Discussion from Observation 1 Friday 31st March

What Robin said...

What do you do when you get stuck in your writng?

• I ask the teacher 
• I stop getting distracted and move so I am writing on my own
• I focus on my words
• I think of what is going to be next

What does your teacher do to help you?

• She reminds me of what we are learning to do
• She asks me if it is making sense
• She asks me for more detail

Do you like writing?

• I like writing cos it shows my feelings in the best way.

What do you like writing about?

• Culture and countries and World stuff. Non fiction stuff, stuff that is true. Cities writing I like best. 

What do good writers do?

• Don't repeat stuff
• Tell quite stringly
• Bad writers keep saying the same stuff
• Good writers dont write as much. They write not as much as bad writers cos they dont repeat stuff. 
• Tell things for the audience
• Donr get distracted when they are writing

How has your writing changed from Year 5 to Year 6?

• I have improved my writing. I did like more writig now, but not writing the same stuff, saying different stuff.  I know more ideas to write. When I wa sin Year 5 I didnt write more interesting stuff. In Year 6 I have learned aboutsentences being interesting and about nouns and adjectives and verbs and how to start sentneces in an interesting way. 

MY REFLECTION

Robin spoke really well about his learning. He is an ELL student and I thought what he said showed an understanding of himself as a learner and of what he was learning.  Much of what we have been working on in class came through in what Robin said.

Next Steps for Robin: 

• Deliberate choice of vocab with an audience in mind.
• Strategies for what good writers do.

Next Steps for me:  

• To keep building a shared understadning of the language of learning.
• To establish writers groups and group conferencing. 

Audio from the Observation 1

Here is the You Tube link to the audio of the session.


https://youtu.be/IYJEnMZKw7Y

Robins writing

Yesterday I rode the super boat. I was so excited. Suddenly the boat started to move. At the same time, I was so scared. On the information panel it said; This boat goes up to 80 km when jumping off the water slide. The boat quickened it s speed for 5 minutres. I went closerto the water slide. The hovercraft became really fast, finally. It started to fall to the water slide. If it jumped a little bit higher, the boat should've fall on th wrong side of the track.   (original)

While the boat was flying, I fekt dizzy and uncomfortable. Although it landed back on the gorund, it splashed and capsized on impact. I capsized with the hovercraft.   (Since I was dizzy from flying, I died)  (took this part out to add promote further learning and add to the writing) 

After I capsized I fell very hard to the water. It was so cold and at the bottom of the water, there was seaweed. Unitl I saw an underwater view, I had just thought it was fish or something like that. (added parts using AAAWWUBBIS)

Tuesday 28th March 2017 Pre Observation Conversation

Pre-Observation Conversation

Individual Student Conference   Tuesday 28^th March

1.       Which students/group are you working with for this lesson?

I will be working with Robin who is my writing radar student.

2.       The learning goals/learning intention for the students during the observation will be:

Individual conference to promote further learning.   

For Robin to reread his writing to ensure it is making sense and the story is being developed. (Ideas)

For Robin to develop his writing further with a few more sentences using one of the sentence beginnings. 

- Why this learning for these students?

Robin’s writing goal is to write with different sentence starters. His writing will often start with “I” or “the” so we have been looking at different ways to start a sentence.  He has been introduced to AAAWWUBBIS and this is what he is now using to help him to improve his sentence beginnings.

3.How will we know that these students are learning what you are intending them to learn?  i.e., what is the success criteria?

Remember to:

Choose an AAAWWUBBIS word at the beginning of a sentence.

Although, after, as, while, when, until, because, before, if, since.

4. What will it look like when the students understand it?

Robin will have a piece of writing where he is able to identify the sentence beginnings he has used, specifically the AAAWWIBBUS words.

5. What is the professional goal you are focussing on during this observation?

Prompts I am using to promote further learning.

6. What will this look like in practice?

I will use a prompt.

Reminder Prompt:  Look to the sentence beginnings, specifically the AAAWWUBBIS words.  Do you think using this word has improved your sentence / overall writing?

Scaffold Prompt: Let’s not use the last sentence, but continue the story for a few more sentences, adding onto your ideas.

Example Prompt: making suggestions for which word could be used to further develop the story.  

7. How will you know you have been successful?

By having an awareness of the prompts I am using and using them judiciously to promote further learning.  

By evidence in Robin’s writing that the prompt has promoted further learning.