e: _

____

____

_Te

ache

r: _

____

____

____

____

____

____

____

___

Stud

ent’s

Nam

e:__

____

____

____

____

____

____

____

____

____

____

____

____

_Sc

hool

:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

EARL

YTR

ANSI

TION

AL

USE

OF

TEXT

S

◆At

tem

pts

a sm

all

rang

e of

fam

iliar

tex

ts,

eith

er t

each

er-d

irec

ted

or s

elf-

sele

cted

◆W

ith

assi

stan

ce,

find

s in

form

atio

n in

tex

ts a

nd r

ecor

ds t

hrou

gh d

raw

ing

or w

riti

ng k

ey w

ords

•Of

ten

wri

tes

a si

mpl

e re

coun

t of

per

sona

l eve

nts

•W

rite

s si

mpl

e fa

ctua

l acc

ount

s w

ith

littl

e el

abor

atio

n

•Re

wri

tes

know

n st

orie

s in

seq

uenc

e

•M

ay i

nclu

de i

rrel

evan

t de

tails

in

wri

tten

tex

ts

•In

nova

tes

on f

amili

ar s

ente

nce

and

text

pat

tern

s

•Ch

oose

s to

pics

tha

t ar

e pe

rson

ally

sig

nific

ant

•Us

es r

hym

e, r

hyth

m,

and

repe

titi

on i

n w

riti

ng

•At

tem

pts

to t

rans

fer

know

ledg

e of

tex

t or

gani

zati

on t

o w

riti

ng,

e.g.

, in

clud

es h

eadi

ngs,

dia

gram

s in

a r

epor

t

•Be

gins

to

show

evi

denc

e of

per

sona

l voi

ce

•Us

es t

he m

etal

angu

age

asso

ciat

ed w

ith

wri

ting

, e.

g.,

reco

unt,

edi

t, p

lan

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

◆Ex

plai

ns t

he p

urpo

se o

f a

smal

l ra

nge

of f

amili

ar t

ext

form

s, e

.g., jo

kes

are

to e

nter

tain

◆Ta

lks

abou

t th

e pu

rpos

e of

a p

iece

of

wri

ting

and

the

ide

as t

hat

need

to

be i

nclu

ded

◆Ex

plai

ns w

hy c

hara

cter

s or

eve

nts

are

repr

esen

ted

in a

par

ticu

lar

way

whe

n co

mpo

sing

lit

erar

y te

xts

◆Ex

plai

ns w

hy p

eopl

e or

ide

as a

re r

epre

sent

ed i

n a

part

icul

ar w

ay w

hen

com

posi

ng i

nfor

mat

iona

l te

xts

◆Im

itat

es t

he u

se o

f si

mpl

e de

vice

s us

ed i

n te

xts,

e.g

., p

rint

size

, co

lour

•At

tem

pts

to o

rient

or

crea

te a

con

text

for

the

rea

der,

but

may

ass

ume

a sh

ared

con

text

•Ex

plai

ns h

ow w

riti

ng e

nabl

es p

eopl

e to

com

mun

icat

e ov

er t

ime

and

dist

ance

•In

itia

tes

wri

ting

as

a so

cial

pra

ctic

e, e

.g., n

otes

, m

essa

ges

•Re

cogn

izes

sim

ple

devi

ces

that

aut

hors

and

illu

stra

tors

use

to

influ

ence

rea

ders

CON

VEN

TION

S

◆Ex

peri

men

ts w

ith

wor

ds d

raw

n fr

om a

var

iety

of

sour

ces,

e.g

., li

tera

ture

, m

edia

, or

al la

ngua

ge o

f pe

ers

◆Sp

ells

and

use

s a

smal

l ba

nk o

f kn

own

wor

ds c

orre

ctly

◆Kn

ows

all

lett

ers

by n

ame

and

thei

r co

mm

on s

ound

s

◆Kn

ows

sim

ple

lett

er p

atte

rns

and

the

soun

ds t

hey

repr

esen

t, e

.g., s

h, c

h, e

e

◆W

rite

s si

mpl

e se

nten

ces

usin

g ap

prop

riat

e pu

nctu

atio

n

•Di

scus

ses

wor

d fo

rmat

ions

and

mea

ning

, no

tici

ng s

imila

riti

es a

nd d

iffe

renc

es

USE

OF

TEXT

S

◆Co

mpo

ses

a ra

nge

of t

exts

, bu

t m

ay n

ot f

ully

con

trol

all

elem

ents

◆Co

mpo

ses

text

s by

fin

ding

, re

cord

ing,

and

org

aniz

ing

info

rmat

ion

appr

opri

ate

to p

urpo

se

•In

clud

es e

ssen

tial

inf

orm

atio

n an

d br

ief

elab

orat

ion

or d

escr

ipti

on

•Us

es r

hym

e, r

hyth

m,

and

repe

titi

on f

or e

ffec

t, w

here

app

ropr

iate

•De

mon

stra

tes

know

ledg

e of

diff

eren

ces

in o

rgan

izat

ion,

str

uctu

re,

and

lang

uage

fea

ture

s of

a r

ange

of

text

s w

hen

writ

ing

•W

rite

s si

mpl

e co

nclu

sion

s w

ith

som

e at

tem

pt t

o su

mm

ariz

e or

pro

vide

a r

esol

utio

n

•Es

tabl

ishe

s pl

ace,

tim

e, a

nd s

itua

tion

in

liter

ary

text

s

•Im

itat

es c

ompl

icat

ions

fro

m w

ell-

know

n st

orie

s

•Co

mpo

ses

text

s th

at m

ove

beyo

nd d

raw

ing

on p

erso

nal e

xper

ienc

es

•Sh

ows

evid

ence

of

pers

onal

voi

ce

•Us

es m

etal

angu

age

asso

ciat

ed w

ith

wri

ting

, e.

g.,

proc

edur

e, n

oun,

pun

ctua

tion

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

◆Ex

plai

ns t

he p

urpo

se a

nd a

udie

nce

of a

ran

ge o

f te

xt f

orm

s

◆Se

lect

s id

eas

to i

nclu

de i

n ow

n te

xt t

o su

it p

urpo

se a

nd a

udie

nce

◆Di

scus

ses

alte

rnat

ives

abo

ut h

ow t

o re

pres

ent

char

acte

rs a

nd e

vent

s w

hen

com

posi

ng l

iter

ary

text

s

◆Di

scus

ses

alte

rnat

ives

abo

ut h

ow t

o re

pres

ent

peop

le a

nd i

deas

whe

n co

mpo

sing

inf

orm

atio

nal

text

s

◆Ex

peri

men

ts w

ith

the

use

of d

evic

es,

e.g.

, re

petition

of

wor

ds o

r ph

rase

s

•So

met

imes

rep

rese

nts

char

acte

rs o

r pe

ople

in

ster

eoty

pica

l way

s, e

.g., t

he b

rave

prin

ce,

the

wic

ked

witch

•Co

nsid

ers

the

audi

ence

and

inc

lude

s so

me

back

grou

nd i

nfor

mat

ion

•Ca

n se

lect

an

appr

opria

te f

orm

of

wri

ting

fro

m a

sm

all r

ange

•Ch

oose

s to

pics

like

ly t

o ap

peal

to

a pa

rtic

ular

aud

ienc

e

CON

VEN

TION

S

◆Va

ries

voc

abul

ary

to a

dd i

nter

est

◆Sp

ells

and

use

s an

inc

reas

ing

bank

of

know

n w

ords

cor

rect

ly

◆Kn

ows

less

com

mon

let

ter

patt

erns

and

the

sou

nds

they

rep

rese

nt,

e.g.

, tion

, ph

◆W

rite

s a

vari

ety

of s

impl

e an

d co

mpo

und

sent

ence

s, u

sing

app

ropr

iate

pun

ctua

tion

◆Gr

oups

rel

ated

inf

orm

atio

n, s

omet

imes

wit

hout

reg

ard

for

para

grap

hing

con

vent

ions

•Us

es a

sm

all r

ange

of

appr

opria

te c

onju

ncti

ons,

e.g

., b

ut,

beca

use,

so,

if

SA

MP

LE

FSIL

015

| Firs

t Ste

ps in

Lite

racy

: Writ

ing

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

Pea

rson

Can

ada

Inc.


22

Clas

s Pr

ofile

She

et (

All

Indi

cato

rs)

PHAS

E: R

OLE

PLAY

USE

OF

TEXT

S

◆As

sign

s a

mes

sage

to

own

wri

tten

and

dra

wn

sym

bols

◆De

mon

stra

tes

awar

enes

s th

at w

riti

ng a

nd d

raw

ing

are

diff

eren

t

◆Kn

ows

that

pri

nt c

arri

es a

mes

sage

, bu

t m

ay r

ead

wri

ting

dif

fere

ntly

eac

h ti

me

•W

rite

s, t

hen

asks

oth

ers

to a

ssig

n m

eani

ng t

o w

hat

has

been

wri

tten

•Di

ctat

es t

o an

adu

lt t

ext

to b

e w

ritt

en,

e.g.

, Th

is is

my

toy.

•Ta

lks

abou

t ow

n w

riti

ng a

nd d

raw

ing

•At

tem

pts

to w

rite

ow

n na

me

•M

akes

ran

dom

mar

ks o

n pa

per

or s

cree

n

•M

akes

hor

izon

tal o

r lin

ear

scri

bble

s w

ith

som

e br

eaks

•Pr

oduc

es c

ircul

ar s

crib

ble

•Or

ally

rec

ount

s ow

n ex

perie

nces

•Be

gins

to

use

met

alan

guag

e as

soci

ated

wit

h w

riti

ng,

e.g.

, w

ord,

lett

er,

soun

d

CON

TEXT

UAL

UN

DERS

TAN

DIN

G

◆St

ates

pur

pose

or

audi

ence

for

ow

n w

riti

ng,

e.g.

, Th

is is

a c

ard

for

Dad.

◆Id

enti

fies

and

tal

ks a

bout

cha

ract

ers

from

lit

erar

y te

xts

◆Id

enti

fies

and

tal

ks a

bout

fam

iliar

peo

ple

and

idea

s in

inf

orm

atio

nal

text

s

•Ro

le-p

lays

wri

ting

for

a p

urpo

se,

e.g.

, ta

king

a lu

nch

orde

r in

a r

esta

uran

t

•M

akes

link

s to

ow

n ex

perie

nce

whe

n cr

eati

ng t

exts

•Ta

lks

abou

t ti

mes

whe

n ot

hers

hav

e be

en s

een

wri

ting

•Re

acts

to

wri

tten

tex

ts i

n hi

s or

her

env

ironm

ent,

e.g

., s

igns

•Im

itat

es t

he a

ct o

f w

riti

ng w

hen

othe

rs a

re s

een

wri

ting

In t

his

phas

e, w

rite

rs e

mul

ate

adul

t w

riti

ng b

y ex

peri

men

ting

wit

h m

arks

to

repr

esen

t w

ritt

en la

ngua

ge.

Role

Pla

y w

rite

rs a

re b

egin

ning

to

unde

rsta

ndth

at w

riti

ng i

s us

ed t

o co

nvey

mea

ning

or

mes

sage

s; h

owev

er,

asun

ders

tand

ings

abo

ut s

ound

–sym

bol r

elat

ions

hips

are

yet

to

deve

lop,

the

irm

essa

ges

are

not

read

able

by

othe

rs.

Role

Pla

y w

rite

rs r

ely

heav

ily o

n to

pic

know

ledg

e to

gen

erat

e te

xt.

Students’ Names

SA

MP

LE

FSIL

015

| Firs

t Ste

ps in

Lite

racy

: Writ

ing

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

Pea

rson

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ada

Inc.


23

Over

view

of

Wri

ting

Map

of

Deve

lopm

ent

(Par

ent

Vers

ion)

ROLE

PLA

YRo

le P

lay

wri

ters

rol

e-pl

ay t

he a

ct o

f w

riti

ng,

expe

rim

enti

ng w

ith

way

s to

rep

rese

nt w

ritt

en la

ngua

geei

ther

on

pape

r or

ele

ctro

nica

lly.

Role

Pla

y w

rite

rsex

peri

men

t by

for

min

g sc

ribb

les,

lett

er-l

ike

sym

bols

, or

rand

om s

trin

gs o

f le

tter

s, o

ften

usi

ng le

tter

s fr

om t

heir

own

nam

e. W

hile

Rol

e Pl

ay w

rite

rs m

ay r

ead

thei

r w

riti

ng,

othe

rs c

anno

t.

EXPE

RIM

ENTA

LEx

peri

men

tal w

rite

rs k

now

tha

t sp

eech

can

be

wri

tten

dow

n; h

owev

er,

they

may

not

rea

d th

eir

wri

ting

exa

ctly

the

sam

e w

ay e

very

tim

e. T

hey

try

to w

rite

tex

ts t

hey

are

fam

iliar

wit

h, s

uch

as le

tter

s, r

ecip

es,

and

lists

. Th

ese

wri

ters

may

rep

rese

nt w

ords

usi

ng o

ne,

two,

or

thre

ele

tter

s, e

.g., P

RT (

part

y).

Expe

rim

enta

l wri

ters

kno

w t

hat

ther

e is

a p

urpo

se f

or w

riti

ng a

nd c

an id

enti

fy t

heir

audi

ence

, e.

g.,

I am

writ

ing

a le

tter

to

Gran

dma

to s

ayth

ank

you

for…

EARL

YEa

rly w

rite

rs w

rite

a s

mal

l ran

ge o

f te

xts,

suc

h as

sto

ries,

gree

ting

car

ds,

and

repo

rts.

The

se s

tude

nts

begi

n to

sel

ect

info

rmat

ion

to i

nclu

de i

n th

eir

wri

ting

acc

ordi

ng t

o th

epu

rpos

e an

d th

e au

dien

ce.

They

wri

te s

impl

e se

nten

ces

usin

g co

rrec

t pu

nctu

atio

n an

d ca

n sp

ell s

ome

freq

uent

lyus

ed w

ords

aut

omat

ical

ly.

Whe

n w

riti

ng u

nkno

wn

wor

ds,

Early

wri

ters

oft

en s

elec

t le

tter

s on

the

bas

is o

f so

und,

e.g.

, be

cos

(bec

ause

).

The

Wri

ter

◆m

akes

ran

dom

mar

ks o

n pa

per

◆pr

oduc

es s

crib

ble,

str

aigh

t, o

r cu

rved

line

s th

at lo

ok li

kele

tter

s◆

wri

tes

know

n le

tter

s or

lett

er-l

ike

sym

bols

to

repr

esen

tw

riti

ng◆

know

s th

at w

riti

ng a

nd d

raw

ing

are

diff

eren

t◆

give

s ow

n w

riti

ng a

mes

sage

and

rea

ds i

t ba

ck◆

may

rea

d ow

n w

riti

ng d

iffe

rent

ly e

ach

tim

e◆

atte

mpt

s to

wri

te o

wn

nam

e◆

expl

ains

rea

sons

for

wri

ting

som

ethi

ng o

r w

ho i

t is

for

, e.

g.,

This

is a

car

d fo

r Da

d.◆

pret

ends

to

wri

te li

ke a

n ad

ult,

e.g

., t

akin

g a

phon

em

essa

ge,

draf

ting

sho

ppin

g lis

ts◆

wri

tes

to p

eopl

e an

d ab

out

thin

gs t

hat

are

pers

onal

lyim

port

ant

◆re

acts

to

prin

t in

the

env

ironm

ent,

e.g

., s

igns

, po

ster

s◆

asks

que

stio

ns a

bout

pri

nted

wor

ds,

sign

s, a

nd m

essa

ges

◆co

pies

wor

ds f

rom

the

env

ironm

ent

◆sh

ows

awar

enes

s th

at w

riti

ng g

oes

from

left

to

right

and

top

to b

otto

m o

n a

page

◆kn

ows

that

wor

ds c

an b

e w

ritt

en d

own

Supp

orting

Rol

e Pl

ay W

riter

s in

the

Hom

eSe

e Ro

le P

lay

Phas

e Pa

rent

Car

ds

The

Wri

ter

◆tr

ies

wri

ting

dif

fere

nt t

ypes

of

text

s, e

.g., li

sts,

lett

ers

◆kn

ows

that

a p

iece

of

wri

ting

has

a c

onst

ant

mes

sage

◆ca

n gi

ve r

easo

ns w

hy p

eopl

e w

rite

dif

fere

nt t

exts

, e.

g.,

a le

tter

to

say

than

k yo

u◆

expl

ains

why

he

or s

he i

s w

riti

ng s

omet

hing

and

who

m

it i

s fo

r◆

disc

usse

s th

e ch

arac

ters

and

eve

nts

in s

torie

s, e

.g., I

nth

is b

ook

the

wol

f is

sca

ry.

◆di

scus

ses

the

peop

le a

nd id

eas

in i

nfor

mat

iona

l tex

ts,

e.g.

, Nu

rses

wor

k in

hos

pita

ls.

◆w

rite

s si

mpl

e se

nten

ces,

e.g

., I

can

run

.◆

may

poi

nt t

o ea

ch w

ord

whe

n re

adin

g ba

ck w

riti

ng◆

begi

ns t

o un

ders

tand

the

dif

fere

nce

betw

een

a le

tter

, a

wor

d, a

nd a

sen

tenc

e◆

know

s th

e le

tter

s of

the

alp

habe

t by

nam

e or

com

mon

soun

d◆

uses

cap

ital

and

low

er-c

ase

lett

ers

in w

ords

◆co

pies

wor

ds f

rom

dif

fere

nt p

lace

s w

hen

wri

ting

◆ta

lks

slow

ly w

hen

an a

dult

is

wri

ting

for

him

or

her

Supp

orting

Exp

erim

enta

l Writ

ers

in t

he H

ome

See

Expe

rimen

tal P

hase

Par

ent

Card

s

The

Wri

ter

◆tr

ies

wri

ting

dif

fere

nt t

ypes

of

text

s, e

.g., e

-mai

ls,

stor

ies,

rec

ipes

◆w

ith

help

, ca

n fi

nd a

nd r

ecor

d in

form

atio

n ab

out

ato

pic,

e.g

., d

raw

ing

or w

ritin

g ke

y w

ords

◆ca

n ex

plai

n th

e pu

rpos

e of

som

e di

ffer

ent

type

s of

wri

ting

, e.

g.,

lists

as

rem

inde

rs◆

thin

ks a

bout

the

pur

pose

of

wri

ting

and

the

idea

s to

be

incl

uded

, e.

g.,

I w

ant

to t

ell p

eopl

e ab

out

frog

s so

I w

illin

clud

e…◆

talk

s ab

out

how

cha

ract

ers

and

even

ts h

ave

been

repr

esen

ted

in s

torie

s, e

.g., T

he p

irate

s in

my

stor

y ar

efu

nny.

◆ta

lks

abou

t ho

w p

eopl

e or

idea

s ha

ve b

een

repr

esen

ted

in i

nfor

mat

iona

l tex

ts,

e.g.

, As

tron

auts

are

bra

ve.

◆co

pies

dev

ices

tha

t ar

e us

ed i

n bo

oks

and

adve

rtis

emen

ts,

e.g.

, co

lour

, bo

ld w

ords

, la

rge

prin

t◆

uses

wor

ds f

rom

dif

fere

nt s

ourc

es,

e.g.

, st

orie

s, T

V, p

eers

◆sp

ells

and

use

s a

smal

l num

ber

of k

now

n w

ords

cor

rect

ly◆

know

s al

l let

ters

by

thei

r na

me

and

com

mon

sou

nds

◆w

rite

s si

mpl

e se

nten

ces

usin

g co

rrec

t pu

nctu

atio

n◆

soun

ds o

ut w

hen

tryi

ng t

o sp

ell u

nkno

wn

wor

ds◆

may

beg

in t

o m

ake

sim

ple

corr

ecti

ons,

e.g

., a

ddin

g w

ords

◆ch

oose

s ho

w t

o pu

blis

h ow

n w

riti

ng

Supp

orting

Ear

ly W

riter

s in

the

Hom

eSe

e Ea

rly P

hase

Par

ent

Card

s

Not

e:Si

mila

r ov

ervi

ews

are

avai

labl

e fo

r th

e pa

rent

s of

chi

ldre

n in

the

Tra

nsit

iona

l, Co

nven

tion

al,

Prof

icie

nt,

and

Acco

mpl

ishe

d ph

ases

.

FSIL

015

| Firs

t Ste

ps in

Lite

racy

: Writ

ing

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

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rson

Can

ada

Inc.


24

Shor

t-Te

rm C

lass

room

Pla

n: W

riti

ng

Who

le-C

lass

Maj

orTe

achi

ng a

nd L

earn

ing

Reso

urce

sSm

all-

Grou

p M

ajor

Teac

hing

and

Lea

rnin

gRe

sour

ces

Teac

hing

Em

phas

esEx

peri

ence

sTe

achi

ng E

mph

ases

Expe

rien

ces

Ph

ase

:P

ha

se

:

Wee

ks:

____

____

____

Grad

e: _

____

____

___

Revi

ew y

our

prov

inci

al o

r te

rrit

oria

l cur

ricul

um.

Reco

rd a

n ou

tcom

e or

exp

ecta

tion

fro

m y

our

docu

men

t.5 5

Tran

siti

onal

Use

of T

exts

:

◆Pr

ovid

e op

port

unit

ies

for

stud

ents

to

craf

t a

rang

eof

tex

ts f

or a

uthe

ntic

purp

oses

and

aud

ienc

es—

To e

nter

tain

Cont

extu

al

Und

erst

andi

ng

◆Te

ach

stud

ents

how

to

repr

esen

t ch

arac

ters

and

even

ts t

o cr

eate

spe

cific

effe

cts

in li

tera

ry t

exts

Earl

y

Cont

extu

al U

nder

stan

ding

◆En

cour

age

stud

ents

to

mak

e ch

oice

s ab

out

how

to r

epre

sent

cha

ract

ers

and

even

ts w

hen

com

posi

ng t

exts

.

Conv

enti

ons

◆M

odel

how

to

grou

pto

geth

er s

ente

nces

wit

hsi

mila

r in

form

atio

n.

Act

# 1:

2C2

DAc

t #

7: A

utho

r’s A

ppre

ntic

eAc

t #

12:

Choo

se Y

our

Own

Adve

ntur

e

Act

# 8:

Onc

e up

on a

Tim

eAc

t #

10:

Who

Am

I?

The

BFG

byRo

ald

Dahl

Mat

ilda

byRo

ald

Dahl

Act

# 1:

Int

ervi

ewin

gAc

t #

4: T

ext

Inno

vati

on-

Gen

der

- T

rait

s Ac

t #

6: C

hara

cter

s Co

me

Aliv

e

Char

lie a

ndth

e Ch

ocol

ate

Fact

ory

byRo

ald

Dahl

Act

# 16

: W

hat

Is a

Top

icSe

nten

ce?

Act

# 17

: Th

is G

oes

wit

hTh

at

Inst

ruct

iona

lM

odel

led

Wri

ting

Guid

ed W

riti

ngTe

achi

ngFa

mili

ariz

ing

Anal

yzin

gPl

ayin

gSi

mul

atin

gAp

proa

ches

Lang

uage

Exp

erie

nce

Auth

or’s

Chai

rPr

acti

ces

Mod

ellin

gPr

acti

sing

Disc

ussi

ngRe

flect

ing

Shar

ed a

nd I

nter

acti

ve

Inde

pend

ent

Wri

ting

Shar

ing

Appl

ying

Inno

vati

ngW

riti

ngGu

idin

gIn

vest

igat

ing

Tran

sfor

min

g

FSIL

015

| Firs

t Ste

ps in

Lite

racy

: Writ

ing

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

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rson

Can

ada

Inc.


25

Who

le-C

lass

Maj

orTe

achi

ng a

nd L

earn

ing

Reso

urce

sSm

all-

Grou

p M

ajor

Teac

hing

and

Lea

rnin

gRe

sour

ces

Teac

hing

Em

phas

esEx

peri

ence

sTe

achi

ng E

mph

ases

Expe

rien

ces

Ph

ase

:P

ha

se

:Tr

ansi

tion

al

Conv

enti

ons

◆Te

ach

stud

ents

how

to

grou

p se

nten

ces

abou

tsi

mila

r in

form

atio

nto

geth

er t

o fo

rm a

para

grap

h

Proc

esse

s an

d St

rate

gies

◆Co

ntin

ue t

o te

ach

stud

ents

to

plan

for

wri

ting

in

a va

riety

of

way

s, e

.g., g

raph

icor

gani

zers

Conv

enti

onal

Conv

enti

ons

◆Te

ach

stud

ents

dif

fere

ntw

ays

to d

evel

op c

ohes

ive

para

grap

hs

Proc

esse

s an

d St

rate

gies

◆En

cour

age

stud

ents

to

disc

uss

the

effe

ctiv

enes

sof

var

ious

way

s th

ey p

lan

for

wri

ting

Act

# 15

: Sc

ram

bled

Para

grap

hAc

t #

16:

Wri

ting

aH

ambu

rger

Act

# 2:

Scr

ambl

ed T

exts

A M

agic

alPl

ace

byLy

nne

Good

en

Rain

fore

stRe

cycl

ing

byGi

ll Tu

rner

Rain

fore

sts

byRo

b M

orri

son

Act

# 8

(WRB

)-

Retr

ieva

l Cha

rts

- Ve

nn D

iagr

ams

Jean

nie

Bake

r’sRa

info

rest

byBa

rbar

a Bo

oth

Com

pare

Ven

n Di

agra

ms

&Re

trie

val C

hart

s as

eff

ecti

vew

ays

to p

lan

- St

reng

ths

and

Liab

iliti

esof

eac

h

Inst

ruct

iona

lM

odel

led

Wri

ting

Guid

ed W

riti

ngTe

achi

ngFa

mili

ariz

ing

Anal

yzin

gPl

ayin

gSi

mul

atin

gAp

proa

ches

Lang

uage

Exp

erie

nce

Auth

or’s

Chai

rPr

acti

ces

Mod

ellin

gPr

acti

sing

Disc

ussi

ngRe

flect

ing

Shar

ed a

nd I

nter

acti

ve

Inde

pend

ent

Wri

ting

Shar

ing

Appl

ying

Inno

vati

ngW

riti

ngGu

idin

gIn

vest

igat

ing

Tran

sfor

min

g

FSIL

015

| Firs

t Ste

ps in

Lite

racy

: Writ

ing

Cou

rse

Boo

k ©

Wes

tern

Aus

tralia

n M

inis

ter f

or E

duca

tion

2013

. Pub

lishe

d by

Pea

rson

Can

ada

Inc.


26

Self-Reflection NotesAssessing and Supporting Students’ Writing Development

Big Ideas:

My Thoughts:

Needs Further Clarification:

My Goals:



27

Session 3

Contextual Understanding:Five Key Understandings

SESSION OUTLINE• Define Contextual Understanding.

• Consider what students need to know todevelop Contextual Understanding.

• Explore elements of the ContextualUnderstanding substrand.

• Develop a plan for teaching theContextual Understanding substrand.

• Explore learning experiences that canhelp students develop ContextualUnderstanding.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 8: Classroom Planning and Grouping

WRITING MAP OF DEVELOPMENT Chapters 4–9: Contextual Understanding Substrand

WRITING RESOURCE BOOKChapter 2: Contextual Understanding



28

Rules for Teachers

• You will not marry during the term of your

contract.

• You may not dress in bright colours.

• You may under no circumstances dye your

hair.

• You may not loiter downtown in any of the

ice cream stores.

• You must be home between the hours of

8 p.m. and 6 a.m. unless at a school function.

• You must wear at least two petticoats.

• You must sweep the floor every day and

scrub the floor with hot soapy water once

a week.Source: Unknown



29

Contextual Understanding:What Students Need to Know

Read the Major Teaching Emphases for your chosen phase and look at how the following KeyUnderstandings are reflected.

Key Understandings

Writers

• make critical decisions when composing texts

• consciously choose to represent characters, people, events,and ideas in different ways in literary and informational texts

• consciously select and use linguistic and print devices toenhance impact or to influence particular audiences

• understand that their knowledge, experiences, andperspectives influence the creation of texts

• use writing to influence change about social issues thatconcern them



30

1. W

rite

rs m

ake

crit

ical

dec

isio

ns w

hen

com

posi

ng t

exts

.

2. W

rite

rs c

onsc

ious

ly c

hoos

e to

rep

rese

nt c

hara

cter

s, p

eopl

e,ev

ents

, an

d id

eas

in d

iffe

rent

way

s in

lite

rary

and

info

rmat

iona

l tex

ts.

3. W

rite

rs c

onsc

ious

ly s

elec

t an

d us

e lin

guis

tic

and

prin

tde

vice

s to

enh

ance

im

pact

or

to i

nflu

ence

par

ticu

lar

audi

ence

s.

4. W

rite

rs u

nder

stan

d th

at t

heir

kno

wle

dge,

exp

erie

nces

, an

dpe

rspe

ctiv

es i

nflu

ence

the

cre

atio

n of

tex

ts.

5. W

rite

rs u

se w

riti

ng t

o in

fluen

ce c

hang

e ab

out

soci

al i

ssue

s th

at c

once

rn t

hem

.

Wha

t cr

itic

al d

ecis

ions

did

thi

s au

thor

mak

e?

How

hav

e th

e pe

ople

and

ide

as b

een

repr

esen

ted?

Wha

t de

vice

s ha

ve b

een

used

to

enha

nce

impa

ct o

r in

flue

nce

the

audi

ence

?

How

do

you

thin

k th

is w

rite

r’s w

orld

vie

w i

nflu

ence

d th

ecr

eati

on o

f th

is t

ext?

How

is

the

wri

ter

tryi

ng t

o in

flue

nce

the

read

er

in t

his

text

?

Key

Und

erst

andi

ngs

for

Cont

extu

al U

nder

stan

ding

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31

Text: Contextual Understanding

Solomons Dolphins Sold to Mexico

Source: Date written: 2003


http://www.greenpeace.org/new-zealand/en/ search “Solomons dolphins”


32

Self-Reflection NotesContextual Understanding—Five Key Understandings

Big Ideas:

My Thoughts:


My Goals:



33

Session 4

Use of TextsSESSION OUTLINE• Use the Writing Map of Development to

link assessment, teaching, and learning.

• Explore the support provided for the Useof Texts substrand in the First StepsWriting Resource Book, CanadianEdition.

• Examine a suggested pathway to developa unit of work for a selected form.

• Develop a plan for teaching the Use ofTexts substrand.


WRITING MAP OF DEVELOPMENT Chapters 4–9: Use of Texts Substrand

WRITING RESOURCE BOOK Chapter 1: Use of Texts



34

Sugg

este

d Pa

thw

ay f

or D

evel

opin

g a

Uni

t of

Wor

k fo

r a

Sele

cted

For

m

Sele

ct a

purp

ose

for

the

unit

of

wor

k.

Iden

tify

poss

ible

form

sth

at w

illsu

it t

hepu

rpos

e.

Fam

iliar

izin

g

Fam

iliar

izin

gAn

alyz

ing

Mod

ellin

gSh

arin

gGu

idin

gAp

plyi

ng

See

“Tun

ing

In”

supp

ort

page

s in

ea

ch p

urpo

se.

Desc

ribe

Ente

rtai

nUs

e th

e gu

ide

prov

ided

to

asse

ssst

uden

ts’

cont

rol o

f th

ese

lect

ed f

orm

.

Dete

rmin

e a

stag

e.

See

Firs

t St

eps

Writ

ing

Reso

urce

Boo

kCD

-ROM

for

reco

rdin

glin

e m

aste

r:Cl

ass

Prof

ile r

eTe

xt F

orm

.

Not

yet

disp

layi

ng m

ost

beha

viou

rs a

t th

eBe

ginn

ing

Stag

e

Begi

nnin

gSt

age

Deve

lopi

ngSt

age

Cons

olid

atin

g St

age

Exte

ndin

g St

age

Expl

ain

Inqu

ire

Inst

ruct

Pers

uade

Reco

unt

Soci

aliz

e

See

Begi

nnin

g an

dDe

velo

ping

Sta

ges

supp

ort

page

s in

ea

ch p

urpo

se.

See

Cons

olid

atin

g an

d Ex

tend

ing

Stag

es s

uppo

rt

page

s in

eac

hpu

rpos

e.

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ada

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35

Student Sample—Writing to Describe



36

Multi-Text Model: Geographical Report

SAMPLE 1 Banff National ParkOne of the most beautiful places in Canada is the country’s oldest National Park, Banff NationalPark in Alberta. It is set in the Canadian Rocky Mountains and is one of the most popular touristattractions in North America. There are three ski resorts in Banff National Park and people fromaround the world go to ski there. It can be challenging to ski here because of the high mountainsand the cold weather.

The biggest town near Banff National Park is the town of Banff. It is less than 4 km2 and about6700 people live there. But millions of people visit Banff National Park every year making thetown of Banff a busy place.

Banff National Park is also very famous for its hot springs. Many people go there in the summerto go hiking and enjoy the beautiful scenery of the Rocky Mountains.

SAMPLE 2 The Rocky MountainsThe Rocky Mountains extend 5000 km from Canada to New Mexico. It is really long and high sothere are not many people that have seen all of the Rocky Mountains.

When we went to Banff National Park in Alberta we hiked up a mountain but not all the way.

The higher you go up the mountain the colder it gets. There is snow at the top of the mountainseven on really hot summer days.

I really enjoyed visiting Banff National Park but I wish I could have been there when there wasenough snow to go skiing.



37

SAMPLE 3 Banff National Park – Important FactsThere are a few things one should know about Banff National Park. First, it is a part of theRocky Mountains, which go along the west of Canada and all the way into the United States. Thesecond thing to know is that it is not just a ski resort. There are a lot of things to do in thesummer like hiking and golfing at a 27-hole course.

The third interesting fact is that the National Park is one of the world’s most popular NationalParks to visit. Almost 4 million people visit every year. This is impressive because it is a smallplace and it can still have that many people stay there.

SAMPLE 4 BanffBanff is a small town in Alberta, Canada. Only 6700 people live there but it is always busybecause people come from all over the world came to see Banff National Park.

It is located within the Rocky Mountains and has the highest elevation of any town in CanadaThe town of Banff is 4.85 km2 in area. July is the warmest month with temperatures around 22°Cand January is the coldest month with temperatures around –15°C. But the windchill is highthere so it can feel like it is –30°C.

Banff National Park is famous for its ski resorts and hot springs. The three main ski resorts thereare Sunshine Village, Lake Louise Mountain Resort, and Mount Norquay ski resort.

In 1979 Parks Canada issued a new policy because there were so many tourists visiting the Parkand they wanted to conserve the environment.



38

Rank SamplesRank the samples from most effective to least effective. Be prepared to defend your choices.

Most Effective Least Effective

Reasons Why

Guidelines for Writing a Report• __________________________________________________________________________________

• __________________________________________________________________________________

• __________________________________________________________________________________

• __________________________________________________________________________________

• __________________________________________________________________________________

• __________________________________________________________________________________

• __________________________________________________________________________________

• __________________________________________________________________________________

Sample __________ Sample __________ Sample __________ Sample __________

Most Effective Least Effective



39

Supporting WritersWriting to Describe

Foci for Modelled, Shared, and Interactive Writing

•

•

•

•

Guided Practice Activities



40

Self-Reflection NotesUse of Texts

Big Ideas:

My Thoughts:


My Goals:



41

Session 5

ConventionsSESSION OUTLINE• Discuss seven approaches to teaching

spelling.

• Explore the characteristics of effectivespellers.

• Examine a student-centred approach toteaching spelling.

• Plan for the teaching of the Conventionssubstrand.


WRITING MAP OF DEVELOPMENT Chapters 4–9: Conventions Substrand

WRITING RESOURCE BOOKChapter 3: Conventions



42

Seve

n Ap

proa

ches

to

Teac

hing

Spe

lling

Wor

k in

tab

le g

roup

s. R

ead

and

disc

uss

each

app

roac

h. R

ecor

d st

reng

ths

and

liab

ilit

ies.

Stre

ngth

sAp

proa

chLi

abili

ties

The

Scie

nce

of S

pelli

ngby

Ric

hard

Gen

try.

Cop

yrig

ht

©20

04 b

y Ri

char

d Ge

ntry

. Pu

blis

hed

by H

eine

man

n, P

orts

mou

th,

NH.

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ight

s re

serv

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:

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Sou

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43

Stre

ngth

sAp

proa

chLi

abili

ties

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ps in

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ing

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rse

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ter f

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tion

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d by

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rson

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ada

Inc.

The

Scie

nce

of S

pelli

ngby

Ric

hard

Gen

try.

Cop

yrig

ht

©20

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y Ri

char

d Ge

ntry

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hed

by H

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n, P

orts

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NH.

All r

ight

s re

serv

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: So

urc

e


44

Esta

blis

h Ro

utin

esB

ecom

e an

exp

ert

in a

n al

loca

ted

rout

ine.

Rec

ord

two

or t

hree

key

poi

nts

abou

t yo

ur r

outi

ne. S

hare

wit

h yo

ur g

roup

.

Rout

ines

Colle

ctin

g W

ords

to

Lear

n

Sele

ctin

g an

d Tr

ansf

erri

ng W

ords

Lear

ning

New

Wor

ds

Test

ing

Wor

ds

Reco

rdin

g Pr

ogre

ss

Key

Poin

ts

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inis

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duca

tion

2013

. Pub

lishe

d by

Pea

rson

Can

ada

Inc.


45

Words to Learn

Topic/Theme Words

sedimentary

latitude

longitude

continent

tourism

hemisphere

Class Words

probably

through

though

obvious

curious

serious

Interest Words

ballet

Don Quixote

sequins

pirouette

My Words

does

Tuesday

their

there

because

fear

surprise



46

My Personal List

Recording My Results

My New Word Critical Features

1 does does

2 because because

3 their their books

4

5

6

7

8

9

10 does

Word Test 1 Test 2 Test 3 Test 4 Test 5

does x x x - -

because ✔ ✔ ✔

their x x ✔



47

Words I KnowList the words you now know under the strategy you used to learn them.

Sounding Out

Using Spelling Generalizations

Consulting an Authority

Using Memory Aidsbecause

Chunking

Using Analogy

Using Meaning

Using Visual Memory



48

Self-Reflection NotesConventions

Big Ideas:

My Thoughts:


My Goals:



49

Session 6

Processes and StrategiesSESSION OUTLINE• Examine writing strategies that effective

writers use.

• Explore the writing processes used tocraft texts.

• Explore techniques to support thewriting processes.

RELATED READING:LINKING ASSESSMENT, TEACHING AND LEARNINGChapter 8: Classroom Grouping and Planning

WRITING MAP OF DEVELOPMENT Chapter 1: About Writing

WRITING RESOURCE BOOKChapter 4: Processes and Strategies



50

SurveyAgree Disagree

PLANNING

Students need to plan before writing. ❏ ❏

Students don’t need to plan when writing informal letters to socialize. ❏ ❏

DRAFTING

Students need to complete at least two drafts when publishing a text. ❏ ❏

It is important that students always use correct grammar and spelling. ❏ ❏

Students who take risks in writing are more likely to become effective writers. ❏ ❏

CONFERRING

Providing time for students to talk will help them produce better final products. ❏ ❏

Students should be able to identify and discuss weaknesses of their own and others’ writing. ❏ ❏

REFINING

Students need to consider their purpose when making changes to their text. ❏ ❏

Students should proofread their own work. ❏ ❏

PUBLISHING

Only older students need to publish their own writing. ❏ ❏

Students should always publish using a range of media. ❏ ❏



51

Self-Reflection NotesProcesses and Strategies

Big Ideas:

My Thoughts:


My Goals:



52

Where Do I Go from Here?

Goals:



course writing - alberta regional professional development ...€¦ · student sample—writing to...

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