Module 1 : Laying the Foundation
- Writing should be taught using direct and explicit instruction and involve deliberate practice. I do, we do, you do. Appeal to the learner's brain. Hear, see, and say - model in every session. Let them hear teacher thought processes, lots from their peers. Let them see docs, responses on board. Let them say.
- Boost teacher knowledge of what to teach using a scope + sequence. text generation (words, sentences, and discourse), transcription (handwriting, keyboarding and spelling), and executive functioning (attention, planning, reviewing and self reg). Cover the writing rope.
- Sentences are the building blocks of writing, and grammar is best taught in the context of student writing.
- Content of the curriculum drives the rigour of the writing activities.
- Planning and revising important parts of the writing process.
- The importance of reg feedback, writing goals and assessing student writing.
- Embed through all subject areas and in the context of the curriculum you are teaching.
Check out Scope and Sequence - Syntax Scope and Sequence 2022
Module 2 : Transcription skills
Handwriting - cursive is good for kids who struggle to handwrite.
We want the bottom 2 to be at a level of automaticity.
Processing Capacity Limit - humans can only hold so much in their brains! Automating the small sub-skills allows you to more quickly develop difficult higher-order skills. Frees up cognitive capacity.
Frequency is more important than quantity.
How to pick up the tool - "Nib to naval, pinch pick, flick" trick.
Unlined paper is good to start with when formation is the main goal. Bring on the line when size is the focus.
Good handwriting can support spelling patterns.
Keyboarding could become an independent activity during your reading rotation: https://www.typingclub.com
Module 3 - Text Generation - Building blocks of writing
Syntax - ...the system and arrangements of words, phrases, and clauses that make up a sentence....
Parts of speechThere are 9 -
Noun
Verb
Adjective - superlative (upper/lower quality - highest/lowest), comparative.
Article
Pronoun
Adverb
Preposition - a word/group of words used before a noun to show direction, time, place, location, spatial relationships, or to introduce an object. Eg. in, at, on, of, to.
Conjunction - subordinating (joins dependent clauses) and co-ordinating (joins independent clauses).
Interjection - gosh!
Sentence Components
There are 4 types of sentences - Statement, question, exclamation, command.
A sentence must have a subject, a verb, begin with a cap letter, end with a full stop, exclamation mark or question mark, and make sense. Subject + predicate. For juniors - a who + a do.
Clauses + Phrases
A clause - a group of words that contain a sub + a pred. Can be independent or dependent.
A phrase - A group of words without a sub +/or a phrase.
Independent clause - contain a sub + pred and can stand by them selves.
Dependent clause - contain both, but can not stand by themselves.
Compound sentence - made up of 2 independent clauses FANBOYS (co-ordinating conjunctions)
Semi-colon - you can take out the co-ordinating conjunction and replace it with a semi-colon.
Complex - Made up of an ind clause and 1 or more dependent clauses - ISAWAWABUB (subordinating conjunctions)
Independent - dependent - no need for a comma
Ideas for dictated sentences - add in an adjective, change it in to a question etc...
Eg. Pete shut the shop.
Pull out colourful semantics!!
Activities
Fragments - incomplete sentences that do not grammatically make sense.
Model the thought process out loud - teacher - tip for all activities!
Provide opportunities for deliberate practise - tip for all activities!
Plan instruction and differentiate lesson for those who need it - tip for all activities!
"the cat" ... "The cat sat in the bucket"
Offer fragments that are missing 'the who' or 'the do' to turn into sentences.
Provide a (teacher created) text with fragments that kids have to correct.
Lots of oral examples for juniors
Scrambled Sentences - a collection of words can be unscrambled and sequenced.
Underline/bold the first word so children know where to begin.
Aim for just 1 way the sentence can be unscrambled.
Use moveable words for juniors.
Run-on Sentences - 2 independent clauses run together without punctuation or appropriate conjunctions. Usually very long, 'and then', 'and then'.
Give a run on, and the way you want it corrected, eg use co-ordinating conjunction - and.
Sentence Types - 4 types
Statement (declarative): He ate pizza for lunch.
Question (interrogative): What is the rabbit eating?
Exclamation (exclamatory): The house is on fire!
Command (imperative): Feed the dog please.
Use a picture prompt.
Change from one type to another- eg. statement to a question
Give vocabulary to include in the sentence.
