I have selected 8 children to work with using the ALL programme. This is a programme where the children are exposed to guided teaching for a period of at least 170 minutes - 200 minutes per week. This will happen for 15 weeks with the expectation that the children will move a year's progress - A JUMP START. The children are exposed to more oral language, scaffolding, any assistance that the Teacher deems they need.
So, after selecting 6 children with advice and knowing that 2 others are on the fringe and would benefit with extra support, I have 8 children in my ALL group. The selected children were given an e-asTTLe writing test - this was a cold sample, a picture cue and time for brainstorming and then writing for 40 minutes and 5 minutes editing. The expectation was the children would write a piece of descriptive writing. Of these selected children 3 are diagnosed with dyslexia, one who wears rose-coloured glasses to help her with visual dyslexia.
As part of the preparation for ALL - the children were all surveyed to find out how they feel about writing and how the feel about being taught writing.
The children are given a special book - a science book where the left hand page is blank and the right hand page is lined like normal. The blank page is for gluing in planning, graphic organisers, stretching and chunking words and practising writing a sentence. The book is set out with a learning goal sheet, Essential spelling lists 1-7 and success criteria for writing. I call the group my writing club.
I have struggled to plan for these children as I want them to have some input as to what to write about. So I started my first session with them today. I first showed them their books, asked them what they what to write about. The children came up with ANZAC (as the classroom is full of ANZAC, as it is our topic study), holidays, dolphins, fantasy & futuristic stories, and animals. I have created a list to use and guide the children. I began talking about animals - Pets and I found out that all the children in the group all have a pet of some sort. Mostly cats and dogs as well as a horse.
This has become my starting point as I want to develop the children's ability to describe when writing and it is always good to start with something they're familiar with. As I needed to work with the rest of the class on deconstruction of the new genre, I sent the writing club group away with a fat strip of paper and the expectation they would write one sentence about their pet.
Tonight I wrote out their sentence using Comic Sans font and the children can use this as the starting sentence for the piece of descriptive writing. Tomorrow together we will plan using a main ideas spider graphic organiser, word banks and write what next step they need to focus on during their writing.
So, after selecting 6 children with advice and knowing that 2 others are on the fringe and would benefit with extra support, I have 8 children in my ALL group. The selected children were given an e-asTTLe writing test - this was a cold sample, a picture cue and time for brainstorming and then writing for 40 minutes and 5 minutes editing. The expectation was the children would write a piece of descriptive writing. Of these selected children 3 are diagnosed with dyslexia, one who wears rose-coloured glasses to help her with visual dyslexia.
As part of the preparation for ALL - the children were all surveyed to find out how they feel about writing and how the feel about being taught writing.
The children are given a special book - a science book where the left hand page is blank and the right hand page is lined like normal. The blank page is for gluing in planning, graphic organisers, stretching and chunking words and practising writing a sentence. The book is set out with a learning goal sheet, Essential spelling lists 1-7 and success criteria for writing. I call the group my writing club.
I have struggled to plan for these children as I want them to have some input as to what to write about. So I started my first session with them today. I first showed them their books, asked them what they what to write about. The children came up with ANZAC (as the classroom is full of ANZAC, as it is our topic study), holidays, dolphins, fantasy & futuristic stories, and animals. I have created a list to use and guide the children. I began talking about animals - Pets and I found out that all the children in the group all have a pet of some sort. Mostly cats and dogs as well as a horse.
This has become my starting point as I want to develop the children's ability to describe when writing and it is always good to start with something they're familiar with. As I needed to work with the rest of the class on deconstruction of the new genre, I sent the writing club group away with a fat strip of paper and the expectation they would write one sentence about their pet.
Tonight I wrote out their sentence using Comic Sans font and the children can use this as the starting sentence for the piece of descriptive writing. Tomorrow together we will plan using a main ideas spider graphic organiser, word banks and write what next step they need to focus on during their writing.
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