Writing Learning Walks

OJR School District ~ May, 2013

Initial Findings & Implications for

Professional Development in the

2013-14 School Year

Purpose of the Learning Walk

• Examine Writing Instruction in OJR

• Determine PD for 2013-14 School Year

• Inform professional practice in support

developing writers

• Assess the enacted writing curriculum

Expectations for the writing piece reflects students’ abilities and

curriculum expectations (what they can do and what will assist

them in developing writing skills)

89%

6% 5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Observation Data

Yes

No

Not Observed

The lesson begins with a connection to yesterday’s work as

writers and ends with a focus on what students will learn today

(approximately 2 minutes)

73%

19%

8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Observation Data

Yes

No

Not Observed

The teacher explicitly states lesson objective (what they will learn)

and purpose (how the writing behavior/strategy/skill helps the writer,

and how they will demonstrate the learning (how they know they will

be successful with the learning)

48%

35%

9% 8%

0%

10%

20%

30%

40%

50%

60%

Observation Data

Yes

Partially

No

Not Observed

Students are writing for a real purpose (strategy/process/content)

76%

15%

9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Observation Data

Yes

No

Not Observed

The lesson begins with teaching. The teacher names the learning, and

then demonstrates the learning, explains and shows examples of the

learning, or engages students in shared inquiry of the learning

expected. (approximately 4-5 minutes)

39% 41%

17%

3%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Observation Data

Yes

Partially

No

Not Observed

Teacher actively engages students in the discussion of their topic

prior to writing and provides necessary scaffolding (e.g., use of

graphic organizer, use of model [effective leads, varying word

choice, etc.], turn and talk, or think/pair/share for verbal rehearsal)

50%

41%

9%

0%

10%

20%

30%

40%

50%

60%

Observation Data

Yes

No

Not Observed

The teacher links the today’s learning what writers will do during

the writing time asking “how many of you will do this today,” “turn

and talk to your partner, tell them how you will use this today,” etc.

35%

56%

9%

0%

10%

20%

30%

40%

50%

60%

Observation Data

Yes

No

Not Observed

The students spend the majority of the time actually writing

15%

23%

62%

0%

10%

20%

30%

40%

50%

60%

70%

Observation Data

Yes

No

Not Observed

The teacher uses observation of student work for a mid-way

teaching point (highlight a particular example of good work, steer

children around a peer problem, use partners to discuss a particular

point raised)

11% 14%

75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Observation Data

Yes

No

Not Observed

The workshop ends with a whole group share and reflection on the

learning (highlighting examples of student work today)

10% 4%

86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Observation Data

Yes

No

Not Observed

Students use word wall, personal word journal, and/or word study

notebook to correct spelling and use previously taught words in

their writing (as part of the revision process)

24%

11%

62%

0%

10%

20%

30%

40%

50%

60%

70%

Observation Data

Yes

No

Not Observed

Blended focus on content (voice, word choice, sentence fluency,

focus, organization, and content) and conventions reflects students’

demonstrated needs and grade level expectations

44%

25%

31%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Observation Data

Yes

No

Not Observed

Students develop vocabulary/grammar as a result of the writing

lesson

45%

33%

22%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Observation Data

Yes

No

Not Observed

Students use taught skill in their writer’s notebook (using in a new

piece, identifying correct usage in previous writing, or revisiting

previous writing to add or revise)

45%

13%

42%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Observation Data

Yes

No

Not Observed

Graphic organizers are consistent with grade level team members

and instruction support teachers (LS, RS, etc.)

22%

13%

65%

0%

10%

20%

30%

40%

50%

60%

70%

Observation Data

Yes

No

Not Observed

Identified Strengths

• Use of Mini-lesson with models/mentor

texts

• Expectations matched to curriculum

• Connection to prior learning

• Students writing for authentic purpose

Suggested PD

• The architecture of an effective mini-

lesson, as there is currently not enough

modeling of the learning

• How to communicate objectives, purpose,

and assessment of learning (briskly) at the

start of the learning

• How to name and model the learning

• Increase the use of “I do, we do, you do”

model of learning

Suggested PD

• Increase turn and talk about the learning

objective in the lesson

• Strengthen the link between the mini-

lesson and student work during the

workshop by helping teachers set students

on an appropriate course of study, and

supporting those not ready for workshop

in that lesson

• Increase the amount of time students

are expected to write

Suggested PD

• Shift language of instruction away from

“improving writing” or “making writing

better” to “making writing more

interesting, clear, or stronger for the

reader.” The former implies that writing

is bad or better, while the latter suggests

clarity and interest improvements

Suggested PD

• Vocabulary development should be an

essential, yet brief, part of every read

aloud and writing mini-lesson

• Content, organization, style, focus, &

conventions should be integrated and not

isolated in instruction

• Kidwriting is not craft writing, but rather

a strategy for developing emergent writing

• The 5 paragraph essay is a

tool/strategy, not an objective for

writing outcomes

Suggested PD

• The writers notebook should be the main

source where students practice taught

writing skills

• Word walls, personal word lists,

dictionaries (dictionary.com) and/or word

study notebooks should be utilized for

holding students accountable for accurate

spelling of appropriate words

Next Steps

• Provide Building Leadership Teams PD in

July 2013

• Building Leadership Teams provide turn

around PD to staff August/Ongoing 13-14

• Learning Walk October and January to

assess PD outcomes

• Provide grade level student writing

checklists (to avoid redundancy)

• Common Editing Posters K-12