Classroom Transition

For the last four weeks of our intervention the accelerated literacy group was integrated back into the classroom. This has meant we have been working on specific genre writing (persuasive writing). The main focus has been on becoming independent writers within the class.

To achieve this we have:

Always started our writing together. As a group we discuss our topic, plan, discuss again and then write our first few sentences together. We have then gone off on our own to finish our writing. This means that we have all our ideas clear in our heads and also in our plans before we write.

We have also been learning to proof read and edit our writing on our own before seeing the teacher. This has involved us learning to reread our writing, confirm our sentences, check for punctuation and spelling mistakes, and also to add in more interesting words.

This has created a routine within class that can be maintained even now the group has finished.

Below is our editing card that we use in class to work through our writing independently.

Coming Soon: Some of our fabulous persuasive writing!!

Transition

After 11 weeks of teaching this group of students we are now planning to transition them back into the classroom.
Tracy the classroom teacher is going to continue to focus on getting one quality sentence that is expressed orally with her first.
They are also to use a bubble plan to plan their writing as in the small group teaching we had been doing shared word brainstorms and students would select from that word group to construct the sentence.

Tracy will see them every day and they will trial writing stations following the writing time and the direct acts of teaching.

My Dad - Connor

My Dad has big oval brown eyes.

My Dad has ginormous steps when he is in a hurry.

My Dad has hair that is brown as a Bear and it is short.

My Dad likes to throw a ball with me and my brothers.

My Dad let me go on the motorbike when we went to the swimming pool.

My Dad wears his favourite t-shirt it is his Rock Star one, it is blue.

He wears it when he goes to work.

Love

Connor

My Dad - Kane

My Dad has brown short spiky hair.

My Dad has humongous blue eyes.

My Dad has spiky skin on his face.

He play fights me at home.

My Dad wins the fights.

My Dad is hilarious because he says funny jokes.

Dads favourite cars are the model ones that open up.

Jacob and I are not allowed to play with them, some of them have motors sticking out.

They are really colourful.

Love Kane

My Dad - Sophie

My Dad has black & white salt & pepper hair.

My Dad smells like a rose in Spring.

My Dad is a tickle monster when I hop

Into his bed.

He likes doing Art with me at home.

He is an artist.

My Dad is like a Jungle Gym

We swing on his arms like monkeys.

Hayley and I are his favourite thing

In the whole world.

He would do anything to have us.

Love Sophie

Character Description

The students have worked over a 2 week time frame to produce some stunning character descriptions! We used the unit plan outline in our favourite resource by Gail Loane.
In this she outlines how we start with a sentence about the character that is a physical description. One thing about how your character looks. This must be very specific and also use rich describing vocabulary.
We all closed our eyes and visualised our character, we discussed things they did, said, what made them the personality and influence in our lives.
Then we wrote a sentence about a behaviour of our character, how they walk, laugh, speak.. What makes them unique?
Then we wrote about one thing they love to do , are passionate about or successful at.
This was to build on making our character come alive!
Lastly was crafting the writing to publishing stage.
Some of the group had to start again a few times, reworking our sentences was hard.
Some of the students found this hard but I think you will agree all have experienced success! All will be revealed tomorrow! Watch this space!