ELA300
English, Language and Literacy in Education 3
Semester 1, 2015
Assignment 3
A Resource for Teaching Writing
Abbie Mullan
s215121
Introduction:
“Writing provides students with a way of crafting new ideas, making connections, extrapolating, making sense of experiences, exploring and expressing ideas” (NSW Department of Education and Training, 2009). Developing explicit writing units and programs in the classroom is an integral part of a students writing developing at any age. According to Lesley Wing Jan (2009), “knowledge of the stages of writing development and the typical behaviours exhibited at each stage help teachers plan programs that are appropriate to the needs of their students” (p. 47). Implementing a balanced literacy program into curriculum planning ensures all modes of English (speaking and listening, reading and writing) are being covered.The following essay will focus on the development of a teaching resource to be used that incorporates the explicit teaching of writing in the classroom for 6 year olds. The essay will discuss an overview of the unit of work, target year level, the use of the four resources model, teaching strategies (including scaffolding, shared, modelled, guided and independent strategies) and writing related issues that may arise when teaching this unit of work. While this learning plan will focus explicitly on writing, it is important to make connections in the literacy classroom between reading, writing, listening and speaking as each mode provides information about one another.“A balanced writing program should provide opportunities for students to develop the knowledge, skills and strategies necessary to create texts for a variety of purposes and audiences” (Wing Jan, 2009. p. 55). Providing students with the opportunity to focus on not only reading and writing, but also listening and speaking ensures students become confident in comprehending texts, concepts of print, graphophonic and phonological awareness, syntactic and semantic knowledge and oral language development.
Unit overview:
“Literacy learning in the early years provides the foundation for future literacy learning and sets the stage for students to use and apply their developing skills, knowledge and understandings in a range of contexts and across learning areas” (NSW Department of Education and Training, 2009).The goal of this unit of work is to provide learners with the opportunity to develop their writing skills through integrating a history and English/literacy learning program and will incorporate recount and narrative writing. Each lesson will have a literacy focus that will include the explicit teaching of writing through learning tasks that will incorporate common grammatical features including synonyms, nouns, verbs, time connectives and pronouns. The overall unit of work will incorporate the Australian Curriculum history and English strands and learning outcomes that will focus on developing students understanding of the past, present and futureas well as developing writing skills.Mini lessons should be created in order to address writing skills specifically while incorporating text encoder and text decoder practices. Lessons outside of the unit to improve writing can include ways of improving phonological awareness through creating activities that include syllabification, initial sounds identification, segmentation, sound blending and sound manipulation.
Target year level:
Theunit and learning plan has been designed for a year 1 class who would essentially be in the developmental writing stages of Experimental Writing where;“The child uses more letters and demonstrates awareness of the constancy of the meaning carried by the written message, and of the one-to-one correspondence of the spoken or written word” (Campbell & Green, 2000). The unit will incorporate student diversity learning including providing opportunities for Indigenous and ESL learners as well as students’ with a disability. It is anticipated that the teacher will have the assistance of a student support officer (SSO) who will be able to assist the diverse learners in the classroom. Promoting inclusion in the classroom ensures that each student is able to reach his or her full learning potential. Although this learning plan is aimed at students in the experimental writing developmental stages, it is important to note that some students’ may be more advanced in the Early Writing stages and these students’ will need to be challenged. In order to achieve this, a differentiated classroom environment will need to be implemented whereby individual learning needs are being met with their full learning potential being addressed. From initial assessment on prior knowledge, the teacher is able to adapt learning to meet the needs of the students and develop strategies to develop their learning while implementing a differentiated classroom and planning for a diverse range of learners.
Luke and Freebody (1999) created the Four Resources Model that can be used to influence how the teaching and learning of literacy is viewed. The model “identified four interrelated dimensions of language use that include the textual practices and resources learners need to draw on to become literate” (Wing Jan, 2009. p. 5). At a year 1 level, the unit of work created falls under the text encoder and text decoder practices where the rules of written and visual language involved are used in order to create or interpret visual or written texts.At this level it is important to focus on writing lessons by drawing on concepts of words in texts, sentence and whole text structure as well as the students visual, alphabetic, phonological and graphophonic knowledge in order to further develop their writing in lessons. “Teachers need to explicitly teach the processes and strategies related to writing, and work towards helping students independently apply them as they read and write” (Wing Jan, 2009. p. 38).
The learning plan (teaching strategies):
“The term scaffolding refers to a process in which teachers model or demonstrate the problem-solving process, then step back and offer support as needed” (Study.com, 2015). Through scaffolding, students are given the support they need early on in their learning in order to reach their goals later on. In modelled teaching, scaffolding is teacher-led, more obvious and direct whereas in guided teaching the student is supported just enough by the teacher in order to successfully display new learning. Throughindependent teaching the teacher provides minimal support through scaffolding that enables the students to express their new learning on their own. All approaches to learning that incorporate a form of scaffolding can be carried out in a whole class, small group or individual learning environment in order to meet specific learning needs. As this unit of work will be new content for the student’s and integrates both history and English, it is important to focus explicitly on both areas while creating additional mini lessons to improve student writing. While using scaffolding techniques for the history related part of the lessons will be easy, the English/literacy part of each lesson should be about expanding on students’ prior knowledge in order to develop their writing.
According to Lesley Wing Jan (2009), shared reading is the “joint reading, exploration, discussion and enjoyment of a text that is fully visible to both teacher and student,” whereas shared writing is “the joint writing of a text” (p. 15). Through implementing shared reading and writing strategies into thelessons, teachers are reading and writing with the students in order to allow students to have the opportunity to take control of their own learning while being supported by the teacher. This type of teaching strategy can be used in the lessons where texts are being read and if students feel confident with reading, Round Robin reading strategies can be introduced into the lessons whereby students reading confidence develops. Shared learning throughout this unit of work and learning plan is aimed at being student/student and teacher/student orientated in both whole class and small groups work. Communication and social skills are developed through this type of learning and it is imperative that it is implemented into each lesson in order to engage in peer language interaction. For ESL learners in the beginning stages of learning English it is recommended to use highly repetitive texts (or simply repeating the set texts) as well as exposure to sounds, rhythm and intonation of English. Shared reading and writing focuses explicitly on speaking, listening, reading and writing and provides a context for modelled and guided activities.
According to Lesley Wing Jan (2009), “teachers read to or write for students and provide maximum support for the students as they observe what it means to be literate” (p. 15). As a result of this, implementing modelled reading and writing strategies into this unit of work will enable students to develop their writing skills through being shown explicit demonstrations of what is required of them. Following this, under the guidance of the teacher, the student will be required to practise new skills learnt with the assistance of the teacher who provides feedback at key points. For this unit of work, the teacher is to model, discuss and brainstorm the main ideas from the various stories and topics covered while focusing on verbs, nouns, synonyms, adjectives and time connectives. Displaying a list of these around the classroom will enable students to access these at anytime and ensure students have a visual reference of important literacy terms. Through modelling and brainstorming activities, students are encouraged to think deeper about what they know in order to contribute to classroom discussions. Throughout the unit of work most lessons will apply modelled and guided learning activities in order for students to have a better understanding of what is expected of them and then demonstrate their understanding with guidance.
According to Lesley Wing Jan (2009), independent learning means; “students work independently, applying the skills and knowledge they have learnt during demonstrations and guided practice situations” (p. 15). This learning follows shared, guided and modelled learning sequences but can also be incorporated into a differentiated learning environment when working with diverse learners. Through incorporating independent learning strategies into the learning plan students’ are given the opportunity to work on their own and create a greater awareness of what is expected of them. Although independent learning doesn’t necessarily mean working on your own, working individually during these lessons enables the students to work independently and practice the skills they have learnt while being responsible for their own learning. A final assessment will be set that will involve independent learning in order to gauge where the students comprehension and understanding of both the history and English/literacy components of the unit are. It is after the final assessment that mini lessons can be included that will follow on from the English/writing components of the unit. Using independent reading and writing strategies will ensure that the learner is demonstrating what they know and how far they have come since the beginning of the unit, hopefully challenging pre-conceptions or misconceptions of prior knowledge.
Writing related issues:
Writing related issues are bound arise in this unit of work as new content and language is introduced. Issues can include lack of fluency when creating texts and students misspelling high frequency words. Ways of addressing fluency when writing can include enforcing the writing process itself and what it involves; planning for writing, drafting and reworking, proofreading for meaning and publishing. “The notion of sustained writing is important when creating a first draft, as it allows students to capture the main ideas, maintain fluency in their thinking and create meaning” (Department of Education, 2013). Encourage students to create a draft of their writing (on a separate piece of paper) and proofread it themselves for clarity, flow, spelling, punctuation and grammar. Misspelling high frequency words at this year level will be common and should be addressed early on. Creating a “word wall” and displaying it around the room for easy access will enable students to refer to commonly misspelt words easily. Enhancing vocabulary through providing opportunities for reading, writing, listening and speakingwill assist in developing graphophonic and phonological knowledge used when writing. “The reading and writing of texts provide opportunities to enhance students’ vocabulary and awareness of words” (Win Jan, 2009. p. 37).
Conclusion:
The process of teaching writing can be complex and challenging but given the correct knowledge and strategies, students can excel in this area or learning. The learning plan created for a unit of work that incorporates history and English has been designed to focus explicitly on developing students writing for the English outcomes. While it is not always easy to develop such strategies at the beginning of the unit, it is anticipated that as the unit progresses the teacher will incorporate mini lessons on writing development that includes reading, writing, listening and speaking opportunities. Providing opportunities for speaking, listening and writing also allows the students to;“focus on comprehensive understanding of the spoken word, and cover oral language retell, comprehension retell and oral language conversation” (State Government Victoria, 2013). Implementing a balanced literacy program that includes shared, modelled, guided and independent learning opportunities ensures that students are been given an opportunity to practice their writing and be given feedback to improve it. Scaffolding the students at the beginning of the lessons ensures that they are being given the support they require early on in their learning process that will essentially enable them to reach their learning goals. For the teacher, being able to critique their own teaching process and adapting lessons to incorporate differentiation for a diverse learning environment is critical in students being able to reach their full learning potential. Creating strategies that target individual learning (through a balanced literacy program) means that each student is targeting areas of weakness and reinforcing areas of strength. Practice makes perfect and by giving students as many opportunities to practice and develop their writing as possible ensures that learning needs are met and skills are developed.
Appendix A: Unit of work
The following unit plan has been adapted from the Queensland Studies Authority – Australian Curriculum: History (2012).
Unit Planning Template – “Family History”
Unit Focus / Unit Duration / Year LevelHistory – Exploring Family Life / 4 weeks (2 lessons per week) / 1
Unit Overview
Students in year 1 history are taught the study of present and past family life in relation to the students’ own world. Students learn the differences and similarities in family life by comparing the past to the present day and engage in exploring the links and changes that have occurred throughout time. By using literature to develop the students’ understanding of the past, present and future they will be able to relate it in context with their own family. As the students knowledge and understanding of the past, present and future progresses the unit will move on to focus on creating a personal account of the passing of time.
Students will focus explicitly on:
- Sequencing familiar objects and events
- Distinguishing between objects and events from the past and the present
- Posing questions about the past
- Exploring a range of sources
- Identifying and comparing features of objects from the past and present
- Developing a historical narrative representing the passing of time
- Developing their writing skills through writing strategies
- Learn to plan for writing
- Develop fictional and factual texts
Although this unit focuses on learning history, it will also have a strong cross-curriculum link with English/Literacy. The unit will focus on specific curriculum outcomes in English in order to develop student writing. Students will be involved in guided, modelled and independent writing activities throughout the unit that will form a part of both their formative and summative overall assessment.
Learning Outcomes:
Year 1 – Historical Knowledge and Understanding: Present and Past family Life.
How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)
Key Learning Outcomes:
- Discussing, for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons, and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’ and ‘then’
- Identifying dates and changes that have personal significance (for example birthdays, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds
- Examining Aboriginal and Torres Strait Islander seasonal calendars (for example the Gagadju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three