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Taking it to Writing. January 10, 2014 Weber School District. Housekeeping. Be sure to sign roll Cell phones turned off and put away Sitting with team from school Write down ideas to share during discussion times 20 minute break at 9:50. National Commission on Writing (2003). - PowerPoint PPT Presentation
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Taking it to WritingJanuary 10, 2014
Weber School District
Be sure to sign roll Cell phones turned off and put away Sitting with team from school Write down ideas to share during discussion
times 20 minute break at 9:50
Housekeeping
“Writing today is not a frill for the few, but an essential skill for the many.”
National Commission on Writing (2003)
Writing is the most difficult of all language skills.
It is acquired the latest, mastered by the fewest, and learned with the most effort over the longest period of time.
(D. Johnson & H. Myklebust, 1967)
Writing is Difficult
Utah Core Language Standards (added components) Manuscript Handwriting (K-2) Cursive Writing (3-5) Reading cursive writing (3-5)
Utah Core Standards
Conventions of Standard English 1. Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking.
a. Independently and legibly write all upper- and lower- case cursive letters
b. Produce grade-appropriate text using legible cursive writing
Language Standards Grade 3
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive.
By the end of the year, read and comprehend informational texts, including history /social studies texts, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive.
Reading Standards Range of Reading and Level of Text Complexity
Teaching Elementary School Students to be Effective Writers
Institute of Education Sciences, U.S. Dept. of Ed, 2012http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.
Write Traits in a
Process Model
Writing well involves more than simply documenting ideas as they come to mind. It is a process that requires that the writer think carefully about the purpose for writing, plan what to say, plan how to say it, and understand what the reader needs to know.
Teachers can help students become effective writers by teaching a variety of strategies for carrying out each component of the writing process and by supporting students in applying the strategies until they are able to do so independently.
Writing Process
Generating Ideas – what do I have to say? Setting goals – for what purpose am I
writing? Organizing ideas – in what form will I express
my thoughts?
Louisa Moats (2013)
Planning Involves
Develop goals and generate ideas Gather information from reading, prior knowledge, and
discussions with others Organize ideas for writing based on the purpose of the
text Write these goals and ideas down in order to refer and
modify them throughout the writing process
6 Traits Connection: Ideas Strategies:
POW (Pick ideas, Organize their notes, Write and say more) Ordering Ideas/Outlining
Generating Ideas
Create a preliminary version of a text Select words and construct sentences to accurately convey ideas Skills such as spelling, handwriting, and capitalization and
punctuation are important when drafting but should not be the focus of students’ effort at this stage
6 Traits Connection: all traits except conventions and presentation Strategies:
Imitation (models of exemplary text) Sentence Generation
Drafting
Make content changes to clarify or enhance meaning Reorganize Add or remove sections Refine word choice and sentence structure Word processing can make this easier for many students
6 Traits Connection: Organization, voice, sentence fluency Strategies:
Peer revising (?, ^)
Revision- Did I say what I wanted to say?
Reading from the reader’s perspective: Is the message complete, logical, written with conventional symbols and grammar?
Revising, editing: Did I say what I wanted to say? Did I reach my audience? Are the conventions respected? What will add interest?
Review and Revision Involve:
http://vimeo.com/38247060
Building Excellence in Student WorkModels, Critique, Descriptive Feedback
Make changes to conventions of written English Make the text readable for audience and intended
meaning clearer Spelling Grammar
6 Traits Connection: Word Choice, Conventions Strategies:
COPS (Capitalize, Overall appearance, Punctuation, Spelling)
Editing
Occurs at the end of the writing process Purpose is to share publicly in written form or oral form, or both Not all student writing needs to be published but students
should be given opportunities to publish their writing and celebrate their accomplishments
6 Trait Connection: Presentation Strategies:
Peer Sharing (in pairs, listen and read along as the author reads aloud)
Authentic audience(s)
Publishing
Before a student can be expected to write formally, they must be able to speak formally.
Ways to support this: Require students to use formal language to
answer questions asked in lessons Require students to restate part of question in
responding Use sentence framing to support writing
formally
Oral Language
Listening
Speaking
Reading
Writing
Writing places multiple simultaneous demands on the writer. Mastering the foundational skills of good writing, including handwriting, spelling, sentence construction, and typing, allows students to devote more of their attention to composing written texts by utilizing the strategies and techniques associated with the writing process.
Foundational Skills
COMMON CORE WRITING STANDARDS ACTIVITY
Read the first piece. What elements of effective writing are evident in this sample? Discuss your observations with a partner.
Read the next piece. How is this piece similar to the previous piece? How is it different?
Continue reading, analyzing and discussing each piece.
How does the 3rd grade passage compare to Writing Standard 3.2?
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related
information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
3rd Grade Passage
Rubric for the Opinion Essay
Rubric for the Informative-Explanatory Essay
SAGE Testing Selection Criteria
Breathe!
http://www.youtube.com/watch?v=o53i0kL6-Jw
Great PromptsMatched to Treasures
Not aligned to UtahLanguage Arts Core
Where to find prompts
3. Write narratives to develop real or imagined experiencesor events using effective technique, descriptive details,and clear event sequences.
a. Establish a situation and introduce a narrator and/orcharacters; organize an event sequence that unfoldsnaturally.
b. Use dialogue and descriptions of actions, thoughts,and feelings to develop experiences and events orshow the response of characters to situations.
c. Use temporal words and phrases to signal eventorder.
d. Provide a sense of closure.
Narrative Writing
2. Write informative/explanatory texts to examine a topicand convey ideas and information clearly.
a. Introduce a topic and group related information together;include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details. From the Textc. Use linking words and phrases (e.g., also, another,
and, more, but) to connect ideas within categories ofinformation.
d. Provide a concluding statement or section.
Informative/Explanatory
1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about,state an opinion, and create an organizational structurethat lists reasons.
b. Provide reasons that support the opinion. Support from the textc. Use linking words and phrases (e.g., because, therefore,
since, for example) to connect opinion andreasons.
d. Provide a concluding statement or section.
Opinion
4.1 Cook-A-Doodle-Doo• There are many steps
to making favorite food dishes. Think about your favorite dish to make. Write to explain how to make your favorite food. (Informative/Explanatory)
• Not Text Dependent
• There are many steps to making favorite food dishes.
Explain how the characters work together in Cook-A-Doodle-Doo to make their shortcake.
• Do you think Turtle, Pig and Iguana worked well as a team?
• In your opinion, who was the most helpful; Turtle, Pig or Iguana? Why?
Next Layerwriting only for teacher?
Audience-who will read their writing
• In your opinion, who was the most helpful; Turtle, Pig or Iguana? Why?
• Nominate one character to receive the Helpful Hand Award.
Purpose-why you are writing
• Entertain• Inform• Persuade
4.2 Seven Spools of Threadpage 51
• Unit 4.2: Arguing and quarreling can hurt friendships. Think about someone you have a hard time getting along with. Write to describe how you can solve this problem and be a better friend to this person. (Narrative)
• Text dependent• Opinion• Informative/Explanatory
4.2 Seven Spools of ThreadRewrite prompt to fit with the Utah Language Arts core.Either Informative/Explanatory or Opinion that is text dependent.Try both if time.Current Prompt:Unit 4.2: Arguing and quarreling can hurt friendships. Think about someone you have a hard time getting along with. Write to describe how you can solve this problem and be a better friend to this person. (Narrative) _____________________________________________________Add an audience- What is the purpose of this piece?_____________________________________________________New and improved core aligned prompt
Writing for Understanding
Writing for understanding is built on the following principles. 1. Knowing what you want students to be able
to do in the end- create written products that make sense and convey meaning to both writer and reader.
2. Plan backwards giving students plenty of knowledge and guidance to get them there.
Writing for Understanding
No matter how thought provoking a question is, one cannot reflect on knowledge one does not have. One cannot analyze information that is sketchy, inaccurate, or poorly understood. One cannot synthesize from nothing. It is up to teachers, then, to provide activities and experiences that give students knowledge and help then construct meaning from that knowledge.
Writing for Understanding, pg 11
Writing for Understanding
Teaching is about transfer. The goal is for students to take what they learn from the study of one text and apply it to the next text they read.
By guiding students through these text analyzing activities, they will develop the skills necessary to do them on their own. Gradual release is the key.
Writing for Understanding
Writing for UnderstandingBackwards Design
Taking It To The ClassroomBackwards Design
Writing for UnderstandingText Dependent Questions
Close ReadingSpeaking & Listening
Treasures Program
Gorilla Garden Here’s My Dollar
Treasures
Social Studies Standard 3 Students will understand the principles of civic
responsibility in classroom, community, and country. Engage in meaningful dialogue about the community and
current events within the classroom, school, and local community. (Extend to your community and maybe even do a service project where the students volunteer their time)
Reading Informational 3.9 Compare and contrast the most important points and
key details presented in two texts on the same topic. Writing 3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Central IdeasWhen possible tie your content and language standards.
Essential Question: How do volunteers help a community? (social studies std 3)
Focusing/Essential Questions
Text Dependent Questions:Key Ideas & Detail- recount key details and how they support the main idea (RI
3.2) What caused the volunteer to become involved? What steps or tasks did they do to complete the project? What effect did the project have?
Craft & Structure- determine meaning words and phrases (RI 3.5) Explain the slogan “Inspire, take action, make a difference” Explain the slogan “Give a dollar, save a life”
Two Column Note taking:Integration of Knowledge- Compare and contrast the most important points and
key details presented in two texts on the same topic. (RI3.9
Oral ProcessingSpeaking & Listening- Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly Partner Turn and talk – In my opinion _______deserves the award because…
Building Content Knowledge
For time, we will not
do this today
Understanding of Writers Craft
Writer Workshop Mini Lessons We still need to teach writing
crafts students can apply to enhance and improve their writing.
These lessons could include the different writing types and tasks of writing, writing to different audiences, 6 traits.
Letter Writing Lesson
Structure
Prompt: Angel and Amelia are volunteers. There is an award for Volunteer of the Year. In your opinion, which one deserves the award? Write a nomination for your choice, and use evidence from the text to support your choice. (RI 3.9)
Fill out graphic organizer together Shared writing
Shared Revision Shared Editing
Writing /Revising
Let’s Experience it
Look for and cite evidence from the text to answer the following questions If the day you were born is an odd number fill in the left side for the story “Gorilla
Garden” If the day you were born is an even number fill in the right side for “Here’s My
Dollar”. Prior to this we would have read the story through one time, this is the second time in the text
reading closely . We would do this as a class one story at a time, but for time we are dividing and conqueringI set this worksheet up
so it can be easily compared students could use a blank pg folded
Key Ideas & Detail Questions
Building Content Knowledge
Let’s Experience it
Evidence Based Stems• On page ______...• The author stated…• The text stated…
Explain the slogan “Inspire, take action, make a difference”
Explain the slogan “Give a dollar, save a life”
How did the slogans help the volunteer efforts?
FOR TIME WE WILL NOT DO THIS TODAY
Let’s Experience it
Understanding Writers CraftFor time purposes, we will not do today
Angel and Amelia are volunteers. There is an award for Volunteer of the Year. In your opinion, which one deserves the award? Write a nomination for your choice, and use evidence from the text to support your choice.
After answering the text dependent questions and doing the activities, will students be able to respond to this writing prompt?
Reading Informational 3.9 Compare and contrast the most important points and key details presented in two
texts on the same topic. Writing 3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Writing for Understanding
Integration of knowledge & ideas
Writing for Understanding
Choose your structure
Shared Writing-
Essential Question How do volunteers help a community? How can you help your community? (apply
learning)
Writing for Understanding
Support at Home…
http://www.readingrockets.org/pdfs/edextras/59261-en.pdf