writing cycle
DESCRIPTION
Writing CycleTRANSCRIPT
EDUC2030/6738
S1 2009
EDUC2030/6738
S1 2009
The Writing Cycle:
Modelled WritingDebbie Bradbery
The Writing Cycle:
Modelled WritingDebbie Bradbery
Debbie Bradbery
What do writers need to know and
do?• Knowledge of:
graphology – the way letters, letter clusters and words look
phonology – the sounds letters and
letter clusters make
grammar – the structure of the language
semantics – the meanings behind the writing
Debbie Bradbery
Roles of the Writer
• Text Encoder – spelling, handwriting
• Text Participant/Constructant – knowledge of field, semantics and grammar
• Text User/Chooser – knowledge of the social purposes of texts, text structures and grammar
• Text Analyst/Catalyst – knowledge of audience to achieve social purpose and grammar
Debbie Bradbery
Links between
Reading and Writing
• Reading and writing are both acts of composing. Readers using their background of knowledge and experience, compose meaning from thetext. Writers, using their background of knowledge and experience compose meaning into the text.
‘Text is a two sided mirror rather than a window, with writers anText is a two sided mirror rather than a window, with writers anText is a two sided mirror rather than a window, with writers anText is a two sided mirror rather than a window, with writers and readers d readers d readers d readers unable to see through to each other but gazing upon reflections unable to see through to each other but gazing upon reflections unable to see through to each other but gazing upon reflections unable to see through to each other but gazing upon reflections of their own of their own of their own of their own minds’minds’minds’minds’
(Frank Smith, 1982) (Frank Smith, 1982) (Frank Smith, 1982) (Frank Smith, 1982)
Debbie Bradbery
Before Reading/Writing
Previous reading experiencesPresentation of the text
The audience for the writingThe audience for the reading
The purpose of the writingThe purpose of the reading
Previous writing experiencesPrevious reading experiences
The proficient writer brings certain expectations based on:
The proficient reader brings certain expectations to the reading cued by:
- About the sound symbol system (graphophonic knowledge)
- About the sound symbol system (graphophonic knowledge)
- About the language used (syntactic knowledge)- About the language used (syntactic knowledge)
- About the topic (semantic knowledge)- About the topic (semantic knowledge)
The proficient writer brings and uses knowledge:The proficient reader brings and uses knowledge:
What WRITERS do before writingWhat READERS do before Reading
Debbie Bradbery
During Reading/Writing
Considering readers and intended messageTaking into account, where appropriate, an audience
RE WRITING:
Re writing text as purpose changes or becomes clearer
RE READING:
Re reading parts as purpose is defined, clarified or changed
Revising and composing meaning
rereadingRedefining and composing meaning
Selecting OutcomesPredicting Outcomes
Searching for a ‘way in’, a leadSearching for sense
DRAFT WRITING:Writing notes and ideas
DRAFT READING:
Skimming and scanning
The proficient writer is engaged in:The proficient reader is engaged in:
What WRITERS do during writingWhat READERS do during Reading
Debbie Bradbery
During reading contd.
Deciding on appropriate presentation
Proofreading for conventional spellingUsing spelling conventions to assist meaning
PREPARING FOR READERS:
Reading to place correct punctuation
USING WRITERS CUES:
Using punctuation to assist meaning
Rereading to hear messageReading aloud to hear message
Discussing and Revising TextDiscussing text, making notes
Debbie Bradbery
After Reading/Writing
Feels success, wants to write againFeels success, wants to read again.
Gives to readers to engage inReflects upon it
The proficient writer:
Gets response from readers
The proficient reader:
Responds in many ways e.g. Talking,
doing, writing
What WRITERS do after writingWhat READERS do after reading
Debbie Bradbery
Components of a Balanced Daily Writing
Program
• Independent Writing- Students Write Independently
- Develops understanding of the multiple uses of writing
- Supports reading development
- Develops active independence
• Modeled/Shared Writing- Students and teacher collaborate to write text. Teacher acts as a scribe.
- Develops concepts of print
- Develops writing strategies
- Supports reading development
- Provides model for a variety of writing styles
- Models the connection among and between sounds, letters and words
- Produces text that students can read independently
- Necessitates communicating in a clear and specific manner
Debbie Bradbery
Components of a Balanced
Daily Writing Plan
• Interactive or Guided Writing
- Teacher and student compose together using a ‘shared pen’ technique in which students do most of the suggesting/writing.
- Provides opportunities to plan and construct texts
- Increases spelling knowledge
- Provides written language resources in the classroom
- Creates opportunities to apply what has been learned.
Debbie Bradbery
Mod
elle
d Guided
Independent
TEXT
TYPE
Building knowledge
of the field
Model thefeatures of the text.
Deconstruction, sentence structure
grammar Jointlyconstruct text
using scaffolding
Final edit,choose font,Layout,illustrations& publish Draft, revise,
proof read, edit& conference
Construct a similar text individually
Debbie Bradbery
How we structure texts to achieve
our social purposeSocial Purposes for writing
• Entertain, e.g.
“Rosie’s Walk”
• Describe, to amuse,
create empathy
• Respond
personally to a text
Type of Text
• Narrative
Literary recount
• Literary description
• Response or Review
Literary Texts
Debbie Bradbery
How we structure texts to achieve
our social purpose (cont.)
• Describe to inform
• Provide information in categories on a topic
• Tell how to do/make something
• Explain
• Argue, persuade
• Provide both sides
of an argument
• Factual description
• Information report
• Procedure
• Explanation
• Exposition
• Discussion
Factual Texts
Debbie Bradbery
Building knowledge
of the field
Mod
elle
d
TEXT
TYPE
Giving students the
background knowledge
on the topic:
• Experts
• Excursions
• Reading
• Class talks
• Watch a video
May also include:
• brainstorming
• predicting
• using diagrams
As well as gathering,
selecting, organising and
recording information by
students.
The literary focus is far more
paramount than the subject focus
Debbie Bradbery
Modelled Writing
• Building knowledge of the field
- How do we do this?
1. Provide rich classroom experiences
2. Provide students with a purpose
3. Provide students with an audience
4. Provide a rich reading program & good models
of texts to help students
5. Include rich oral language activities to help
students build & organise their knowledge
Debbie Bradbery
Building field knowledge
• Excursions
• Life experiences
• The 5 senses
• Guest Speakers, Mentors, lots of talking
• Videos/DVDs/Books, Brochures etc.
• Blackboard- “You Tube” video• http://blackboard.newcastle.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwe
bapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_1299163_1
%26url%3d
Debbie Bradbery
Mod
elle
d
Independent
Model thefeatures of the text.
Deconstruction, sentence structure
grammar
Final edit,choose font,Layout,illustrations& publish Draft, revise,
proof read, edit& conference
Construct a similar text individually
TEXT
TYPE
Text is selected based on
the purpose of the
writing.
Teacher may need to
revise the features and
layout of the text type.
The text’s specific
sentence structure and
grammatical features will
be made explicit.
Develop a spelling focus
for the topic - technical
terms, brainstorm word
banks, rules and patterns
that emerge
Debbie Bradbery
Modelling
• Modelling the text type
- talking, reading & using text type
- explicit teaching about:
social purpose
text structure
audience
specific language features
• This means both models and modelling. Modelled writing refers to the selection of models to show students how writing works.
• It also refers to the teacher's practice of modelling or demonstrating writing to students.
• In modelled writing, teachers provide students with examples of the type of text they will be composing, explanations of how these texts work and structured demonstrations of what efficient writers know and do.
• Modelled writing helps students gain the knowledge about language, vocabulary and text structures required to write for a range of purposes
• Modelled writing should also include explicit teaching about the processes involved in composing texts.
Debbie Bradbery
Explicit Teaching
• Use real examples of the text type: from other KLAs, community texts, internet, spoken texts etc
• Deconstruct texts
• Reconstruct text >>>> scaffold sheet
• Modeling choices & processes of writers by writing in front of the class, with the class
Debbie Bradbery
Focuses for Modelled Writing
• Text types and their uses or purposes.
The children can be made aware of the purposes for
writing and the relevant text types.
e.g. a procedural text to learn how to
cook Gingerbread Babies
Debbie Bradbery
• The effect of context, purpose and audience
The children can be shown how situational and/or
sociocultural contexts, purposes and audience can
affect the choice of text type and the writing
process.
Debbie Bradbery
• Structure and Features of text types
The children’s knowledge and skills can be developed through
explicit teaching about:
� Structural & organisational features
� Links between visual & written text
� Grammatical features
� Figurative language purposes
� Vocabulary & word usage
� Elements & conventions of print, visual texts & multi-modal texts
� Punctuation
� Spelling
http://www.pmcsherry.com/leandc/modelledwriting.htm
Debbie Bradbery
• Strategies
Children can learn about the strategies for:
�Planning & preparing for writing – topic, purpose,
audience, text type, needs & expectations of the
reader
�Drafting, re-reading and reworking
�Proofreading for meaning, spelling & punctuation
�Publishing – layout & presentation
Debbie Bradbery
What do writers need to know and
do?
• 4 sources of spelling knowledge
- visual knowledge
- etymological knowledge
- phonological knowledge
- morphemic knowledge
“i” before “e” except after “c”
Never ‘fri’ t
he end of
your frien
d
Debbie Bradbery
Visual Knowledge
(the way words LOOK) • Good spellers know when a word ‘looks’ right
• The degree of difficulty does not necessarily determine the level of success
• Children with good visual knowledge recognise letters and letter clusters and can use this knowledge to spell new and unfamiliar words
Debbie Bradbery
Morphemic Knowledge clues
(the spelling rules)• More consistencies than inconsistencies – prefixes and
suffixes are added to words with regularity
• E.g. double the final consonant when adding a suffix beginning with a vowel (stop, stopped, stopping, stoppable) and drop the silent ‘e’ when adding a suffix beginning with a vowel (hope + ing = hoping) and keep the silent ‘e’ when adding a suffix beginning with a consonant (hope + ful = hopeful).
“i” before “e” except after “c”
Never ‘fri’ th
e end of your friend
Debbie Bradbery
Phonological knowledge clues
(the way words SOUND).• 26 letters , 44 phonemes and over 1200 spelling
variations
• E.g. the vowel sound is the same but can have a variety of spellings – pain, feign, bay, obey, tame, ballet, soiree and great
• Mastery of the many different sounds, syllables and words can provide knowledge to spell new and unfamiliar words
Debbie Bradbery
Etymological knowledge clues
(the history & meaning of the word)
• Should support visual, phonological & morphemic
knowledge
• Many words have a history reflected in the letter
cluster, e.g. aqua – associated with water –
aquatic, aquaplane, aquamarine
• Not necessary to know ALL the Greek and Latin
roots
Debbie Bradbery
Why teach spelling?
• Spelling is for writing – when someone else is going to read
it
• Why is spelling important when our writing is ‘going public’?
• Missed spellings can interfere with meaning
• Misspellings distract readers from our message
• People judge us on our spelling
Debbie Bradbery
Spelling Lists
- a warning
• 10 new words per week from K-6 = 2800 ‘new’
words
• Even if we learnt 20 words per week from K-6 =
5600 ‘new’ words
• Is that enough????????
Debbie Bradbery
Bibliography• McLeod, J., Reynolds, R. (2006). Quality Teaching for
Quality Learning. Planning through Reflection. Thomson, Social Science Press.
• Winch, G., Johnston, R.R., March, P., Ljungdahl, L. & Holliday, M. (2006). Literacy: Third Edition: Reading,
Writing and Children’s Literature. South Melbourne : OUP
• Wing Jan, L. (2009) Write Ways. Modelling Writing Forms.
Third Edition. South Melbourne:OUP.
• Lecture 2007 UofN – Paul Shearman
• English K-6 Syllabus, Board of Studies NSW, 1998
• http://www.pmcsherry.com/leandc/modelledwriting.htm