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

Think about the QTM & writing?

• QTM – Significance

• Purpose

• Audience

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

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