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[ICTs in English] RE: RE: Re: RE: Re: RE: Different Writing Types and Checklists


Chronological Thread 
  • From: "Bufton & Co" <s.bufton AT xnet.co.nz>
  • To: <ictenglish AT mailinglist.tki.org.nz>
  • Subject: [ICTs in English] RE: RE: Re: RE: Re: RE: Different Writing Types and Checklists
  • Date: Mon, 31 May 2010 14:01:19 +1200

Hi Chris, I taught ESOL students for about 11 years before joining the
Gifted Kids Programme. I found that students picked up colloquial English
very quickly, and the rules of written grammar more slowly, with tenses
being the last thing that a fluent speaker masters. Research backs this up
and suggests that it takes about 7 years before tenses are mastered, partly
because they do not exist in many languages. So don't worry too much about
your students - it's perfectly normal :)
Sue

-----Original Message-----
From: Chris McGuirk
[mailto:mcguirks AT xtra.co.nz]

Sent: Sunday, 30 May 2010 6:18 p.m.
To:
ictenglish AT mailinglist.tki.org.nz
Subject: [ICTs in English] RE: Re: RE: Re: RE: Different Writing Types and
Checklists

Sounds great what you're doing Craig! Lucky students. Just wonder if Grammar
is taught much at primary school these days. The ESOL students who have been
in NZ one or two years before they reach secondary, do not seem to know much
Grammar- especially the tense system in English..Cheers Chris.(Selwyn
College, Auckland)

-----Original Message-----
From: Craig Martin
[mailto:craig AT e-learning.net.nz]

Sent: Friday, 28 May 2010 5:56 PM
To:
ictenglish AT mailinglist.tki.org.nz
Subject: [ICTs in English] Re: RE: Re: RE: Different Writing Types and
Checklists

This year I have been working with groups of Year 5 & 6 students to create
kids' newspapers. We write photo-stories of a hundred words or so about
things happening in and around their school. The papers are laid out in
Pages and printed A3 folded on the photocopier/printer with three or four
stories per page over four pages.

But the most powerful thing has been recording interviews on tape and then
transcribing them. By transcribing their interviews (sometimes with adult
help) they ended up with all this lovely language to use in their stories,
both as direct quotes or just indirectly. With a bit of teaching about how
to leave out the questions, and how to select the good bits and make it into
a story, they wrote some excellent news stories. This was especially true
for kids with English as a second language. And they will get better next
time.

They also learnt how to take a photograph:
http://sub-ict.blogspot.com/2009/06/photography-lesson-for-teachers.html

I believe it's not about the technology, it's about how it is used, and what
it is used for, that determines the quality of the outcome.

Craig Martin


On 28 May, 2010, at 11:32 AM, SARA, Deb wrote:

This great, Allanah.
Can I use it in my teaching as a mjodel?
RE teaching with Icts I wonder how something like this would be a part
of your teaching and her learning if the subject in this film were one
of your students?
I can imagine a student(s) preparing something like that as a character
study for a character from a novel ( eg the main character in the Kite
Runner where he could talk about his family, friend, location, kite
flying, and what is going on in his city/country (good/bad, what I
like/what I don't) or whatever.
This is something many kids would enjoy and by getting all of this
together they have analysed the novel in large part or at least in part.
And Synthesised their deliberations. Etc.
Can you also tell us more about the value of the blog for your teaching?
I din't have one but am on the verge of having one.I imagine it is great
for students to go in at anytime night or day and reground themselves
somehow re their project. Does it have any chat facility?
I also like Claire's earlier comment re teachers writing along with
their students and sharing their work for comment along with their
students. This modelling and sharing of the process is powerful.Great
idea. I'd like to try it.
Cheers!
DEB

-----Original Message-----
From: Gmail Account
[mailto:allanah.king AT gmail.com]

Sent: Friday, 28 May 2010 7:59 AM
To:
ictenglish AT mailinglist.tki.org.nz
Subject: [ICTs in English] Re: RE: Different Writing Types and
Checklists

As a teacher who blogs I feel much more of a connection to the
challenges of children as the craft their writing-

http://allanahk.edublogs.org/

Many teachers teach reading and they read themselves, I would say fewer
teach writing who write themselves.


On 27/05/2010, at 9:20 PM, Brian Hutching wrote:

> Not a bad idea re teachers crafting their own writing. I've done this
> in the past but had to be very careful about how I approached this
> with a class who find writing, stories in particular, challenging.
> It's finding that balance between not presenting something too
> superior to the students' efforts and presenting something which is
> not so simplistic even students can see through it.
> Brian Hutching
> ________________________________________
> From: Craig Martin
> [craig AT e-learning.net.nz]
> Sent: Tuesday, 25 May 2010 4:20 p.m.
> To:
> ictenglish AT mailinglist.tki.org.nz
> Subject: Re: Different Writing Types and Checklists
>
> By 'creative' writing do you mean 'making it up'? Kid's shouldn't be
> 'making it up'. They should be writing what they know, what they are
> expert in. And kids are expert in lots of things. They have lots to
> write about.
>
> I think the problem here is that teachers don't write. By that I mean
> 'craft' a piece of writing. I think they should, regularly. So when
> the kids sit down to write a poem or a personal narrative, the teacher

> does it too. And not 'let's pretend', but real writing.
>
> And the teacher shares her writing in the same way she expects the
> students to share their writing. Think about how this would improve
> how teachers would approach feedback to students, approach
> conferencing with students. Think, also, about the insights the
> teacher would get into the writing process, into what it feels like to

> be a writer, to have to put your thoughts and ideas out there for all
> to see.
>
> Craig Martin
>
> On 25 May, 2010, at 8:37 AM, Tina Muller wrote:
>
>
>> Craig- I disagree a little, surely when someone writes they do know
>> very well who they are writing for/to.I know my father was always
>> writing letters of complaint & he knew who he was writing to AND why
>> he was writing.
>
> Authors who write books have usually got at least an age range in
> mind. Poetry perhaps could be personal. Perhpas they don't say 'what
> genre' nut they KNOW what genre. As for features if you consder
> writing & running, each has features they can improve on, good
> writers/athletes do KNOW these features.
>
> Letting students write creatively can often just mean time wasting
> unless they are taught genre and then they know what they can write
> and have the ability to write -even if it's 'just' narrative (the most

> difficult) to know features is helpful.
>
> Don't feel depressed - writing is done for a purpose, is part of
> communication & has different genres.
>
> Tina Muller
>
>
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