How am I going to collect evidence?
How does the tamariki know what they are working on? (learner agency).
How will I use fluid writing groups effectively?
Week 9, Term 2: Introducing writing badge system
Independent Goal:
Everyone will get a weekly independent goal. This goal will be something that child is working on independently either in their writing that week or at a writing station task. Friday check-in they will decide whether they need to keep practising or get a badge and new independent goal.
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Writing badges once goal has been achieved: - Glue into their book next to their evidence - They then take a photo of their evidence and badge - Upload to their personal Google site - I mark the goal as achieved on linc-ed - Used for the group and independent goal achievement |
Group Goal/Modelling Book: Based on whole-class needs.
2-3 workshops each writing session. For example; Workshop 1: Writing a sentence, Workshop 2: Writing a paragraph. They come to the workshop based on their needs for that session. Provide examples for them to see and decide what they need to learn. They can show evidence on Friday and receive a badge if they achieve it. The class goal will be given out at the start of each week.
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WALTs: for gluing into the modeling books for group goals. Also glued into kids books so they know what goal they are working on. They can work independently on their writing and provide evidence of achieving the goal. |
Plan writing Thursdays: Every Thursday collect in books and decide what the child is working on for the next week. Glue in a new goal if necessary. If they achieve a goal take note and award the badge on Friday.
Friday writing groups: Reflect on the week of writing, award badges if they have achieved their weekly goal (mark off the goal on linc-ed). Highlight their evidence and glue in their badge in the margin next to their evidence. (They can begin to do this independently as they learn the system). If they are still working on their goal discuss what they need to do independently to get there.
