· That particular effects can be achieved by writing and that readers can be influenced by these.

· That they can talk about their writing to help them gather ideas, discuss their choice of words and sentences and evaluate what they have written.

· That writing is a powerful and effective way of expressing oneself, of shaping things and achieving a range of purposes.

· Understand the important features of book language・how it looks and sounds in narrative, poetry and non-fiction. This process has been formulated into the core teaching sequences・for reading and writing.

To be an effective writer children need:

Wide Vocab
Clear Phonics
Legible Letter Formation
Understanding of Spelling rules
Knowledge that writing conveys messages
Knowledge that writing can create effects
The ability to gather ideas, discuss word/sentence choice, and evaluate via talk

Understand text features

What is essential is that pupils are taught from an early stage to elaborate sentences as required. \

Written sentences are differently structured from spoken utterances which can rely on gesture, intonation and stress to fill out the speaker痴 meaning. Techniques to help children include sentence manipulation: constructing, completing, expanding, manipulation, transforming, combining, reducing, investigating.

writing more precise, varied, surprising and effective.
add colour and precision
appropriate to its audience and purpose.

learning comes in three important ways:

1. through reading,

2. through oral telling and retelling of stories explaining, instructing, recounting,

3. through shared and modelled writing

santo y blue demon contra los monstrous 1970

four variables now considered in devising readability formulas: syllable length, word familiarity, word abstractness, and sentence length

advancing from oral to written communication

To calculate a grade level score:

1. Randomly select three separate 100 word passages. (Count every word including proper nouns, initializations, and numerals.)
2. Count the number of sentences in each 100 word sample (estimate to nearest tenth).
3. Count the number of syllables in each 100 word sample. (Each numeral is a syllable. For example, 2007 is 5 syllables -- two-thou-sand-se-ven -- and one word.)
4. Plot the average sentence length and the average number of syllables on the graph.
5. The area in which it falls is the approximate grade

Common readability formulas

Main article: Readability test

In alphabetical order:

• Automated Readability Index
• Coleman-Liau
• Flesch Reading Ease^[7]
• Flesch–Kincaid Grade Level. This uses use the same core measures as Flesch Reading Ease (word length and sentence length). But the two measures have different weighting factors, so the results of the two tests do not always correlate: if one analyzes two texts using both measures, one text may get a more favorable score on the Reading Ease test and the other may get the better score on the Grade Level test.
• Fry Readability Formula
• Gunning Fog
• HIReA^[8] (Health Information Readability Analyzer)
• SMOG

There are many computer programs for measuring the readability of text. Some are available on the World Wide Web, and some of these are specifically designed to measure the readability of Web pages.

Hot drinks to hamas

In order to be effective writers children need to possess the following attributes:

· A wide ranging vocabulary.

· Phonemic and phonological awareness so they can recognise phonemes and syllables within words.

· Be able to form the letters of the alphabet comfortably

· Develop the skills to make consistent spelling.

· Have a concept of writing: that writing conveys messages written in words and writers choose words and put them in order to form sentences; that sentences express ideas that can be linked together and expressed over a collection of sentences.

Process/ product are to be assessed

Think like assessors rather than activity designers

What does it look like to have an agreed approach to assess emtn and to recroding and reporting data?

Marie clay

skills for life long learning

Formative assessemtn is the focus on deepeniung and furthering the learning rather than measuring it.

Provocatiojn = challenge

Students need to be involved in developing and claryfining the criteria for success

Re:process/product/performance

Students describe the essential elements and/or of the process/product

Do phonics need to be taught explicitly?

Time Vs attitude

Blooms activities

In addition, here is another site which explains how to use the Gunning Fox Index, the Flesch Formula, and the Power Sumner Kearl

Pause for a few minutes – raw a pic/act out/swap[ talk for writing/explain yr idea

Project zero/ teaching for understanding

Explicit/ implicit null (left out) curriculas

Archetypal elements which resonate with our psychology around our sociological/ poloitcal interactions

Does this resonate deeply with all human beings on the planet?

How we express ourselves as year long throughlines within each of the 5 units

From thematic instruction to inquiry based learning (instruction?)

How will we know what we have learned?

Assess- inform next-action

Assessment – form/ afl OR evaluation (aol) sum

Primary focus of PYP clasr oom or assmtccc is to provide feedback on the learning process

Concept driven inquiry

Do Ss Qs develop over time in depth and complexity?

Encouragement {----} motivation

notes 2010 part next

western schooling produces good citizens
indigenous education pruduces good humans
inquiry brings together both?

what action comes from the investigatio

jerome harset- inquiry as a philosophical way of life

We may change the source of facts while the organistation is still teacher led and children still memorise facts.

I thou martin buber
in autherntic existence without imagination and ideas- lacks any structure and communicates no content- we find our meaning in relationships- we go together

i-it –

From learning about to learingn to be

itics. Ron Miller has identified five core elements common to many contemporary educational alternatives:^[1]

1. Respect for every person

2. Balance

3. Decentralization of authority

4. Noninterference between political, economic, and cultural spheres of society

5. A holistic worldview

Compartmentalized disciplines
transdisiplinary Vs sybject specific discsiplines

Bottom up top down misconceptions
communities are people together for a purpose

Pyp inq is not about listing Qs or closed factoids-
IRF- initiation/ response/ fb

Transmediation- new connectors

A spokesman for the Department for Education and Skills (DfES) said every organisation that wanted to succeed set targets - that was why national tests, targets and performance tables were important.

make connections between things in a meaningful way for them.

How od I and other inquire?
close to the action
providing the base from which to explore conceptual understanding

Explore conceptual frame so as to understand endangered species
we look at apects of loss, not at animals

In nutrition we look at choices we make against choices adults make..rather than at food

conceptual frame not covering content

learn how to find a problem that matter sand is woth investigating in the first place

The person who poses the problem is the one who controls the learning

Problem posing vs problem solving

Personal inquiry – guided inquiry- collaborative inquiry
cooperation is working together
collaboration is thinking together

focus on the conceptual frame rather that getting lost in gatherin information
shift from info/fact Qs to wonderings on issues

focus on unpacking complexity rather than providing simple solutions

a mind seeking unity
common moscineptions (Kathy short) summative assmt should be a major project based onLOI
can be a reflective engagementthat doesn’t take a lot of time

how is light a relevant topic?- where / and how does it become relevant?

2010 notes 4

Using field trips. Make sure that on these trips, children are able to observe at least four or five different roles that can be acted out in dramatic play.

Expanding Play ThemesChildren tend to act out familiar themes. This is why they might play family over and over again or stick to aggressive television/video themes. Children may not know how to play fire station, grocery store, or beauty salon

Planning For Play

Because of its open-ended nature, play often causes more arguments among children than other activities. Most of the time, these arguments are not caused by children's aggression but rather by their lack of knowledge about roles and rules of a specific play scenario. When children are tugging on a stethoscope, it is usually not because any of them have a really good idea of how to use this prop, but just the opposite - because none of them knows what to do when playing hospital other than wear the stethoscope. When children are aware of different roles involved in a play theme, of what each person does, and how they interact with each other, they are less likely to argue. It's easier to see if children know how to play before they begin their play scenario. This helps them to use positive interactions before the play starts. In the heat of the moment, a child would not be very likely to let go of a stethoscope, but earlier, at the planning stage, he may be fine with the idea of switching from being a doctor to being an X-ray technician.

Creating Play-Rich Environments

You're probably already familiar with the concept of "literacy-rich environments." If we are to approach play development in the same thoughtful way, we will need to take a closer look at our classrooms to see if there is enough there to support mature, high-level play. Here are some ways to make your classroom play-rich:

• Make sure there is a long, uninterrupted block of time in the schedule reserved for play. Children need time to plan their play, to negotiate roles with each other, to choose or make props, and finally, to carry out their play ideas. On average, it takes from a half-hour to an hour for young children to develop and act out a good play scenario.
• Have a combination of props in the dramatic-play center-some that are realistic and theme-specific, and some that are not. Returning from a field trip, try to arrange with the hosts to let you have one or two props associated with this specific setting (an orange bucket from a hardware store or a vet's robe from a pet store).
• Place pictures you took on the field trips, or copies of book illustrations, in the dramatic-play area when children are using play themes based on these trips and books. This will remind children of the different roles they can play.
• Refrain from limiting pretend play to the dramatic-play center. Have enough toys and props in all centers for children to be able to engage in play in those areas as well.
• Extend the play theme to other centers. Children in the art center can make the pizzas for the restaurant. Children at the sand table can be planting the vegetables that will be sold in the supermarket.
• Have different play scenarios going on in different centers. The literacy center can be a school, a post office, or a library.
• Have children practice pretending in different situations. Incorporate elements of pretend play into other activities and routines throughout the day. For example, if you have to take children to the bathroom across the hall, you can help them go quietly by asking them to pretend that they are little mice. Suggest that they walk in such a way that they would not wake up a cat who is hiding in the hall.

With small adjustments to the things that you are already doing in the classroom, you can create the "play-rich" environment that will promote the development of language and literacy.

limited play for teachers, too, due to "the lack of a proper work-life balance"

She bemoaned the fact that, in June, she would have to set out what levels all the children in her charge had reached on the foundation curriculum - "117 tick-boxes per child".

A context for the use of technology which is larger than the technology itself…switch form machine focus

American association of school libraries standards for 21c learners

PYP planner- what is our purpose- what do we want to learn? How might we know what we have learned- how might we best learn? What resources need top be gathered? To what extent do we include the elements of the PYP-

What student initiated inquiries arose from the learning?

Micro/macro sacaffolding

From common sense everyday understandings of the world to more complex technical formal language

GRASPS
set a real world goal
meaningful role for students
identify an authentic or simulated real world audience
develop with students standards for assessing success

“only if we expand and reformulate our view of what counts as human intellect will we be able to devise a more appropriate ways of assessing it and more effective ways of educating it”

3 generall accepted sources of evicence: observation-products-conversations (we triangulate)

Here are some suggestions to help you raise children's level of play without making it a teacher-directed activity:

• Help children see different uses for familiar props and create new props.
• Expand the repertoire of play themes and roles by exposing children to new and varied experiences.
• Help children use appropriate strategies in planning their play with their playmates, and, later, in carrying out their play.

Using Props Imaginatively

Children's play is often referred to as "imagination without limits." However, if you look closely at play in most classrooms, you will see that children are not using a great deal of imagination. In fact, their play props appear to be miniature copies of real objects. When there is no prop for a certain role (no stethoscope for a doctor), a child often prefers to give up the role, rather than use something else as a stethoscope.

Typically, by the middle of the year, you can begin to change the ratio of toys from being largely realistic to a combination of realistic, symbolic, and unstructured props.

Learning Symbolic Representation

By using objects that represent other objects (such as colored play dough representing food), children learn symbolic representation. This ability to separate the function of an object from the object itself (using a pencil to stir, pretending you stir with a spoon) is the foundation for more advanced symbolic representations, such as the written word as a representation of a spoken word.

Also, when children use symbolic props in their play, they are encouraged to use language more extensively. Labeling props, and the actions that accompany them, spurs children on to communicate their ideas about play to their friends and to make sure that their roles work together. For example, you do not need to explain that you are playing captain if you use toy binoculars. But you do need to explain further if all you have is a paper tube and you want other children to be on the same pretend ship. Symbolic props incite children to give more detail about their pretend scenarios.

21010 notes pg2

Anne davies…
what an excellent procees/product will look like

4 prerequisites for chn to fully understand and participate----
1 mistakes are essential dfor learning
2 the difference between descriptive (you have used many interesting verbs) and evaluative feedback (this was good)
3 they will have tie to try out their ideas
4 success has many different looks

FEEDBACK

Formulating Qs for personal inquiry

Descriptive/developmental feedback is more effective than evaluative

Evaluative feedback is what most people think of when they hear the word “feedback.” It’s the kind of feedback managers used to get in a performance review–a focus upon previous performance.

Evaluative feedback is focused on the past. You need to understand your previous performance to improve. However, alone, it’s not enough. You’ll get a broad picture of your strengths and weaknesses, but you won’t get the specific steps (actions) you should take to improve them. That’s what really matters, knowing how to move forward.

Developmental feedback is very different. Rather than looking retroactively, it looks to the future. It emphasizes what “we” (the coach and the person being coached) can do to improve on the past and build needed skills and competencies for the organization as well as for the receiver’s career.

Eg
1) do more of this less of this
2) asking Qs : have you considered
3) have Ss say how samples of work are similar/ differ form the assmt criteria
4) have Ss use exemplars to identify points for improvements

PYP criteria for demonstrating conceptual understanding
1) correct/ precise terminology
2) correct/ precise use of examples and no examples
3) appropriate / precise selection of info to illustrate a point
4)concise as explanation as required
5)few factual errors
6)relevant connections made between concepts

exemplar [ɪgˈzɛmplə -plɑː]

n

1. a person or thing to be copied or imitated; model

mastery is not always necessary…only progress and growth

demonstrating understanding requires a range of evidence

intellectual growth and development—teaching is about allowing children to progress

spoken and visual language acompaniying action

avoide relainae on ijnitiation/response/feedback Qs—what has 4 legs and barks?./a dog./yes!

Considerable message redundancy (ie repetitionof key phrases in conversations) talking time

high support/ high challenge

Johncatt.com

Authentic assessemtn- creating assmt tasks Ss demonstrate deep and growing understanding thru completion of tasks- application and transference of skills and knowledge

Understanding is revealed In performance as a transferibly of core ideas knowledge and skills

one

What helps me as a learner?
to be listened to / clear goals/ time to think individually/ time to sleep on an issue/ motivation/ small steps/ help anytime, as needed/ feedback/ no distractions??/ Honest talk

Essential agreements drawn from learner profile...

Friendly monsters…

pROVOCATION

Digital cams for kids..
So a quick list by age group:

3 - 5 year olds: Fisher Price Kid Tough or Disney Quick Pix ($50-$65)
5 - 8 year olds: VTech Kidizoom or Nickelodeon Sponge Bob Square Pants models ($50 - $65)
8 year olds and up: Any of the major brands entry level point and shoot models ($35 - $100)

Flip vids