FREDAt home, for school, Cubs and self(Simon)

Homework – writing a story.

Captured

Underline adjectives from an extract from ‘Street Child’. ‘We had to explain how the word choices help us imagine how Jim the main character was feeling,’ Then moves into reading the work aloud. Completed in one evening.

Fire Safety booklet.

Captured

Completing Cubs work (not homework) in order to get the Home Safety badge. Has to complete a quiz and had some help from his parents.

Middle of a story, written in a spiral-bound notebook.

Captured

A story being written in a notebook, using the school iSPACE sentence starter strategy (similes, prepositions, adverbs, connectives, -ed words). Came home from school having read a book based in Tudor times in a guided reading session and wanted to write his own. ‘I’ve written this at home, learning it from school.’

At school, for school (Simon)

Collaborative writing on rules for Victorian workhouses. Observed

Group response to additional rules to be implemented in a Victorian workhouse. Gave ideas verbally, responded to writing by others using ‘green pen’, chose not to act on suggestions given by others.

Story mountain and two paragraphs from Journey to Jo’burg. Observed

Worked on whiteboards to add adverbs to sentences (not kept). Two paragraphs of handwritten text using conventions of narrative description and setting. Use of punctuation for dialogue with clear narrative structure.

Points Much of Fred’s kept writings were pieces of work that started as school projects, and that either didn’t return to school or were printed out and taken in. The kept writing shared was mostly using his preferred genre of writing, which is to use PowerPoint. He’s very influenced at home by his dad and likes being able to say that he has learned a skill that’s been taught to him from home.

EXAMPLE PHOTO GENRE CODEAt computer on the landing, sitting in front of the screen, with one hand on the keyboard typing one-handed and the other hand on the mouse.Points: Wide spatial zone with open body language.So: Confidence in the writing activity in contrast with at-school writing and the hiding/protecting of his work.b & c, the same

On-screen writing: Minecraft.

On-screen writing.Choice.Interaction/interplay with text.Home/school.Position when writing.

Writing notes on the family kitchen calendar.Points: A communal place for writing.So: Writing is valued in the home and writing serves a purpose.

Notes. Places.Others involved with writing.Reason for writing.

At computer playing Minecraft. Next to the computer is a piece of handwriting, older brother’s homework.Points: Writing fragments found in different places.b – d*, the same * - best photo

On-screen writing.Coding.

Places.Others involved with writing.On-screen writing.

Japanese script writing in lounge room table wearing cricket whites.b & c, the same

Handwriting & design.

Choice.Genre.PlacesComposition of writing.

Writing musical notation onto music booklet on the music stand in the dining room.b – the same

Places.Conceptualisation of writing.

H.3.1 Phase Three Thematic Analysis: Code application

4: Grouping codes into themes

5: Candidate themes

Text interaction and design

Reasons for writing

Places, spaces and rituals for

writing

Domain exchange

Places, spaces and local customs

Domain exchange & transaction

Text interaction & intention

Text fragments & souvenirs

H.4 Example of Phase Four thematic analysis: Headings and associated data

DOMAIN EXCHANGE AND TRANSACTION

DISRUPTING SCHOOL WRITING

Title: Simon - School Visit 1.docxDoc Date: 2/20/2014It’s hard to explain because pictures and writing it's hard to compare them. We'd been doing the highway man and we'd been trying to get the case re-opened and we had to compare pictures to the poem writing and I found that really hard because I'm more of a narrative story writer and we had to put it in points there and so – Interviewer So you found it hard to write less, you wanted to tell the story rather than do bullet points. Simon I wanted to make up stories.

SSimon – School Visit 1

Title: Simon - School Visit 1.docxDoc Date: 2/20/2014

So you didn't write anything but you had a pen in your hand ready but you didn't jump in and do it, didn't want to, didn't want to get involved? Or - Simon I'd rather do it independently. [Observation of School writing – School Visit 1]

Title: Sid – School Visit 1Doc date: 5/7/13Field notesSid was a bit surprised to see me, as the message hadn’t reached him. However, I think that it was okay for him. I was introduced to the class as a visitor and sat with different groups before sitting with Sid’s group. The lesson was really interesting and it was hard not to get wrapped up in the teaching. I was interested in Sid listening to the responses to others for the task, and was interested to know what he was thinking. Looking back at Sid’s writing from the lesson, it’s quite controversial in its tone. The aim was to write points that will go in a letter aimed at persuading the headteacher not to allow the building of flats on the school grounds. The children watched a video clip of the teacher governor and Chair of governors discussing the proposal. One of Sid’s responses, ‘Only a disrespectful teacher would do this’. He’d been given the opportunity to voice his opinion through writing, so he did!

Title: Sid - School Visit 1.docxDoc Date: 2/20/2014Only an idiot would want to cause pollution and kill plants. Interviewer Are you going to change it to fool or are you going to leave it as idiot? Sid Idiot. Interviewer You quite like writing idiot. Sid Yeah. Interviewer So why does that feel good? Sid I don’t know, I just like (....) people.

Title: Sid - Home Visit 3.docxDoc Date: 2/20/2014So – we’ll do that one in a minute – so this was the writing you were working on: the persuasive sentences. Can you remember what you did with that afterwards? Can you remember what you said? Sid Because, well, they want us to write something and most of the time when they do that stuff they, lots of people actually believe it, like most of the people on the top table don’t believe it but they saw there were –Interviewer Do you talk about it in the playground? Is that how you know that they do believe it? Sid No, they say when we’re working, “That’s definitely a fake video,” you know.

At school, for school(Sid)

Use persuasive features in our sentences Observed

9 bullet-pointed handwritten sentences focussed on persuading the school governors not to agree to the building of a road through the school grounds. Sentences use flattery ‘We all know you are a sensible, responsible teacher. Why trash your reputation?’ and exaggeration and dare to disagree: Only a disrespectful teacher would do this; Only an idiot would want to cause pollution and kill plants; Who would want to build flats with people who could sue the school for being too noisy?5 sentences = dare to disagree3 sentences = facts and statistics1 sentence = flattery

One final reflection sentence, ‘I feel more confident using dare to disagree than flattery’.

Title: Simon Parent Visit 1.docxDoc Date: 2/20/2014

So is he, do you, there are other people in the house who are drawing and writing? Mother Yes, yeah. The other two do a lot of drawing and writing. He sees me doing plenty of writing and marking, marking and more marking [Laughs] and just, sort of, lists and stuff. Interviewer Does he ever ask you about the writing you’re doing? Mother He has looked more at looking to see what the other children have written in their books, when I’ve got books home to mark. He’s interested to see what they’re doing. In terms of my writing, he might be nosey at my PowerPoint or whatever that I’m doing for my lesson, but he doesn’t necessarily want to know what I’m writing.

Title: Milly School 1 observation.docxDoc Date: 2/20/2014Looking up and then back to writing. Feet up on chair. Close writing. Left leg under right leg, up on chair. Looking up from writing, appears distracted by child on the other side of the room. Head on desk writing (right hander). Consistently writing, shifts position, close looking at writing – appears to be