Done I ran my first online Toolkit. This was nerve-wracking and exciting at the same time. Here is my slideshow I created to share with my participants.
I was a bit nervous knowing I was going to be recorded. ☹️😞
Friday 30 August 2019
Monday 12 August 2019
Accelerated learning in Literacy (Writing)
Over the last three weeks, I have been working with a small group of writers. These writers have identified themselves as struggling to generate ideas, add elaboration and choosing quality vocab to improve their writing.
The students were given this picture and had to label it using descriptive language.
From their labelled picture, there were able to write a short descriptive. Here are their descriptions.
Wet slippery wood hits my feet as I step foot onto the bridge. Underneath the yuck mossy bridge, there is a crystal clear, calm river. The thick hard rope bounces as I jump. The beefy hard rope is so hard to get my hand around. The glossy wet metal shows the reflection of the sun.
Student 1
On the bashing bridge, the salty smell shattered boulders, making a bashing song. The old river is as clear as a diamond. The swaying trees that make the fresh air are whistling up the side of the mountain.
Student 2
The sound of the raging river smashing against the firm rocks. The bridge was made out of solid metal, strong wood and firm ropes. Behind it, the mountain as tall as a skyscraper. Swaying trees smashing against the rocks.
Student 3
At the strong bridge, there is a lot of huge trees and humongous rocks, that if you fall you can die. On the humongous rocks, there are lots of huge trees to climb up. If you jump off the sturdy bridge, you will get hurt because the river is shallow.
Student 4
There is a creaky bridge handing above the deadly hardcore rocks. The water is smashing up against them which is allowing an avalanche to explode causing the bridge the break in half.
Student 5
Reflection
The students have enjoyed writing lists to plan for writing. They have shown an increased motivation to participate in our group sessions, and two of the six students have shown increased confidence to participate and take risks with their learning.
My next step is to find out how I can extend their planning from creating lists to adding details to their plan.
The students were given this picture and had to label it using descriptive language.
From their labelled picture, there were able to write a short descriptive. Here are their descriptions.
Wet slippery wood hits my feet as I step foot onto the bridge. Underneath the yuck mossy bridge, there is a crystal clear, calm river. The thick hard rope bounces as I jump. The beefy hard rope is so hard to get my hand around. The glossy wet metal shows the reflection of the sun.
Student 1
On the bashing bridge, the salty smell shattered boulders, making a bashing song. The old river is as clear as a diamond. The swaying trees that make the fresh air are whistling up the side of the mountain.
Student 2
The sound of the raging river smashing against the firm rocks. The bridge was made out of solid metal, strong wood and firm ropes. Behind it, the mountain as tall as a skyscraper. Swaying trees smashing against the rocks.
Student 3
At the strong bridge, there is a lot of huge trees and humongous rocks, that if you fall you can die. On the humongous rocks, there are lots of huge trees to climb up. If you jump off the sturdy bridge, you will get hurt because the river is shallow.
Student 4
There is a creaky bridge handing above the deadly hardcore rocks. The water is smashing up against them which is allowing an avalanche to explode causing the bridge the break in half.
Student 5
The students have enjoyed writing lists to plan for writing. They have shown an increased motivation to participate in our group sessions, and two of the six students have shown increased confidence to participate and take risks with their learning.
My next step is to find out how I can extend their planning from creating lists to adding details to their plan.
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