Week 4: 18/11/20 - 19/11/20

On Wednesday, 18th November, 2020 the class began with a quick research on effective writing instruction. After, researching the information students were engaged in a meaningful discussion which highlighted the points that effective writing instruction:

• involves students writing for authentic audiences and purposes
• involves students in focussed and scaffolded writing experiences using principled approaches to the teaching of writing such as the teaching and learning cycle or the writing workshop
• develops a grammatical metalanguage through discussion of examples and patterns of language choices in texts through teaching practices such as modelling or deconstruction, guided practice or joint construction, and writing conferences
• encompasses a range of teaching practices such as modelled writing, shared writing, interactive writing and independent writing where varying levels of support can be provided at different points of need
• opens up ‘a repertoire of possibilities’ for students (Myhill, Jones, Lines & Watson, 2012)
• includes dedicated, uninterrupted blocks of time for writing that occur daily
• makes clear connections between meaning making in reading and writing
• supports students to understand the difference between spoken and written language as they progress through the primary years
• incorporates explicit instruction about the processes of writing, structural and grammatical features of genres, and spelling
• ensures students collaborate (engage in peer conferences) at all phases of the writing process
• uses rich, authentic texts as mentor or model texts
• ensures teachers model writing and make their own processes visible
• provides scaffolding and feedback to students at all stages of the writing process
• includes explicit instruction about foundational phonic and phonological skills necessary to encode meaning as well as knowledge about language
• provides opportunities to compose a range of genres in various formats
• takes place in subject English and across the curriculum
• includes whole group, small group and individual instruction.​

We furthered the discussion as we examined a video about a pen portrait. This basically spoke to the idea of writing teachers being able to sell themselves by providing their skills, experiences, attributes, talents and knowledge as a great asset to any primary school. The question was asked what can you take to a school as a teacher of writing. I examined this video https://www.youtube.com/watch?v=7SlaEcE8OfQ which helped me to create a pen portrait. This is a copy of my first attempt of a pen portrait. 

         Leonest Edinborough is currently a student-teacher in training at the Clarence Fitzroy Bryant College enrolled in the primary education program. She is a member of the 2021 graduating cohort who is aspiring to graduate with honours in an Associate's Degree in Primary Education.

          Ms Edinborough taught at the Sandy Point Primary School on grade four (4) for two years prior to attending college. As a grade four teacher she taught the writing genres of descriptive, expository and narrative writing. 

            Upon completing her studies Ms Edinborough wishes to return to the school as a trained classroom teacher with specifics in composition. Having received the necessary training and knowledge she deems to be a role model writing teacher for her students. In addition, Ms Edinborough has various supporting research materials (books, website, persons) to aid in catering to the students of the primary classes. 

            Additionally, she can use her skills of being an effective communicator and listener,  a role model of writing, a creative and innovative thinker to guide her students as they produce well-written compositions. Also, her experiences throughout her life's journeys will help to produce sample pieces with a touch of reality. She also excercises patience towards her students as they develop pieces through the writing process over an extended period of time. As well as being an organized individual she will use this attribute to teach students skills of organization to produce sequential, coherent pieces.

             Moreover, Ms Edinborough is able to support her students through the writing process after being exposed to such herself as a student-teacher in training. Her wealth of knowledge is an asset to her being an effective writing instructor at any primary school. 

On Thursday, 19th November, 2020 the class broke off into their respective groups to begin the writing process to produce a narrative piece. As I met with my group members we began by selecting a topic, gathering and organizing ideas, identifying the purpose of our piece as the genre was selected by the lecturer. We didn't even realise that we were at the first stage of the writing process, prewriting. I must admit that the experience was a very fun-filled one just listening to my group members share their ideas, critique and develop other ideas. The group will meet to further discuss and begin composing the story.