Share the overall purpose of the session (OHT 7.1 (new window) 10k ).
Identify outcomes of the session (OHT 7.1 (new window) 10k ).
The purpose of Part A is to help participants understand the structure and content of the Writing Developmental Continuum.
Explain to participants that they will begin this part of the session by looking at the overview of the Writing Developmental Continuum.
Ensure that participants have a copy of the book Writing Developmental Continuum to refer to during this part of the session.
Ask them to open the overview page in the fold-out section at the front of the book.
Discuss the structure of the overview of the continuum (OHT 7.2 (new window) 10k ):
Ask participants to read the phase descriptors. They may immediately be able to relate these to students in their class.
Emphasise the following points:
Explain to participants that they will now be looking at the continuum in more detail - that is, at the organisers, key indicators and other indicators.
Ask participants to turn to the fold-out page headed 'Indicators for Writing Developmental Continuum' at the front of Writing Developmental Continuum.
Discuss the structure of the continuum (Individual Student Profile) using OHT 7.3 (new window) 10k
Identify the organisers or headings of the continuum. Point out that not all phases have all organisers (OHT 7.4 (new window) 10k ).
Introduce the continuum reconstruction activity on Handouts 7.1 (new window) 14k and 7.2 (new window) 36k . This is based on Phases A, B and C of the continuum. Participants can complete the activity in small groups.
The facilitator will need to:
Ask participants to read the indicators in each box and to paste them under the phase and organiser to which they refer.
Have participants check their reconstructed continuum with the Individual Student Profile in Writing Developmental Continuum.
Emphasise the following points:
The purpose of Part B is to help participants develop knowledge of, and confidence in, the mapping process.
Explain that Individual Student Profiles are a form of cumulative record which allow teachers to map student progress from a range of data sources. Sometimes, observations may be mapped directly onto the continuum. At other times, data such as work samples, conference notes and self-evaluations will be the primary source of information which supports mapping on the continuum.
Discuss the sequence of steps in the mapping process, using OHT 7.5 (new window) 10k . An explanation of some of these steps is provided on pages 18-19 of Writing Developmental Continuum.
Emphasise the following points:
| Can observe this indicator |
How could the teacher collect evidence of this?
|Writing sample 1 |
|A1 assigns a message to own symbols|
|A2 understands that writing and drawing are different|
|A3 is aware that print carries a message|
|A4 uses known letters or approximations of letters to represent written language|
|A5 shows beginning awareness of directionality - i.e. points to where print begins|
|Writing sample 2 |
|C1 uses a small range of familiar text forms|
|C2 chooses topics that are personally significant|
|C3 uses basic sentence structures and varies sentence beginnings|
|C4 can explain in context some of the purposes of using writing - e.g. shopping list or telephone messages as a memory aid|
|C5 experiments with words drawn from language experience activities, literature, media and oral language of peers and others|
|C6 begins to develop editing skills|
|C7 attempts to use some punctuation|
|C8 talks with others to plan and revise own writing|
|Writing sample 3|
|D1 uses text forms to suit purpose and audience|
|D2 can explain why some text forms may be more appropriate than others to achieve a specific purpose|
|D3 writes a range of text forms including stories, reports, procedures and expositions|
|D4 uses a variety of simple, compound and complex sentences|
|D5 groups sentences containing related information into paragraphs|
|D6 is beginning to select vocabulary according to the demands of audience and purpose - e.g. uses subject-specific vocabulary|
|D7 uses proofreading guide or checklist to edit own or peers' writing|
|D8 punctuates simple sentences correctly|
|D9 uses a range of strategies for planning, revising and publishing own written texts|
|Writing sample 4|
|B1 reads back own writing|
|B2 attempts familiar forms of writing - e.g. lists, letters, recounts, stories, messages|
|B3 writes using simplified oral language structures - e.g. 'I brt loles'|
|B4 uses writing to convey meaning|
|B5 realises that print contains a constant message|
|B6 uses left to right and top to bottom orientation of print|
|B7 demonstrates one-to-one correspondence between written and spoken word|
|B8 relies heavily on the most obvious sounds of a word|
Ask participants to consider the writing sample they have brought to the session and to map the student on the second copy of the Individual Student Profile by highlighting indicators that are evident.
Discuss any issues or concerns that participants have about mapping. Note that indicators will be examined in more detail in Part C of the session.
Ask participants to look at the Student's Profile Sheets and Whole Class Profile Sheets on pages 113-141 of Writing Developmental Continuum.
Discuss features and uses of the sheets and the two different types of class profiles (one has key indicators only, while the other has all indicators).
The purpose of Part C is to enhance participants' understanding of indicators in the Writing Developmental Continuum.
Ensure that participants have copies of Understanding the Key Indicators of Reading and Writing to refer to during this part of the session.
Ask participants to identify any indicators that need further explanation or clarification, based on the mapping activities from Part B.
Read and discuss explanations for these in Understanding the Key Indicators of Reading and Writing.
Ensure that the indicators B1, C5, C6, C7, C8 and D3 are included in the discussion as teachers commonly require clarification of these.
Emphasise that skill development is ongoing. Although the teacher might mark an indicator as having been achieved, the student may only be beginning to develop the identified skill. The teacher needs to continue to develop that skill - for example, C6 indicates only that students have achieved any one of the indicators of editing.
The purpose of Part D is to reflect on effective and efficient ways to gather data for the mapping process, and to consider effective assessment practices.
Refer participants to the table in Session 1 which sets out the roles and responsibilities of school personnel in relation to the Year 2 Diagnostic Net. (See Handout 1.2 (new window) 17k and OHT 1.6 (new window) 21k ) This table provides a good overall guide to the main tasks required for assessment.
Discuss any aspects of these roles and responsibilities that participants want clarified.
Emphasise that teachers are responsible for monitoring student learning outcomes.
Ask participants to share and discuss their current writing assessment practices. They may wish to refer to their English year-level overviews and unit plans which identify ongoing writing assessment techniques and timing.
Make a list on the blackboard or whiteboard of assessment techniques used and the types of information which can be gained. Techniques listed could include:
Ask participants to share their response with the group.
The purpose of Part E is to encourage a commitment to learning and professional reflection.
Select one of the following options for participants.
Display the diagram of the teaching —learning cycle on OHT 2.5 (new window) 11k .
Give participants copies of the diagram (Handout 2.3 (new window) 11k ).
Encourage discussion about the diagram and the statement below it.
Ask participants to form pairs and to indicate on Handout 2.3 (new window) 11k where they see the continua fitting into the teaching —learning cycle.
Ask participants to share their ideas with the group.
Ask participants to complete one of the Reflective Journal sheets in Handout 1.4 (new window) 21k . Participants may like to compile their notes and observations in journal form. A cover sheet is provided for this purpose.
Select questions from the list below (or add alternatives) and ask participants to answer in view of the new information presented during this session.
Ask participants to undertake a between-session activity that incorporates or reflects the purpose of this session - for example, collect a writing sample from a student in another class and predict and map his/her writing development. Participants could then discuss their findings with the student's teacher.
Which participants require further support?
What form could this take?