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ERO Teaching Strategies that Work for Writing

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ERO Teaching Strategies that Work for Writing

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Full document is here.. Check out general best practices at start of document

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Oral language as a formal and intentional part of the curriculum and teaching programmes. Pre-requisite to reading and writing.

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Oral language as a formal and intentional part of the curriculum and teaching programmes. Pre-requisite to reading and writing.

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PLD-mix of school-led and facilitated professional-using observation and feedback effectively to support changes to practice-aligning PLD with school priorities (informed by achievement information, and information about teachers' needs)

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PLD-mix of school-led and facilitated professional-using observation and feedback effectively to support changes to practice-aligning PLD with school priorities (informed by achievement information, and information about teachers' needs)

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Combination of whole-school PLD and flexible workshops and modelling, and made sure every teacher developed confidence with new strategies.

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Combination of whole-school PLD and flexible workshops and modelling, and made sure every teacher developed confidence with new strategies.

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Shared understanding of the writing 'progressions' helped children and teachers know about individuals’ writing achievement, progress and next steps.

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Shared understanding of the writing 'progressions' helped children and teachers know about individuals’ writing achievement, progress and next steps.

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Allocate additional resources to fund 'release time' for literacy leaders to mentor teachers and model good practice

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Allocate additional resources to fund 'release time' for literacy leaders to mentor teachers and model good practice

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Provide programmes that match student need. If spelling, punctuation,word choices, organising ideas and fixing mistakes are an issue, don't focus on genre, similes, metaphor, alliteration; and using increasingly complex language.

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Provide programmes that match student need. If spelling, punctuation,word choices, organising ideas and fixing mistakes are an issue, don't focus on genre, similes, metaphor, alliteration; and using increasingly complex language.

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The schools with the greatest improvements in writing achievement in the upper primary school had actively sought professional learning and development (PLD) that specifically targeted the writing aspects they wanted to improve. These schools had a clear understanding of what was already working for their children, what they should retain, and what needed to change. 

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The schools with the greatest improvements in writing achievement in the upper primary school had actively sought professional learning and development (PLD) that specifically targeted the writing aspects they wanted to improve. These schools had a clear understanding of what was already working for their children, what they should retain, and what needed to change. 

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Working closely with parents to help them understand what the child was learning at school and; to determine the child’s interests and achievements at home and how these interests could further contribute to the child’s writing goals and contexts for learning. 

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Working closely with parents to help them understand what the child was learning at school and; to determine the child’s interests and achievements at home and how these interests could further contribute to the child’s writing goals and contexts for learning. 

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Giving children a purpose for writing. Drawing on familiar / authentic experiences. 

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Giving children a purpose for writing. Drawing on familiar / authentic experiences. 

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2.	Evidenced based deliberate teaching practicing new skills. Work on foundation skills and link with reading program. 

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2.	Evidenced based deliberate teaching practicing new skills. Work on foundation skills and link with reading program. 

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Using a variety of assessments to make teacher judgements. 

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Using a variety of assessments to make teacher judgements. 

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Ensuring students are active participants in designing learning, monitoring their progress, knowing what the next steps are, getting explicit real time feedback (AfL principles). 'I can' sheets to self-assess. 

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Ensuring students are active participants in designing learning, monitoring their progress, knowing what the next steps are, getting explicit real time feedback (AfL principles). 'I can' sheets to self-assess. 

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Extending and supporting oral language – use interesting words, key words, video clips to extend knowledge.  Recognition that language skills are the predictor of literacy outcomes. 

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Extending and supporting oral language – use interesting words, key words, video clips to extend knowledge.  Recognition that language skills are the predictor of literacy outcomes. 

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Emphasis on the craft of writing – deliberate teaching on sentence structure, paragraphs, essays, teachers effectively using questioning. 

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Emphasis on the craft of writing – deliberate teaching on sentence structure, paragraphs, essays, teachers effectively using questioning. 

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Effective teachers gave children a purpose for writing and encouraged them to write about things and experiences they were likely to be famiiar with.

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Effective teachers gave children a purpose for writing and encouraged them to write about things and experiences they were likely to be famiiar with.

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Karen

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Teaching as inquiry. Teachers being effective in critiquing and modifying own practice. Being a reflective practitioner.

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Teaching as inquiry. Teachers being effective in critiquing and modifying own practice. Being a reflective practitioner.

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Students were active partners i designing their learning plans.

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Students were active partners i designing their learning plans.

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Karen

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Visual supports – mind maps, picture prompts. 

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Visual supports – mind maps, picture prompts. 

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Deliberately emphasising the craft of writing to help children better orgnise their ideas.

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Deliberately emphasising the craft of writing to help children better orgnise their ideas.

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Karen

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Planned writing experiences across curriculum. 

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Planned writing experiences across curriculum. 

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Carefully planned learning activities across the breadth of the curriculum to reinforce new writing skills.

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Carefully planned learning activities across the breadth of the curriculum to reinforce new writing skills.

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Karen

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Emphasis on the craft of writing – deliberate teaching on sentence structure, paragraphs, essays, teachers effectively using questioning. 

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Emphasis on the craft of writing – deliberate teaching on sentence structure, paragraphs, essays, teachers effectively using questioning. 

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The trend of overreliance on norm-referenced assessment was a common theme. As a school, we could have PD and a statement on  assessments to use and valuing children's self-assessment as part of the process. 

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The trend of overreliance on norm-referenced assessment was a common theme. As a school, we could have PD and a statement on  assessments to use and valuing children's self-assessment as part of the process. 

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Effective transition into school is critical for child development  and ongoing success at school.  Leaders made sure transition were flexible and match to individual needs

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Effective transition into school is critical for child development  and ongoing success at school.  Leaders made sure transition were flexible and match to individual needs

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Clear targeted actions to meet the needs of the students to accelerate the process. Teachers trailed new teaching strategies and monitored their actions to see the end results of the students learning outcome.

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Clear targeted actions to meet the needs of the students to accelerate the process. Teachers trailed new teaching strategies and monitored their actions to see the end results of the students learning outcome.

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Teachers were reflective, who were constantly looking for better ways to improve. If a student is not processing well their teaching approaches needed to change

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Teachers were reflective, who were constantly looking for better ways to improve. If a student is not processing well their teaching approaches needed to change

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some school joined the Ministry of Education's Acceleration Literacy Learning project

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some school joined the Ministry of Education's Acceleration Literacy Learning project

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Leaders monitored and modelled effective pracitce in classroomn to support teacher confident

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Leaders monitored and modelled effective pracitce in classroomn to support teacher confident

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I think the example given of a Year 3 writing pathway could be used (or modified) with our DHH students. It would be a good visual reference to acknowledge what they know now and next steps they are working on. DG

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Mind maps with English word and picture and NZSL vocab

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Mind maps with English word and picture and NZSL vocab

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THis is important but what about the cases where the child and whanau do not have fluent accessible communication? DG

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Greatest improvements came from schools who sought specific PLD.

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Greatest improvements came from schools who sought specific PLD.

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Is there enough PLD opportunities on Writing in a Deaf education context? DG

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Oral language as a formal and intentional part of the curriculum. The same for our signing students, we need to do for extending NZSL. Strengthen first language is paramount.
Scott

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Schools with greatest improvements actively sought professional learning and development (PLD). Ko Taku Reo needs to look at research overseas for writing and modify to NZ context, especially with our bi-culture. Scott

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There is an Auslan adapted programme too

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There is an Auslan adapted programme too

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Scott

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With a large Māori and Samoan cohort in enrolled school, are we seeking culturally responsive strategies to engage these students and whānau?
Scott

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"Giving children a purpose for writing. Drawing on familiar / authentic experiences"
Many of our Deaf learners need concrete experiences that they can see, feel, and discuss. Abstract ideas or places or things become a barrier for some of our learners.
Scott