Tareha

Tareha School Wiki

Please comment on this student's work. Use the literacy progressions and the literacy standards to guide your thinking.

This is a first draft and is 100% written by the student without any prompting. It is a true personal experience. || Please comment about what this piece of work demonstrates to you. What are the features you can see? Please comment on this piece of work by clicking on the discussion tab (above) for Tareha. Thank you! include component="comments" page="Tareha" limit="10"
 * Student evidence || Teaching and Learning background of this work ||
 * [[file:In the bush 1.pdf]] || Purpose - To engage and motivate writers (Our 2010 Writing Target) - Students decide on a writing framework. Students have total ownership of their writing. We have developed a 'Power Wriitng' concept which is a new writing programme that we think is making a difference. Students write for 20 minutes each day on any topic and in any form they choose. They then edit any piece from the week for 10 minutes. This enables them to keep motivated and engaged on what they decide as exciting writing. They must complete and hand in a final piece by the end of the week. This can be from any writing genre. We assess the surface and deeper features. We want students to have several pieces of work by the end of the term that we can moderate to find a 'best fit' level in relation to national standards, using learning progressions and writing standards. Deliberate acts of teaching takes place on a needs basis for each child. We teach grammar skills for 30 minutes each day of the week. Our grammar focus is based on an overall view of what we think the students need in general which we identify through our OTJs when viewing the students' work over the week. We look for commonalities.
 * [[file:In the bush 2.pdf]] || The piece of writing was edited by the student only. The student turned his story into a poem without any prompting. All students have access to examples of different writing frameworks - deliberate acts of teaching as required. ||
 * [[file:In the bush 3.pdf]] || Final presentation typed up by teacher from student's final copy. Some deeper features of the poetry structure itself were negotiated as this was done - language features. The student knew what he wanted but was prompted through questioning techniques. ||
 * **Comment an OTJ on the level of this student's work - use learning progressions to decide on level**

Nikki Keith Mary Stevan - done! ||