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If student's first language is NZSL, then we need a different approach to writing. There is research to refer to such as https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22289
We can not treat this group the same as students who have access to sound.
Teachers need support on a different pedagogical approach on what are the barriers and how to we go about reducing them. Also, using an approach where NZSL users video themselves in sign, then edit their video to improve and then redo. This is the same as the same as the writing process. Once this is done, then teacher can write it in English written structure and teacher shows how NZSL is different to sign. As students sees the differences, they can then switch more between NZSL and written English. This needs to be explicitly taught so students understand the differences.
Scott

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Corresponding Author

Department of Exceptional, Deaf, and Interpreter Education, College of Education and Human Services, University of North Florida, Jacksonville, Florida

Correspondence Jennifer Renée Kilpatrick, Department of Exceptional, Deaf, and Interpreter Education, College of Education and Human Services, University of North Florida, 1 UNF Drive, Jacksonville, FL 32224.

Email: jrkilpatrick@unf.edu
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Beyond the red pen: A functional grammar approach to evaluating the written language of deaf students

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Corresponding Author Department of Exceptional, Deaf, and Interpreter Education, College of Education and Human Services, University of North Florida, Jacksonville, Florida Correspondence Jennifer Renée Kilpatrick, Department of Exceptional, Deaf, and Interpreter Education, College of Education and Human Services, University of North Florida, 1 UNF Drive, Jacksonville, FL 32224.

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Some of our ākonga need visual language to fully access language. Are all teachers equipped?

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Visual success criteria-used to prompt writing and then reflect on and build upon writing skills. Regular, every day tool. Formulated by/with students. Key to informed learning.

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Visual success criteria-used to prompt writing and then reflect on and build upon writing skills. Regular, every day tool. Formulated by/with students. Key to informed learning.

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Understanding context and visual prompts- also scaffolded learning and repitition.

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Understanding context and visual prompts- also scaffolded learning and repitition.

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Regular use of dialogue journals- with success criteria to match. Great for modelling effective language use and grammatical markers.

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Regular use of dialogue journals- with success criteria to match. Great for modelling effective language use and grammatical markers.

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# Having visual exemplars of writing for students to see what they are aiming for and what success criteria can look like.
#Focus more on deeper features than surface features
#Having Learning intentions and success criteria.
#Deaf students write well when they experience something that uses lots of senses and they can see it. Abstract things, even retell from past experiences appear my experience as a barrier.
#encouraging students to take risks with spelling and writing and get their ideas down rather than being worried about if they can't spell something 100%. This can be a barrier as some students will only use known safe words and not try richer vocabulary.
# Sharing writing with other students and seeking feedback is powerful formative assessment. It also leads to rich dialogue.
#Free writing time where something is not marked like a diary and is not critiqued. Students can share if they wish but they can also have the right to keep to themselves.
#Writing needs to have purpose! Why are we writing this? Who is it for? Why do we need to learn this.
#Students need extra time to write as processing time can be slower than hearing peers
Scott

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Teaching the structure and components of a spoken/ written sentence in English and how to build on it. Compare and contrast with sentence construction in NZSL. How are they the same or different?

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Draw on student assets, knowledge and cultural capital. Support student to make connections.

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Provide many opportunities for students to use digital technologies to assist with recording draft plans and ideas. e.g. video platforms, voice to text or voice recording. Students are then supported to use these draft recordings to reflect on, improve, extend, and embellish.

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Many of our students (Outreach) write and/ or speak what they "hear". Use of finger spelling alongside the written letter symbol gives them a visual, kinaesthetic check which they may not have been aware of.

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A rich reading programme of learning supports written language.

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Allow students to collaborate on a text.

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Create mind maps of vocabulary and images

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Self reflection on what I might need as a teacher to up-skill my capabilities in the explicit teaching of writing within the New Zealand Curriculum.

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Self reflection on what I might need as a teacher to up-skill my capabilities in the explicit teaching of writing within the New Zealand Curriculum.

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The skill set of teachers- in relation to bridging and transliterating NZSL/ English

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The skill set of teachers- in relation to bridging and transliterating NZSL/ English

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Not adequate PD around the writing process

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Not adequate PD around the writing process

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Providing opportunities and visuals around experiences.  Taking the opportunity to introduce new vocab then repeat and repeat again.  Record the findings so the students can recall and connect with this learning.
Karen

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Essential to allow the students to make connections, learn new vocabulary, helps staff to see what is and isn't known.  Can relate to own experiences or shared experiences.  Is a part of the progress, and sets up the opportunity to continue to build on to knowledge, or to reconnect with knowledge.
Karen

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Teachers often have different levels of understanding about teaching learners to write.  Likewise, often have a range of abilities within the group of learners, so need to provide different resources and teach different skills in order for the students to be successful.
Karen

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Actively teaching high frequency writing words to emergent writers

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Actively teaching high frequency writing words to emergent writers

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Actively teaching and bringing high frequency writing words to fluency for the deaf emergent writer is an effective strategy.

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Having something motivating to write about

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Having something motivating to write about

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The writing in the sample above was motivated by the student's mum emailing a photo to his RTD, of the family car with snow on it.

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Utilising phonological knowledge to sound out and write unknown words

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Utilising phonological knowledge to sound out and write unknown words

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For deaf students who have access to the sounds of speech it is extremely powerful to learn phonics.  The crossover from phonological knowledge gained in reading to writing is usually quite rapid.

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-Writing with a purpose in mind. Link to prior experiences so it is something authentic, easy to relate to, and has context for the Learner.
-Support with considering who is the audience (links with Theory of Mind).
-Share learning intentions and success criteria. Show what a good one looks like (WAGOLL).
-Use self-assessment checklists, rubrics to support self and peer assessment.
-Model writing and voice what you are thinking.
-Mind mapping, support with unpacking language and vocabulary.
-Daily writing - journal or quick writes
-Celebrate student attempts and show how much we value these.

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-You don't know what you don't know. This can be the barrier to supporting Teachers to develop their skills. Having opportunities and videos of good writing lessons, classroom practice in action would be very helpful. Opportunities to work in a range of settings, visit other hubs and classrooms to specifically focus on writing would be helpful.
-Accessing research articles and being aware of EBP to support the teaching of language skills and writing so that teachers know the best way to support communication modes such as NZSL, Spoken English, or bimodal.
-Feeling safe to say "I don't know".

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Educationally powerful connections with parents & whanau

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Educationally powerful connections with parents & whanau

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I believe it is critical to be connected with the whanau in meaningful ways, to support the child with writing at home aligning with what happens in school. The connections also helps teachers to know their students more better, therefore give writing tasks that they can use prior knowledge.
But, we don't always successfully connect with whanau. This needs to change.
Also, what about student & whanau who do not have full communication access with each other? What strategies can we use here? - DG

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There may be more motivation/interest from student when writing in different medium e.g. writing film scripts, blogs/diaries/journals, captions etc. - DG

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Students need to first have cognitive understanding of something, and in a language - so e.g. they are fluent in NZSL, then they can learn / adapt to English more easily than those who do not have a strong foundation in 1st language. DG

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Teachers' own competency between English & NZSL

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Teachers' own competency between English & NZSL

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I realise this may be a sensitive topic, but I believe that not all teachers are fluent in both languages to support enough our students who use NZSL as their first language. DG

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Students' understanding of their learning

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Students' understanding of their learning

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Are we explicitly explaining the purpose of the writing tasks?
"Teachers introduced new processes to increase children's understanding of what they were learning...Goals, success criteria and actions were set with each learning group at the beginning of the unit" DG

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I don't think we ask our students enough/at all about their perceptions on writing. This would help us understand how they find writing for them. Questions we could ask include those at bottom of page 33, e.g.  "What do you like to do during writing time? What do you find hard in writing? What helps you learn in writing?" - DG