Writing with Phonics Workshop

I did this workshop with my schools back in October and November (2014) and never wrote about them.  I found this workshop to be my most boring one so far: no games!  But I thought it was important to wrap up the year of phonics literacy I’d been doing so far.

We started off by very briefly discussing 

the importance for students in understanding the connections between reading, writing and oral.  I keep stressing to teachers that you cannot read and write and understand if you cannot speak in that language.  A big challenge of learners here in Zambia is that they speak a local language at home but are required to write (in Grade 7 and 9) a National Exam in English. I think many students get left behind because of not knowing English.  It’s my hope that the next teacher mentor will be really good at ESL or English as a Foreign Language (EFL) and can help the schools with this reality.

Phonics Review

The logistics of writing with phonics in your classroom (I brought examples of cheap exercise books, including just paper stapled together).  We discussed how often children write in these books.  The difference between just copying off the board and independent writing. How to keep the books safe so they don’t get lost.

Then the main part of the workshop: I gave the teachers a large handout with multiple examples of the stages of writing with phonics.  Here are the stages of writing I presented with examples:
(taken from : http://www.ece.gov.nt.ca/files/K-12/Curriculum/english-language-arts/Feb-2010/Kindergarten-Writing-Samples.pdf)

Drawing to express ideas and information

Drawing and having someone write down what you say (scribe)

Experimenting with letters you know, perhaps your name or other familiar words

Writing the phonemes that you hear, no spaces between words needed!

With help from teacher modelling, sight words (word wall)
and with practice, your writing improves

With teacher modelling you can even write information you've learned

After my first workshop I went a bit off my agenda here as I saw a need for it.  I had included a Quickscale (see below: B.C. Performance Standards: Grade 1 Writing) in the handout for the teachers to look at.  On chart paper we divided up into our grade groups and I gave the teachers the assignment to do a simple quickscale for their grade.  What do you expect of your students in regards to writing by the end of your grade?  What does it look like if a student is not meeting expectations?  What does it look like if a student is exceeding expectations?  This was a really challenging activity for some of the teachers.  At one school we had the same expectation (be able to write 3 letter words) show up both at the Grade 1 level as well as the Grade 4 level. 

Quickscale that I handed out

A head teacher (what we would call a principal) stood up afterwards and gave a little parallel story. A relay race is happening.  If the first runner is off the mark and does well then the next runners have a good chance at winning. If the first runner is lazy, the next runners could make up for a win but it will be a lot of work and effort.  Each runner needs to do his/her part in order to be successful. Then the parallel - each of you teachers Grade 1-4 are a runner in a relay race.  You have students and if you do your job well they will proceed through each grade well and can be handed over to the Grade 5 teacher all ready to go. If even one of the teachers gives up and puts in minimal effort, the other teachers have to scramble to catch the student up (still possible though difficult). 

During questions time at the end of the workshop I often get asked: “What about proper pencil grasp and posture?”  (Since I didn’t even mention these!)  These are very highly stressed between teachers and students in Zambia, as it proper printing.  They have the printing (copying from the board) teaching down.  They know how to teach it better than I do!  So I ask them a question back, “which student would you rather have in your class? Student A who sits properly, holds a pencil properly but is constantly asking you how to spell simple words and does not want to write independently incase s/he spells a word wrong OR Student B who might slouch (pencil grasp is important to a point) but tries to sound out words phonemically and makes some mistakes but can write a short story independently?” (Often silence after this - or one teacher who calls out “Student B”). I tell them that I see them doing a great job at posture, pencil grip and printing so I didn’t need to talk about it.  I feel that this writing with phonics might be a huge stretch for them and I’m not sure that any of the teachers in my workshop will try it but there’s always the hope that maybe one teacher will step outside the box and try something new.  Or in a few years they might remember this workshop and it might help them in some way.

Mr. Gandula, the head teacher who spoke about the relay race, is in pink.

*all photos taken at Sikalongo basic school with teachers from Sikalongo,
Mboole, and Batoka

In Zambia, today is the first day of term 1.  The new school year has started.  My plan for this year is workshops only by request (and EdCamps, of course!) but I am going to go out to schools (Monday, Wednesdays, and Fridays) and just be there for the teachers. I have a feeling this plan will either be super rewarding or very boring! I’m going to be available to help teachers out in the classroom with all these literacy workshops ideas I’ve given to them. I often forget what I learn at Pro-D in Canada, and I’d love for the presenter to come to my school and work alongside me so I can practice what I learned.  Or to at least be sitting in the library or staff room so if I need a quick refresher or I need her to make up some of the resources needed (since I don’t have any extra time as a teacher).  Well, that’s my great plan for the year!  Prayers are gratefully welcomed!