Sabbatical Report - Oranga School Website

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Sabbatical Report 2009 they have written. Graham et al. (2005) note that some change though will not be seen immediately and this includes the change in a student’s attitude. Students will move through the self regulated development model (SRSD) based on criteria and not time. This can be measured by observing student’s work and conferencing with students. Decisions may need to be made about changes to the instructional programme if students’ are not making progress in a timely manner. Measuring effectiveness over time could occur by asking them to explain the strategy (what is for) and to recite its basic steps. Graham et al. (2005) says that if they cannot do this then they are unlikely to be using the strategy effectively. The proposed rubric as attached in Appendix 1 and suggestions for student involvement above can be used for the evaluation of the teaching of any writing strategy, as it has been shown by Graham and Harris (2005), De La Paz et al. (2002), Graham et al. (1998) that the use of the SRSD model of strategy instruction is effective, and if followed can have a positive long lasting impact on the quality of writing the student produces. Albertson et al. (1997) showed also that the explicit teaching of writing strategies is effective, though they did not use the SRSD model. 7.0 Conclusion: The writing strategies taught included the ‘Vocabulary Enrichment: Action Word Strategy (see appendix 2) and the POW strategy (see appendix 2). The explicit teaching of these strategies has left me with more questions than answers because there have been differing results between the small group teaching and the whole class teaching (to different students) that followed. The children who have had exposure to the teaching of the strategies that has involved some maintenance/practice of the strategies over a longer period of time have generally performed better (when compared to the baseline data (i.e., writing samples marked and moderated in term one) compared with those that were in the initial small group lessons and that have had no explicit follow up to the strategies taught in the small group lessons. From the students that were involved in the small group teaching, all at the end of the intervention had an increased volume of action words in their stories and all were able to recite the mnemonics and actively engage with them when writing. Every student was brainstorming action words before they wrote and using the POW WWW What=2 How=2 strategy to form their stories (though some were still needing prompting to use the strategy). In particular their writing showed an improvement in structure and inclusion of the parts of a good story. Their writing also contained more action words. Further analysis of their current writing practices would need to be carried out to see if their writing practices still include the taught strategies (i.e., have the students been able to maintain the use of the strategies without the explicit reinforcement of them by their current teachers?) and whether the strategies Jonathan Ramsay Oranga Primary - One Tree Hill - Auckland
Sabbatical Report 2009 have been transferred into other writing types beyond that of personal recount writing. The same strategies were taught to a whole class during the latter part of this year and analysis of their writing samples has shown the same results (i.e., increased use of action words and a greater level of structure to their stories). These students have had longer and more regular exposure to the strategies and on analysis their writing practices continue to include the strategies. These children can also recite the strategies and the research suggests that this is an important part in being able to continue to use the strategies. The children in this class have a teacher who continues to reinforce the strategies through modelling, an important factor that differs from those students in the small group teaching. From this cohort ten students made progress of two to three sub-levels and four made progress of one sub-level. No child in this group (with base-line data i.e., students who have been at our school all year) made no progress. The sub-levels mentioned above are in relation to our school-wide “Poetic Writing - Personal Experience Progress Indicators”. The children have shown most improvement in the indicators related to the content of the strategies taught. Further work around the teaching of writing strategies is going to occur in 2010 for all teachers at Oranga Primary. Small group teaching with follow up lessons (i.e. maintenance) will also continue for some students. Jonathan Ramsay Oranga Primary - One Tree Hill - Auckland
Page 1 and 2: Sabbatical Report 2009 Writing Stra
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Page 13 and 14: Sabbatical Report 2009 9.0 Appendic
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Sabbatical Report - Oranga School Website

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