Big write and vcop australia
Once you have explored VCOP for around a term, then you teach VCOP alongside completing BIG writes roughly every fortnight, you will be ready to move onto the next stage of the program, which is using the teacher criterion scale to mark and assess student's writing.
We have now hit the ground running this year, having all the elements in place and have a solid understanding of our assessment schedule in terms of when we need to assess students, how we do it and how we mark it. As a point of reference for my students, I give them the same resources they had on their tables during the BIG Write, which is basically a "placemat" of the 4 VCOP pyramids, so they know which words are considered a connective for example and they then aren't just highlighting random words.
This is essential, as it introduces the language and expectations to the students and gets everyone comfortable with each element.
BIG Write day! The scale is also great in that, if a student is scoring particularly high or low, you will know if you need to re-assess their writing on a scale which is a level lower or higher than the one you have chosen.
Vcop persuasive writing
We also complete a whole-staff writing moderation activity every fortnight, using a BIG write sample from our students. At the end of writing time say around minutes, depending on the kids , I get certain helpers to pack away the pencils, resources and candles we have used. This is conducted on a Friday. These sessions are based on one or more of the VCOP elements and provide students with lots of fun and engagement. It focuses on four main aspects of the writing process VCOP and provides children with the skills to improve their own writing through self-assessment. Of course, we'd want them to aim for that level, but some will still be using Level 1, whereas some will be using Level 5. The purpose of these sessions isn't to edit and change, it's to reflect and notice what they are doing well and what they can improve on next time. Andrell sell awesome VCOP highlighters for this purpose. You can then set a future goal with the student, which might be something like using at least 3 WOW words in their writing next time. All the kids come to the floor with their writing and I select two people to sit in the "Author's Chair" I. The other 4 cold writes are a narrative, exposition, narrative and recount spanning mid Term 1- Term 4. It's really simple to mark each element; you give a tick for solid evidence or understanding of the skill; a dot for developing and a cross if no evidence shown. How could I expect them to get better and evolve as writers, if I didn't guide and support them to do so during writing time? This is a great way for us to have professional discussions about the program and ensure we are being consistent in our interpretation and approach when marking, so our results and data are as consistent as possible.
My school completed these two PD days over 2 years; Day 1 was completed during Term 2 and we then started the program properly in Term 3, giving ourselves a good 6 months to get into it, explore it and figure out what worked best for us.
In the meantime, I had my kids a few years ago write directly onto the window with liquid chalk, but more recently I have had them use post-it notes when they come across a WOW word or phrase and then stick that to the window.
This also gives ALL students the opportunity to TALK about the writing stimulus and hear ideas from others, which is especially important if they weren't able to complete the "talk homework" the night before. We give our kids display books where they place their BIG writes and it will also eventually!
The important thing to note about these pyramids is a they start at the top and work down that is, Level 1 is at the top and should be solidly achieved before Level 2 etc and b the levels DO NOT equate to year levels; that is, Level 4 is NOT what Year 4 or Grade 4 students should be using.
These sessions are based on one or more of the VCOP elements and provide students with lots of fun and engagement.
The important thing to note about these pyramids is a they start at the top and work down that is, Level 1 is at the top and should be solidly achieved before Level 2 etc and b the levels DO NOT equate to year levels; that is, Level 4 is NOT what Year 4 or Grade 4 students should be using. Each of these pieces of writing are then marked and assessed using the criterion scale. It's important they are calm and focused and not rushing in. We completed Day 2 early in Term 2 the following year and then had the knowledge and skills to use the program in its entirety for the remainder of last year. Once students master a level of punctuation, they get to put the corresponding coloured belt onto their Kung Fu Punctuation Person. This is covered in the Day 2 PD offered by Andrell. It's suggested you start with one highlighter i. How could I expect them to get better and evolve as writers, if I didn't guide and support them to do so during writing time? This is where the kids who wrote down notes the night before as part of their "talk homework" can share their ideas if they want. When the kids return from their activity break, remind them calmly of what they are going to do when they do inside.
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