- How do we describe? Show not tell.
- One sentence that shows me it's autumn - Repeats to ensure that students understand - one student shares back.
- Sorts students into learning partners - Now complete the task as a pair.
- Holds the students accountable - picks a pair to share back.
- What have we learnt about writing so far this year - tell your partner one thing, you have 10 seconds.
- We have learnt to be more descriptive but how? What do we have to do to be descriptive? Exact in choices/precise, sometimes means adding more information.
- Writing territories - what is going on in my world?
- Sand dunes - sets the scene - engages the students.
- Why do you think it is not a good idea for people to just go down the sand dunes in their cars? - Tell your partner - Selects students - What did you think?
- Emphasis on no hands up.
- Story of children at a school that our students could relate to.
- Reads out examples from her own writing territories - discusses some further e.g. storms.
- Discuss how your writing territories have changed - link to noting these in your writer's notebook.
- Prepare the students when they need to use their partner.
- I had a wondering... Writers have wonderings.
- Explain wondering (Gives a back story to engage the students) - draw picture to help explanation.
- The question/wondering that I have is: Why is the Sea salty?
- Turn to the person next to you - What do you think?
- Without talking because you have had your talking time - Write what you know about why the sea is salty - You have 2 and a half minutes.
- Let the pen do the talking.
- Quickly and quietly find your partner. If they have got something you haven't add it. GO!
- Who got some extra information?
- Look around the room and think about who looks intelligent about this - pair up with another pair and share. You have 2 minutes.
- Bring the class back together.
- Indication of idea - none, some?
- Who has a question that they would like someone to answer.
- Write down one question that you really want to find out to add to your jottings.
- Holds accountable - you must have a question - picks out certain students.
- Who has a theory about what happens? You can't be wrong, we are theorising.
- Your are going beyond what I know - not afraid to admit don't know everything as teachers, we are also learners.
- Gives a piece (explanation) for each to read independently but sat next to partner incase they need to check in.
- Did you learn something/who has discovered something?
- Stand up somewhere in the room with your partner without any papers and explain why the sea is salty - A different way of getting the students to comprehend what they have read - movement to keep the students engaged.
- How would we start an explanation about this? What would your first line be?
- Passive voice - detail.
- Gives out another text - it is a poem - how do we know it's a poem? About the water cycle.
- Look at what this author has done.
- Could we use a poem to describe why the sea is salty?
- What has the author done? The first word is sun - what kind of word is it - noun - naming word - Look at the first word of each line - each one is a noun.
- Look at the second word - verb - doing word/action word - makes the noun do something - repeats to get point across.
- What is the purpose of writing this poem? To inform us about the water cycle - Could we do the same thing using why is the sea salty?
- What is the first line? Tell your partner.
- Asks for response - Water cycle is endless - adapts to fit structure - water cycle, what does it do.
- Repeats expectation (just two words - noun and verb) and asks to go back to partner discussion.
- Says a few aloud and then asks the students to choose one and write their first line.
- Take what you like as you hear it - you might get some help.
- What did we learn about writing today? you can inform through a poem.
- Writing to learn - rather than writing to present learning
- Economical language - Manipulating language
- Achievable for the students
- Get the students used to participating
- Let the students inquire rather than telling them the information
- Do a search - see if you can find one thing that you didn't know before when reading the text - Reading lesson could be a lesson in itself
- Children to be aware of their environment
- Different kinds of explanation
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