Picture This!
Published on Nov 19, 2015
Engaging reluctant or beginner writers using picture story books
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Joanna Marsh, EAL Teacher, Manor Lakes College
I work with EAL students from year one to year 12. I have been actively researching ways to engage students in writing and have focused my research on three groups. These groups are year 1s, year 5s and year 10s.
For year 1 and 5 I have been using carefully selected picture story books to spark students' interests in writing. Through using a four part lesson plan (warm up, explicit teaching, independent or group work and reflection) I have experimented with a range of activities and monitored the engagement levels throughout.
For year 1 and 5 I have been using carefully selected picture story books to spark students' interests in writing. Through using a four part lesson plan (warm up, explicit teaching, independent or group work and reflection) I have experimented with a range of activities and monitored the engagement levels throughout.
Our writing is greatly influenced by what we read
If students are not being exposed to great texts, they will not be motivated to create great writing.
Photo by Camera Eye Photography
"Those who write well have more power and therefore more control over their lives" Mem Fox
Photo by Squire of Cydonia
* Engagement
* Confidence
*Enjoyment of writing
* Creativity
My goal for my students:
I want students to walk into my classroom excited to write.
I want students to walk into my classroom excited to write.
Photo by Haags Uitburo
Todays meet
Think about your current writing lessons. What do you think are some of the most important qualities to teach for creative writing? Break it down. Obviously we want our students to be 'creative' in creative writing. But what does this mean? How should they go about this?
Writer's craft
- Word choice
- Sound (rhythms & cadence)
- Attention to detail
- Placement of words on page
- Intentional use of techniques
These are some of the aspects of creative writing that I think are important. It is important to draw our learners' attention to these details in the modelled texts that we present.
Photo by "The Wanderer's Eye Photography"
Placement of word on a page
- Pace
- Tone
- Intensity
- Mood
A benefit of picture story books is that the author can use placement of words on a page to guide the pace, tone, intensity and mood. This is a fun and engaging element to present to our students.
Photo by CeeKay's Pix
Find the best part of each story and make it engaging for the students
Start with a great book and then find the most interesting, engaging or important part of this book to share with the students.
E.g. 'Herman and Rosie' has a really strong setting. From when the book is first opened we see a map with labels. The first sentence describes the setting and is accompanied by a less formal map with labels. Throughout the story, the setting is described.
E.g. 'Herman and Rosie' has a really strong setting. From when the book is first opened we see a map with labels. The first sentence describes the setting and is accompanied by a less formal map with labels. Throughout the story, the setting is described.
Untitled Slide
AUSVELS reference at the foundation level. This flows through the primary school levels with slight changes to the wording.
Authors write their stories so that everyone can hear and remember them.
Let students in on the secret. Why do people write stories? Why are they fun? Why are they special?
Authors like to describe their characters so that the reader can create an image of them.
Explain to your students why it is so important to build a character.
E.g. In 'How to demolish a monster' we get a sense of the two main characters and their personalities. Danny is scared and Paul is brave. Danny is sensible and Paul is bold. At the end of the story we see the roles reversed and this is funny. It's a great idea to let students borrow characters from books and use them for their own. It is important, however, that they understand these characters before they try to use them.
E.g. In 'How to demolish a monster' we get a sense of the two main characters and their personalities. Danny is scared and Paul is brave. Danny is sensible and Paul is bold. At the end of the story we see the roles reversed and this is funny. It's a great idea to let students borrow characters from books and use them for their own. It is important, however, that they understand these characters before they try to use them.
Photo by tunachilli
Engaging Provocations
puppets
Students love puppets and it's a different way to engage them in a story.
E.g. When reading Charlie and Lola, students used a template and sticks to make their own Charlie or Lola character. Before creating their own 'Charlie and Lola' story, I encouraged them to have a play with their puppets in order to generate some ideas.
When reading Mr Gumpy's outing, students held the character puppets (made with paper and sticks) to add an extra element of engagement while I read.
E.g. When reading Charlie and Lola, students used a template and sticks to make their own Charlie or Lola character. Before creating their own 'Charlie and Lola' story, I encouraged them to have a play with their puppets in order to generate some ideas.
When reading Mr Gumpy's outing, students held the character puppets (made with paper and sticks) to add an extra element of engagement while I read.
Photo by Irregular Shed
Start with a picture
and start with Oral literacy
Often teachers ask their students to write a story and then if they have time, they can illustrate it (like a reward). I use pictures as a way for students to generate their ideas and feel excited about the lesson. After reading a story I will give the students a prompt to draw and provide them with 15 mins to make this picture. As seen in this slide, it is sometimes a good idea to then label the picture before any actual sentences are made. Beginning writers may only reach the labelling stage for a while. Advanced writers may ask to skip the drawing stage and this is fine too.
word play
introduce great words from the book
It is great to find a few new or not regularly used words in a story and play around with them as a front loading activity. You may be surprised when these words turn up in their writing later!
E.g. In "How to demolish a monster" I introduced the word 'demolish' to the class with the statement "I was so hungry at lunchtime, I demolished my lunch in 5 minutes!". This statement is usually followed with the question "what does demolish mean?". Once I explain this, I ask students to have a go at making sentences (verbally) with the word.
E.g. In "How to demolish a monster" I introduced the word 'demolish' to the class with the statement "I was so hungry at lunchtime, I demolished my lunch in 5 minutes!". This statement is usually followed with the question "what does demolish mean?". Once I explain this, I ask students to have a go at making sentences (verbally) with the word.
Photo by mellowynk
Untitled Slide
This student has used the work "lurked" and "protect" due to our word play during the warm up.
Story starters
can you find some?
Ask the students how stories are started? The usual answer is "Once upon a time". This is great but of course there are other ways. Ask the students to find their favourite book and investigate how the story starts. Make a list. As you read different stories, the students will make connections and you will hear them making remarks about the start of the stories.
I love the way "Herman and Rosie" starts. It does start with 'once upon a time' but then goes on to give a detailed description of the setting.
I love the way "Herman and Rosie" starts. It does start with 'once upon a time' but then goes on to give a detailed description of the setting.
Who am i?
Character descriptions
A great way to generate descriptions of characters is to play the "who am I?" game. Record the students questions and then get them to consider these aspects of a character when they go to make their own story.
Photo by kevin dooley
confidence Building
"my good attitude sets the tone in the class" Bonnie Davis
Other ways to be engaging and build confidence that are not related to content:
* Big smiles and eye contact with each student
* energy
* leave their work (don't write and correct on their work)
* Use a recording device such as your iPad (educreations is a great app)
* celebrate successes
* encourage every ability level
* students always want to share their work and we don't always have time. Ask them to hold it up for you to see and share with a partner next to them
http://www.educreations.com/profile/19419915/
* Big smiles and eye contact with each student
* energy
* leave their work (don't write and correct on their work)
* Use a recording device such as your iPad (educreations is a great app)
* celebrate successes
* encourage every ability level
* students always want to share their work and we don't always have time. Ask them to hold it up for you to see and share with a partner next to them
http://www.educreations.com/profile/19419915/
Workshop
Brainstorm the most 'stand out' aspect of the picture story book in front of you. What could you use as the focus for your lesson? How could you make this writing lesson engaging?
http://padlet.com/joannathoms/u83kp10q9w9x
Notice an aspect of the writer's craft?
Could your students envisage using this technique in their writing?
http://padlet.com/joannathoms/u83kp10q9w9x
Notice an aspect of the writer's craft?
Could your students envisage using this technique in their writing?
Photo by pni
* Notice the craft
* make a theory about why it was used
* how can you lead your writers to try this?
Photo by insane_capture
Reflection & Feedback
It is really important to give students feedback at any age. They want to feel validated.
It is also important to seek feedback yourself. I make a point of asking students to reflect on the lesson and provide me with feedback. This looks different at different levels. The questions that I ask them (either in writing or verbally) is what they learned, what they enjoyed, and what they would like to do next (or would have preferred to do in that lesson).
The way that you ask for feedback and reflection is important too. Students like handwritten notes, simple pictures or questions and different ways to provide their feedback. Eg. thumbs up, score out of 5, colour an emoticon, tick a continuum.
It is also important to seek feedback yourself. I make a point of asking students to reflect on the lesson and provide me with feedback. This looks different at different levels. The questions that I ask them (either in writing or verbally) is what they learned, what they enjoyed, and what they would like to do next (or would have preferred to do in that lesson).
The way that you ask for feedback and reflection is important too. Students like handwritten notes, simple pictures or questions and different ways to provide their feedback. Eg. thumbs up, score out of 5, colour an emoticon, tick a continuum.
Photo by joiseyshowaa
"reinforcing effort means that students see a direct link between how hard they try at a particular task and their success at that task" Robert Marzano
Photo by ahh.photo
Untitled Slide
Untitled Slide
Untitled Slide
Contact me:
marsh.joanna.r
@
edumail.vic.gov.au
I am happy to share any ideas or resources. I would love your feedback and I would love to hear your suggestions too. Please contact me to let me know your thoughts.
https://www.haikudeck.com/p/UUhBUDIRWd/picture-this
https://www.haikudeck.com/p/UUhBUDIRWd/picture-this
Photo by Mike Cattell
