Writing Workshop - Gail Loane

Teachers can get bogged down with OTJs.
First thing: able to identify levels, and able to see progress.
What response do I get from my writing? Why this response? If nothing happens for the writer, nothing will happen for the reader.

Need to be beyond basic.

Time on surface features vs deeper features? It depends on what is their greatest need.

"I'm sad" -> How would I know? What were you feeling/thinking? Could you add that?

Is a "good level 2" for a 6year old the same as a "good level 2" for a 12year old?

One Minute's Silence
Many action verbs. Very descriptive. Very engaging for students.

What deep learning do we want to get out of this? What writing would they use? What do I want to teach about writing? Imagery. Activating nouns. Strong verbs. Specific nouns.

Poem about Gallipoli

In one minute's silence
- 2 perspectives
- activated nouns / powerful verbs
- hyphen to join 2 adjectives before a noun (slouch-hatted)
- phrases (back of beyond)
- mad scrambling?? Hmmm