Writing

Writing

Our vision for learners in writing is 

Our writers are inspired and creative. They have an authentic purpose for writing and are able to take risks confidently when exploring different writing purposes. Through feedback, they use the writing process to enhance their own voice, making conscious choices about sentences and words.

As part of the teaching planning cycle, students complete a writing common assessment task. Teachers assess the writing using our school Moderation Rubric which combines the curriculum and the use of the 6 plus 1 writing traits. Teams enter the data into the whole year level spreadsheet and analyse the needs of all students. Teachers decide what writing trait, their class as a cohort, needs to focus on in order to improve student’s writing knowledge and skills. Our main focus is ensuring students can generate ideas, organise their writing and use their own voice to express their ideas. We also zoom in to focus on sentence fluency and word choice within the text. Conventions such as punctuation and spelling is always focused on, but is not the central trait to a good quality piece of writing. Teachers will focus on this chosen class trait in their mini lessons as part of the Writing Instructional Model.

Our instructional model has the students at the centre, with each student having their own individual goals that they are working towards within their writing. Through feedback, students develop their own skills and knowledge as a writer.

Mini Lesson:

Teachers ensure the learning intention and success criteria is clear for all students explicitly modelling the learning through instruction and the use of mentor text. The bump it up will allow students to see the progression of learning and where they’re going next. Students will know what they are focusing on individually when they go back to their tables. 

Independent/Collaborative learning time

While some students will work independently during this time, others will be required to attend their conference group session. 

Conference Group:

During this time the teacher works with a group of students to help them achieve their writing goals. They may be teaching them skills and knowledge to be successful or conferencing, with the students providing feedback on their goals.

Independent/Collaborative sessions: 

Students work on their own individual piece of writing, focusing on the goals they need to achieve. Students could be recording ideas in their ideas’ book, exploring their thinking of an idea in their thinking book, drafting their piece of writing on paper, revising and editing their work or publishing their piece of writing if they choose to do so.

Check – In:

The teacher is also continually checking in with all students who are working independently at their tables. In the session, the teacher will stop the class and check in with how students are going with the learning intention. They may clarify any misconceptions, sharing their thinking or providing feedback to the whole class.

Reflection:

At the end of the session, the class will rejoin for reflection. Here, the teacher will revisit the learning focus with students sharing how they were successful with their writing goals today. The teacher and the students are able to provide feedback.